Engaging and Motivating Students

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Engaging and Motivating Students

• An Active Participant PD
• August 11, 2011
• Myssi Turner

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Goals for PD

• You will have a better understanding of
  engagement strategies.
• You will walk away ready to use over 50 possible
  strategies across the curriculum.

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Why engagement?

• Engagement increases attendance and achievement.

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First Day Strategy

• The sooner you learn their name, the better!
• Learn more about your students by doing interest
  inventories, letters to the teacher, quiz about
  your teacher, or the following ice breaker.

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Ice Breaker

• Take your white paper and fold it into fourths.
• On the first fourth, illustrate your favorite
  part of summer break.
• On the second fourth, illustrate a superhero that
  you would want to be and why.
• On the third fourth, illustrate your favorite
  activity.
• On the last fourth, write the title of a movie
  that best represents you. Do not share at this
  point.
• You will have about 7 minutes to complete.

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Relationships

• Story of
• Mr. Ray Brown
• 8th Grade Teacher
• Newport Middle School

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Validation

• http//youtu.be/Cbk980jV7Ao

• Sometimes the simplest things will motive and
  engage students. Smiles and sincere compliments
  build relationships with students.

Think, Pair, Share Partners speak for one
minute. While your partner is speaking, you may
not interrupt. After they are finished you must
restate the main idea of what they said to prove
you are a good listener, add on to their point,
or state something you agreed with or politely
state what you disagree with. Partner 1 speaks
about a time when they felt validated in an
educational setting (by their boss, a parent, a
student, etc). Partner 2 speaks about a time
when they validated someone in an educational
setting.
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Gallery Walk

• Gallery Walk is a processing and/or review
  strategy in which students create a product that
  visually or pictorially represents the learning
  that has just taken place. The products are
  posted around the classroom, and the students
  walk around the room checking out their
  classmates work. If the students work in groups,
  one student may act as the docent explaining the
  fine points of their project.
• Now you try

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Use your discussion from Think, Pair, Share to

• create a poster that illustrates one validation
  strategy to use with your students and
  colleagues.
• hang your poster throughout the room for others
  to view.

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Question Museum Walk

• In groups of five or six, walk to one of the
  questions hanging on the wall. After reading the
  question and discussing with your team, write
  your answer on the poster chart.
• After time is called rotate to the next question.
• (Early Finishers can look through their 100
  Interactive Strategies)
• Video Begin at 2937

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ELA Standards Connections to the Question Walk
Museum
Using your ELA Standards with your table discuss
what areas the Question Walk Museum addressed.
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Give One, Get One

• Give One, Get One is a perfect strategy to use at
  the beginning of a unit. It asks students to
  write all that they know about the topic being
  studied, then to talk to a partner to add to
  their lists of written information.
• This prewriting activity helps students reflect
  on what they already know about a topic and gives
  the teacher an assessment of prior knowledge
  before introducing a topic.
• It engages students in writing and talking about
  a topic with partners and is a fast paced
  activity.
• (Power Tools for Adolescent Literacy)

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Give One, Get One

• Fold a piece of paper lengthwise to form two
  columns and write Give One at the top of the
  left-hand column and Get One at the top of the
  right-hand column.
• In your Give One Column, write take two minutes
  to write down everything you know about reptiles
  and amphibians.
• Now talk to other teachers about what is in their
  Give One column write down any new information
  you get from discussions in the Get One column
  along with the name of the person who gave you
  the information.
• Whole Group Discussion Add to Get One column

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Take a Stand Strategy

• After surveying four 3rd grade students about the
  difference between amphibians and reptiles, I
  recorded their responses below. On the white
  paper write your response to Which student do
  you agree with and why? Then fold the paper so no
  one can see your answer.
• Chris- Amphibians are the babies of reptiles.
• Hunter- Amphibians spend part of their lives in
  water and part of their life on land. When they
  are born, they look more fishlike then metamorph
  into their adult stage. They lay eggs. Reptiles
  do not lay eggs but have scaly skin and are cold
  blooded.
• Hollie- Amphibians have moist smooth skin and
  live the first part of their life in water and
  the second half on land. Reptiles have scaly
  skin and look like their parent as soon as they
  are born.
• April- Reptiles have live births and amphibians
  lay eggs.

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Take a Stand Strategy

• Take your folded paper and begin walking to the
  music. Pass your paper to the first person you
  come across. Continue passing the paper until
  the music stops.
• When the music stops look at the answer your
  paper has.
• Go to the corner of the room where the name of
  the student is listed that your paper agrees
  with.
• Discuss the response with the others at your
  corner. Defend or oppose the answer that your
  person listed.

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Top Hat Comparison Strategy
While reading the article use the Top Hat
Comparison Strategy form to compare amphibians
and reptiles. Then use the form to summarize
your key points.
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Strategy DebriefQuestion Museum Walk, Take A
Stand, Give One, Get One, Top Hat Comparison

• Discuss with your neighbors
• Do these strategies help students practice and
  deepen their understanding of new knowledge? Why
  or why not?
• Discuss some ways these strategies might be used
  in your classroom.
• Choose a team captain to report to the whole
  group by seeing who had the most exotic vacation.

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QuestioningGood questions are thought-provoking
and clear. These questions stimulate student
responses and arefollowed by 3-10 seconds of
wait time to allow for processing time. Avoid the
use of vague questions orguesses. Instead,
include more purposeful prompts which require
more than a yes or no response.Great
questions will promote critical thinking and get
a discussion started easily. For example, a
teachermight ask the following higher-level
thinking questions for partner or whole-group
discussionDo you agree with _________?What
ideas could you add to our discussion?What
solutions do you recommend for ___________?How
does __________ compare with ___________?What is
the main idea of ___________?What do you think
about ___________?
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Evan explains what, why, and how he can use what
he is learning. This engages students and
provides ownership.
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Reading Strategy with Questioning Strategies

• Text Opener
• If your friend was thinking of leaving a safe,
  quiet life to do something adventurous, but
  risky- like exploring a remote, wild land- how
  would you talk him/her into doing it?
• How would you talk him/her out of doing it?
• While reading through the passage
• put question marks by things you have questions
  about
• write an A by things you agree with
• write a D by things you disagree with
• When we discuss and as I ask questions you must
  support your thoughts with the passage.

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Principles of Shared Inquiry Shared Inquiry
discussion is an intellectually rigorous
group activity that focuses on the interpretation
of meaning in written texts. It is Socratic in
style and firmly text-based. It makes use of
questioning techniques that help participants
read actively, pose productive questions of their
own about the ideas in a text, and listen and
respond effectively to others. The Shared Inquiry
method does not propose a formula for finding
truth, and its purpose is not to determine
the conclusions that an individual or discussion
group might reach. It is based on the conviction
that participants can gain a deeper understanding
of a text when they work together and are
prompted by a leaders skilled questioning. In
the process, participants enjoy the benefit of
diverse points of view, focused exploration, and
common discovery. Reading a challenging piece of
writing and thinking about its ideas cannot be a
passive process. Each participant is engaged in
an active search for the meaning of the
selection at hand. With the energy and
encouragement of the group, participants
articulate ideas, support assertions with
evidence from the text, and grapple with
different possibilities of meaning. Often, this
results in individuals learning how to build on
one anothers insights and perspectives.
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Time to Debrief

• Reflect on the questioning strategies.
• Write a few things that you want to remember
  about them on your reflections page.
• Discuss with your table.

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Vocabulary StrategiesStrategy 1 Whats my
word?

• Each of you will receive a necklace.
• 2. Do not look at the tag.
• 3. You will work with a partner to give clues
  without stating the obvious about your word.
• 4. First partner group that figures out their
  words win a prize!

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Strategy 2 Classroom Feud
Split your class into two groups. Name your
team. Identify an initial spokesperson who will
confer with his/her team during the time allotted
(15 sec) and who gives the final answer. Each
time the team gets a turn, a new student acts as
the spokesperson. Flip coin to see who goes
first. Deliver a question. If the team gets it
right, they get a point and another turn. If the
team gets it wrong, the other team can steal.
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Other Strategies included in your packet to use

• Opposites Attract
• Two of a Kind
• Create a Category
• What is the Question?
• Who Am I?

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Concept Maps for Vocabulary
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Word Walls
To engage students in writing, use word walls for
each subject. Group words according to their
unit so they are easily located. The more the
student sees and hears the word, the better they
will understand it.
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Goal Setting and CelebrationsFor a complete PD
on Goal Setting go to Sharepoint and download my
GOAL SETTING 101 PowerPoint or attend Nancy
Burns PD this summer.
You never know what our teachers will wear to
motivate kids!
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Recognition for Reaching Goals
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Assemblies to Motivate for Testing
Each student wore a Derby Hat or made a stick
horse to showcase as they walked across stage
while their name was called.
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Taking time for purposeful fun.MOTIVATION!
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Take time to DANCE.
The element of surprise like me coming in dancing
and the HUMOR of me trying to dance engages
students so
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I hope you DANCE! Task and Expections

• In your content/grade level PLC revise or
  continue to work through BYOC ensuring activities
  reflect multiple forms of
• STUDENT ENGAGEMENT?