Building Engagement through Effective Lesson Design Tapp New Teacher Meeting 11/16/06 Jennifer Frisch The Next Step Many of you listed “interest,” “motivation,” and “engagement” as problems you are facing. Today’s Essential Question: How can you plan engaging and effective lessons? Word Map What is it? Students maintaining high interest and motivation during lesson. What is it like? Energy Interest The Word Actively Participate Engagement Work Cooperatively Performance Tasks What do students do? Excitement The Five C’s of Engagement Curiosity: the desire to know… Collaboration: learning is social before intellectual Creativity: the desire to create Choice: no one likes to be told what to do! Competence: doing something well 20% of what we hear 30% of what we see Passive 10% of what we read 50% of what we see and hear 90% of what we say and do Active 70% of what we say How do we get the attention of the student’s brain? Two factors primarily influence what our brains pay attention to are: Meaning Emotion Meaning To make information meaningful – Link to Prior Knowledge Connect to experience they have had or information they already know OR Create an experience with them. Emotion Need to have a “hook” to motivate Not too much BUT enough to pique interest and get them engaged. Possible Sentences Directions: Use three or more of the following words in a sentence that you think may make sense. Do not look up the words or read in your book at this point. Just give it a try using what know now. Scarcity Interdependence Producing Consuming Resources Economic system Economic development Exchanging Saving Investing Paired Verbal Fluency Set Up: Students pair and decide who will be 1 and 2 in each pair. Announce the topic. Round 1: 1 talks about topic and 2 listens for 45 seconds Students switch roles and repeat\ Round 2: 1 talks more and 2 listens for 30 seconds Students switch roles and repeat Process or Write: Things you and your partner share Ideas shared that need clarification Questions about the topic Think, Pair, Share Interactive lectures increase student retention of information by 20%. Student accountability for learning during lectures increases retention of information by 55%. Make sure you are asking them to share. Learning is first a social activity before it is a cognitive activity. Graphs, charts, and graphic organizers help students see the connections among related terms Provide depth of meaning Provide visual representations of concepts Organize information Assist with story retelling, summarizing, writing Hot Seat Before class starts, the teacher places questions on sticky notes and places them underneath student desks (hidden from view). Ask students to discover if they are in a “Hot Seat” by looking underneath for sticky notes Students who find questions take turns reading the questions to the class and either answering or seeking answers from the audience. Students can complete this as paired or small group activity. Make sure questions are accessible to students Partners A & B Partner A will talk nonstop for a designated amount of time on a topic of study. ( Partner B…..shhhhhhh!) Partner B now starts talking for more time but may not repeat anything said by Partner A. ( Partner A …..shhhhhh!) The Important Thing…. The important thing about ________ is _______ Another detail Another Detail Another Detail But the important thing about ________ is _______ The first and last sentences are nearly identical New knowledge is more effectively stored in the long term memory when it is associated with anything that is familiar. Mnemonic Devices Songs Poetry Plays Gestures Raps Acronyms My Very Educated Mother Just Served Us Nachos (Planets) ROY G BIV (Colors) Others? Before you go… Evaluation forms Suggestions for next month? Questions/Comments?