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Post by Cynthia on Sept 24, 2015 1:55:30 GMT
Answer the following question and respond to two colleagues.
1. Engagement is characterized as a magnet that attracts learners' meandering attention—as something that captures their imagination and snares their curiosity. What are some other ways you might describe engagement? As you develop plans for teaching and learning, how do you ensure student engagement?
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Post by brenda on Sept 28, 2015 0:34:46 GMT
Answer the following question and respond to two colleagues.
1. Engagement is characterized as a magnet that attracts learners' meandering attention—as something that captures their imagination and snares their curiosity. What are some other ways you might describe engagement? As you develop plans for teaching and learning, how do you ensure student engagement?
Chapter 5 Engaging a student with a lesson is to make it meaningful to the student. Students must "connect" with the content in order to learn it. What is being taught must matter to the student. There are several things I do to try to ensure student engagement. I can't say that I do all of these every day with every subject, but I try to do these things as often as possible. 1) One of the first things I do to engage students is to tell them why I am teaching the lesson and to explain how they will "need" the content in the future. I briefly tell them why it matters. As the author stated in Chapter 4, a teacher should create a "sense of urgency" with the material being taught. 2) I attempt to tie the material to what they already know and to what they have already experienced. The students can see how the content builds upon previous material taught. 3) Being very organized and keeping the lesson moving is important. 4) Variety is the spice of life. Well, it is also the spice of teaching. I try to mix things up and avoid the same routine every day for the subjects I teach. 5) Asking students to think beyond the lesson is something I do a lot of. For example, I present the given math lesson, but then I take it a step farther and question the students about something that is related but not presented in the lesson. 6) Students like to be involved in decision-making with lessons. Give them an opportunity to make some choices with assignments, for example. 7) Use technology! Today's students can't get enough of it. It seems like technology makes everything easier and more fun for them; therefore, more engaging! |
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Post by mtoepke on Oct 1, 2015 1:25:15 GMT
If your students are not engaged, your students are most likely not learning either. Below are some types of engagement that I could come up with.
1) Being able to connect the material with something in real life. I always get the question, "Why do we have to learn this?" question, so being to let the students know why we need to learn it is important. And sometimes it's not a fancy answer either, specially in higher math courses. Some responses are just plain and simple that they will need college algebra to graduate college and get their degree and this is something that will help you be successful in that class.
2) Getting the students up out of their seats.
3) Provide hands-on materials or tools that they can physically be involved with.
4) TECHNOLOGY!
5) Making connections to previous lessons or foreshadowing of something that may be to come.
Some ways that I get students engaged is by having them coming up to the board to answer problems. Or if a student asks a question, call on another student to help answer that students question, rather than having me just answer them right away. And lastly, I've implemented the idea that I learned in the professional development day by asking the student to support their answer rather than just giving them a yes or no answer when they are right or wrong.
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Post by mtoepke on Oct 1, 2015 1:27:29 GMT
Answer the following question and respond to two colleagues.
1. Engagement is characterized as a magnet that attracts learners' meandering attention—as something that captures their imagination and snares their curiosity. What are some other ways you might describe engagement? As you develop plans for teaching and learning, how do you ensure student engagement?
Chapter 5 Engaging a student with a lesson is to make it meaningful to the student. Students must "connect" with the content in order to learn it. What is being taught must matter to the student. There are several things I do to try to ensure student engagement. I can't say that I do all of these every day with every subject, but I try to do these things as often as possible. 1) One of the first things I do to engage students is to tell them why I am teaching the lesson and to explain how they will "need" the the content in the future. I briefly tell them why it matters. As the author stated in Chapter 4, a teacher should create a "sense of urgency" with the material being taught. 2) I attempt to tie the material to what they already know and to what they have already experienced. The students can see how the content builds upon previous material taught. 3) Being very organized and keeping the lesson moving is important. 4) Variety is the spice of life. Well, it is also the spice of teaching. I try to mix things up and avoid the same routine every day for the subjects I teach. 5) Asking students to think beyond the lesson is something I do a lot of. For example, I present the given math lesson, but then I take it a step farther and question the students about something that is related but not presented in the lesson. 6) Students like to be involved in decision-making with lessons. Give them an opportunity to make some choices with assignments, for example. 7) Use technology! Today's students can't get enough of it. It seems like technology makes everything easier and more fun for them; therefore, more engaging! Your number 4 on engagement is something that I'm trying to do more this year. Changing things up just slightly every once in a while so that my class does not have same routine every single day. Just sometimes that can be tricky depending on the kids you have and the topics you are covering. |
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Post by Don Nash on Oct 7, 2015 19:59:48 GMT
The text says. that we need engagement and understanding as the two essentials for durable learning. One of the things I have used the past years is the lack of a seating chart. If a student is not interacting with the class discussion they will end up sitting next to me in the front so it is their choice. Either you contribute to the class or you get moved up. I try to ask everyone a couple questions and then the most important part is why did for example, Why Did Hitler hate the Jews? In what ways did he try to eliminate any history of these people. I try to everyday start with current events and how they may or will affect us.For example! California became the 5th state to allow doctor assisted deaths. So we discussed this and I tried to put them in the shoes of one who has a loved one and is suffering what would they do for example? I think the part in this chapter on key classroom elements in learning were, content, (curriculum) process and product. Content is what a student should come to know.(understand he concepts and principles) and be able to do (skills) as a result of a given segment of study. So content is imput. Process is the opportunity for students to make sense of the content. An activity is likely to be effective if it
(1) has a clearly defined purpose
(2) Focuses students squarely on one Key understanding
(3)Causes students to use a key skill to work with key ideas
(4) Matches the student's level of readiness
(5) Helps students relate new understandings and skills to previous ones
A product is the vehicle through which students show and (extend) what they have come to understand and can do.
culminating products-align knowledge, understanding, and skill
emphasis student understanding rather than repetition of knowledge
Are accessiable to students with a range of learning needs.
I have on occasion given a daily grade based on their output in class using a rubric scoring system.
Totally engaged in class askes 4-5 questions and answers many questions. 5 pts. Answers a few questions and answers a few questions 4 pts. Less involved less points. I usually have them assign themselves a grade and we compare and come to a conclusion of what point they should receive.
You need to walk around and get down and personal with them. If you hide behind the desk or podium they may do the same thing.
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markw
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Post by markw on Oct 7, 2015 23:44:22 GMT
Chapter 5
The process of engagement must include connection in the lessons with the content being learned. It has to matter to the students. Try to connect what they already have previously learned in previous lessons and build upon those while incorporating the new materials that they are about to learn. It's all about "connecting"and making the learning relevant and meaningful to the students.
In my health classes engagement takes place in a meaningful sense most everyday as the students perform an array of "hands on applications" for First Aid care, injuries, taping, bandaging, etc. with their classmates in practicum situations.This also occurs with our CPR-AED training. They stay stimulated and engaged by moving around from station to station and applying First Aid treatment to various scenarios that are presented for them to act upon. With the content material I now assign them in each unit technology is being applied with power point productions produced by them along with their performing of skits and care scenarios for First Aid situations. We also video their presentations, and with they really "step it up" in performance when they know their work is being documented.
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markw
New Member
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Post by markw on Oct 7, 2015 23:50:18 GMT
Megan, As was reading through your responses, I totally concur with you on making an effort to give them a variety of experiences as well utilizing more and more technology. I already see the benefits of the chrome books in my Health 9 class in the note taking and students being able to get to a couple of sites we have went to on the internet for research.
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markw
New Member
Posts: 34
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Post by markw on Oct 7, 2015 23:52:44 GMT
Don, You raised some very good points in you response t the questions in chapter 5. The readiness factor is one that certainly needs to be adhered to and also the purpose trying to be facilitated.
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Post by maryroman on Oct 8, 2015 13:31:21 GMT
pre#1. Love that this book and the video we watched all referenced The Giver, which is the best book I have EVER found to read with 7th graders. You remember- the one I had to stop doing because "stirrings" upset a parent. That Newberry winner raised issues that are timeless and inspired thinking that I seldom see in most other books. Rant over.
1. All this engagement is wonderful. Kids and teachers love it. Takes a LOT of prep, but that's OK. I continue to question where the transition to out-of-high school-life takes place. When/how/where do we teach them to focus and do whatever they need to do to learn the material, whether it be in a job or in a post high school school?
Their boss or their college instructors are not going to continue our efforts.
All this engagement must stem from critical content. And again I encourage all of us to decide: What is OUR critical content? Then we can begin to design lessons that always go back to that content. Narrowing the focus really helps. I often try to get too much in a lesson.... My favorite teachers were the ones that made me work hard. But, weirdo that I am, I think hard work is fun. Application of knowledge is key. WHY are they learning this? WHAT are they ever going to do with it??
Pg. 70-72 had me shaking my head a bit. Yes, overlying concepts need to be explored, but often a lot of base knowledge makes that exploration so much more productive. Reconciling those two is tough for me.
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bruce
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Post by bruce on Oct 11, 2015 17:06:13 GMT
The basis of this chapter to me generally links engagement with the diagrams on p. 67 and p. 75. I matched my accounting course with the charts on both pages. The core of this chapter talks about content, process, and product. In my accounting class we follow the text exclusively. It is a language and skill that must be learned. The "content process" is the ability for students to know, understand and have the knowledge to make application to the standards used across this country in this area. Engagement in this phase is harder but I try to use examples that students can relate to in their everyday life. The next phase is the "process" which is the activities used so students can make sense off or own the content. In this phase students are engaged in a different way. Activities are generally hands on. Students are engaging in record keeping activities that are essential to keeping strong records that are in compliance with accounting standards and tax law standards. Activities would include making entries in journals, ledgers, preparing financial statements, etc. The "product" would be the ability to demonstrate what they have learned. Engagement in this phase would include completing a simulated set of books manually, using a computerized accounting package, or setting up an accounting system that could be used in a small business that may have, the farm, etc. It is easy to plan for student engagement in any skills class that I teach. The vast majority of time spent in any given business class will be hands on activities. It is very challenging for teachers to engage the imaginations and snare all students curiosity in the subject matter everyday. Students also have an equal part to play. They have to engage in a positive way everyday to make a class successful for them.
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Post by maryroman on Oct 12, 2015 12:49:02 GMT
Well said in a short amount of space! There is SO much we teach that cannot be tied to a testable situation....other than life. We complain about home lives, well, I think we all need to pick up that slack and provide in any way possible all the "extras?".
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Post by maryroman on Oct 12, 2015 12:51:54 GMT
Staying focused on one key component is where my whole-language self needs work. So hard to NOT bring everything in....I never know what will stick with who!
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Post by rebeccadathe on Oct 15, 2015 15:37:43 GMT
If your students are not engaged, your students are most likely not learning either. Below are some types of engagement that I could come up with. 1) Being able to connect the material with something in real life. I always get the question, "Why do we have to learn this?" question, so being to let the students know why we need to learn it is important. And sometimes it's not a fancy answer either, specially in higher math courses. Some responses are just plain and simple that they will need college algebra to graduate college and get their degree and this is something that will help you be successful in that class. 2) Getting the students up out of their seats. 3) Provide hands-on materials or tools that they can physically be involved with. 4) TECHNOLOGY! 5) Making connections to previous lessons or foreshadowing of something that may be to come. Some ways that I get students engaged is by having them coming up to the board to answer problems. Or if a student asks a question, call on another student to help answer that students question, rather than having me just answer them right away. And lastly, I've implemented the idea that I learned in the professional development day by asking the student to support their answer rather than just giving them a yes or no answer when they are right or wrong. I agree with Meagan about learning material that relates to real life. Students need to see why this learning is important. |
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Post by rebeccadathe on Oct 15, 2015 15:54:44 GMT
Answer the following question and respond to two colleagues.
1. Engagement is characterized as a magnet that attracts learners' meandering attention—as something that captures their imagination and snares their curiosity. What are some other ways you might describe engagement? As you develop plans for teaching and learning, how do you ensure student engagement?
I agree with Brenda about teaching lessons that the studentsl know about subjects you are applying and how this will help you in the future. |
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jeff
New Member
Posts: 30
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Post by jeff on Oct 15, 2015 20:55:34 GMT
Other ways to describe engagement would be if you have or not peaked their interest. They may not be actually interested in the direct topic you are covering, however, the way you have presented it may have connected it to a topic they are interested in and their ability takes it from there. Connecting the usefulness to use in life and other subjects is important.
Some ways I try to ensure engagement is to put them in real life situations, what would you do. Or with what information or knowledge you have now how would you solve this problem. My class has a lot of hands on activities, with real world/job application problem solving. You may have the best way of solving the situation, or with a combination of yours and a team members ideas combined may be the best.
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