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									         Six Ways to Engage Students

Speaking        Writing       Signaling      Performing Thinking           Combination

    The            The            The            The            The            The
  teacher        teacher        teacher        teacher        teacher        teacher
 elicits all    elicits all    elicits all    elicits all    elicits all    elicits all
students to    students to    students to    students to    students to    students to
 respond        produce         exhibit      demonstrate     mentally       respond
 orally at     something         some        a response       process        using a
 the same       on paper       common           at the      information     blend of
   time.          at the      gestures or    same time.      the same       speaking,
               same time.     symbols at                       time.          writing,
                               the same                                     signaling,
                                                                           performing,
                                 time.
                                                                                and
                                                                           thinking at
                                                                             the same
                                                                               time.
What is Student Engagement?
  Active Student Engagement is when the students are
  physically and mentally involved in the lesson
  throughout the lesson
  Active Student Engagement does not “magically”
  happen. The teacher has to make it happen
  Active Student Engagement means all students are
  actively participating (covertly, overtly, or both)
  Active Student Engagement is not an optional state
  of being
Student Engagement T.E.A.M

  One way to help remember the key
  indicators of Active Student
  Engagement is to remember the
  acronym: T.E.A.M.
T.E.A.M:
 T = Throughout the Learning: The
 teacher plans and implements all the
 attributes of student engagement at the
 beginning, during, and after the lesson:

 Beginning – Frame the lesson
 During – Teaching and Questioning Activities
 After – Reflection, extension, application
T.E.A.M:
 E = Elicited by the Teacher: The teacher
 directs students to be engaged in academic
 learning through COVERT and OVERT
 behaviors:
 Covert: Think, imagine, listen (follow a
 covert behavior by an overt behavior);
 example, “Listen to this answer and be
 ready to state if you agree or disagree and
 tell why.”
 Overt: Speak, write, signal, perform
T.E.A.M:
 A = All students engaged at the
 same time: Randomly call on
 students using a structured procedure
 (example: Numbered Heads).
 Randomly call on students to repeat,
 add to, or elaborate on a previously
 given response.
T.E.A.M:
 M = Mandatory: It is an
 expectation, an attitude. Student
 Engagement is not optional.
Overt: Speaking
Pivot A-B: At their seats, students are asked to “pivot” so
they are knee-to-knee and eye-to-eye with a classmate. Pairs
can decide on who is “A” and “B”. The student who is “A”
has one minute to tell “B” everything she/he remembers on a
particular concept/topic/ experience. Then “B” has 30
seconds to fill in anything that “A” might have missed. You
can vary this by having students refer to their notes from the
class as they review what they have learned. (Similar to
Dyads)

Turn to Your Neighbor and… A student turns to her/his
neighbor to respond to the statement or question written/posed
by the teacher. Each student is given time to respond to his/her
neighbor. Then the teacher calls on students to hear their
responses.
Overt: Writing
QARS (Question-Answer Relationships): A *questioning
strategy that asks students to probe into the task demands of
5 different types of questions. The teacher or student
develops questions that are text explicit, text implicit or
reliant on prior knowledge. By analyzing the task the
questions are demanding, the student will be better able to
answer the question. It will also help students improve the
cognitive process of making meaning from text.
The 5 QARS Types are: On My Own, Right There, Think &
Search, Between the Lines and Author and Me.

*See QAR Power Point/template on the Server or contact Mari Bailey
Overt: Writing
Thinking Maps: There are 8 different types of Thinking Maps.
Each taps into a specific cognitive process listed below:
Brace Map – Identifying parts of a whole
Bridge Map – Using analogies
Bubble Map – Describing attributes
Circle Map – Defining in context
Double Bubble Map – Comparing and Contrasting
Flow Map – Sequencing
Multi-Flow Map – Cause & Event
Tree Map – Classifying/grouping

*See Thinking Maps Power Point on the Server or contact Mari Bailey
    Overt: Writing
     3-2-1: As a countdown at the end of an objective, students
     list: 3 new ideas or things they learned or found helpful; 2
     things they want to know more about; 1 thing that they are
     still confused about or have a question on. You can collect
     this as they leave the classroom or have them pair up using
     “Appointment Clocks” or in a “Mix-Pair-Discuss” to share
     what they have written. Alternative: 3- 3 important terms or
     ideas to remember; 2- 2 ideas or facts they would like to know
     more about; 1- 1 concept, process or skill they think they
     have mastered.

*Find a 3-2-1 and Appointment Clock Template on the Server or contact Mari Bailey
Overt: Writing
60 Second Power Write: Used to process notes. Students
fold a piece of paper to create a left hand margin. Students
take notes up to the margin line. At an appropriate break
point in the notes, students cover notes and use the
unwritten side (left) to list important points given during the
lecture/video. When student have completed their list it is
time for feedback. Sources of feedback can be peers,
teachers or their own notes.
Overt: Signaling
Response Cards: Students fold a sheet of paper in half the
long way. On one side of the fold students write a large T, on
the other side a large F. The teacher hen asks the class
questions (review) and the students’ respond by holding up
the side of the card with the correct answer. It is not a test but
a review strategy. Cards can all be used to show if a student
Agrees or Disagrees with statements (A=Agree and
D=Disagree).

Thumbs Up – Thumbs Down: Students state their opinion
and/or thoughts to the statement or questions the teacher
asks them. Signaling a Thumbs Up indicates the student
agrees. Signaling a Thumbs Down indicates the student
disagrees. Placing the thumb at a 90 degree angle indicates
not sure or could be both ways.
Overt: Performing
Charades: In teams, students take turns acting out concepts,
words, ideas, or events as teammates attempt to guess what
is being acted out. Or a team takes turns acting out concepts,
words, ideas or events as the class attempts to guess what is
being acted out. Helps to make learning literally come to life.
Overt: Performing
TPR: Total Physical Response: A method to get the oxygen
to their brain after sitting. Teacher identifies “total physical
responses” to attributes of a topic, true or false responses,
parts of speech, agree or disagree, parts of the body, etc. The
teacher then asks the class to identify the attribute, response,
parts, agreement of disagreement by showing the “TPR” for
that answer. Example: For the 3 types of matter the teacher
asks the students to stand for solids, to squat for liquids and
to put their hands out at a 90 degree angle for gases. The
teacher gives an example of the different types of matter and
students show if they know the type by responding with one
of the TPR’S.
Covert: Thinking
 When students “think” inside their heads, they develop their
 Cognitive (thinking and organizing their knowledge) AND
 Metacognitive (thinking about why and how they think
 and learn) Skills:

  “Listen to this answer and be ready to state if you agree or
 disagree and tell why…”
  “In your head, craft an answer to this question…”
  “Organize your thoughts and be ready to share your ideas…”
  Mentally review the steps you took to solve this problem...”
Combination:
 Reciprocal Reading: Students are paired as Student “A” or Student “B”.
 They rotate roles as they read. Student “A” reads the paragraph or passage and
 then summarizes the main idea in the reading. Both students write the summary.
 Student “A” ask one question that supports the details and/or checks for
 understanding. Student “B” answers the question. Both write down the
 Question and Response. During the reading, students may write down anything
 they need clarified (Clarification) which may be a term or phrase. If the teacher
 notices that many students have the same word/idea down for clarification, she
 or he can present the information to the group as a whole, then students
 proceed with reciprocal reading. Before reciprocating roles, Student “B”
 predicts what will happen next in the passage. Both write down the
 prediction. All statements are written down. Either student states if there is
 something in the reading that needs clarification or is unclear. Both write down
 the clarification. Roles are then switched and repeated.



 *See RR Power Point/template on the Server or contact Mari Bailey
Combination:
 Inside – Outside Circles: Start by dividing the class in half.
 Half the class becomes the inside circle, and the other half
 the outside circle, for two large concentric circles. Students
 in the inside circle face students in the outside circle. The
 teacher announces a topic, asks a question or students ask
 each other questions on sheets or flashcards. After partners
 from the inside and outside circle have shared or answered
 each other’s questions, once circle is rotated so students
 face new partners for a new question or topic. For smaller
 groupings- Organize students into groups of six or eight, with
 3 or 4 persons in the inside circle and 3 or 4 in the outside
 circle.
Combination:
 Numbered Heads: Students are grouped (seated) in teams. Each team
 member numbers off, so that each member has a number. Each team is then
 given a letter. After students have been presented information or have been
 working on material, the teacher asks a question or presents a problem. The
 students must jointly agree on the correct answer. The teacher first calls out a
 number and then selects a team (by its letter). The student with that number
 from the selected team must answer the question, and briefly explain why that
 answer is correct. Modification: The teacher asks a question, presents a
 problem or asks a student to share their work. The teacher calls out a number.
 The student with that number shares their work and/or answers the question
 with their individual group. To check for further understanding, the teacher calls
 out a number and a team for that individual to share what either they shared
 with their team or what they learned from listening to the student in their group.
Combination:
 Think-Pair-Share: Allows students the opportunity to share
 their thoughts with a classmate. After reading a passage or
 doing an activity, students are asked a question to think
 about. The teacher gives the students a set amount of time to
 think/respond. Then students are asked to pair with a
 classmate. The teacher may want to assign partners or let the
 students choose their partner. Once paired, partners are
 asked to share their thoughts. The teacher may then choose
 to call on volunteers to share the thoughts of the individuals
 or group.
 Variation: Think – Write – Pair – Share: Same as above,
 except after thinking, students WRITE their response, then
 pair up. They can also take notes on what their partner says,
 too.
Combination:
 Appointment Clocks: Students are given appointment clocks
 and are told to schedule appointments with other students for
 designated periods of time (usually 4). Then, at various
 intervals throughout the lesson, the teacher will pose an
 Essential Question or a “Check for Understanding Question” and
 have students get with their appointment clock partners to
 discuss their responses to the question. Example: “Get with
 your 9:00 Partner to determine the answer to this question…”
 Teachers should post the questions to help students stay
 focused. After a set amount of time (3-5 minutes, or so), the
 group can discuss/share responses and tell why.

 *For an Appointment Clock template contact Mari Bailey
Student Engagement T.E.A.M.!

  T = Throughout the Learning
  E = Elicited by the Teacher
  A = All students engaged at the same time
  M = Mandatory

								
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