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Post by butler on Oct 29, 2015 2:27:48 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! Brenda great point with the use of technology. Technology real gets students involved. |
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Post by butler on Oct 29, 2015 2:29:31 GMT
Chapter 5 Question: An engaging classroom to me is one that occupies the attention of all students & offers hands-on activities that allows students to actively participate. I try to ensure student engagement in my classroom by providing clear expectations in my lessons. I also try to use a lot of expression & excitement in my teaching to get children excited about the content & develop a positive attitude towards learning! Expression and excitement at such an early stage in learning is critical! The younger students tend to like to mimic teachers and using songs and hands-on activities keep students engaged in learning! It is great how much songs can help students remember material. |
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Post by butler on Oct 29, 2015 2:31:46 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. Great point with not being engaged equals not learning. Also if the students are not learning then they are more than likely causing trouble. |
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bruce
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Post by bruce on Nov 5, 2015 3:35:38 GMT
Question 5 - Noreen, you always have great strategies such as choral response, partner response,written response, and randomly calling on students. Getting all students involved using different methods is the key.
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steve
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Post by steve on Nov 14, 2015 5:08:59 GMT
Chapter 5
1. I think students are engaged when they take the material I present and use it in some form or another. Using the scientific method during the science fair, researching the different types of skin cancer, or recognizing the chemistry behind acid rain. Perhaps it includes an understanding of the underlying patterns in science such as how electrons fill in the periodic table, or even how those electrons determine how reactive a chemical might be.
I tried linking some of my lessons to figure 5.1 on page 68, determining the facts of the lesson, concepts, principles, attitudes, and skills.
Facts: Electrons orbit the nucleus in ever increasing complexity.
Concepts: Aufbau Principle, Pauli Exclusion Principle, and Hund's Rule
Principles: Electrons fill the lowest energy levels first, will fill to maximize the number of unpaired electrons, and if paired with another electron in the same sublevel will spin in opposite directions.
Attitudes: In short, electrons are lazy and antisocial.
Skills: Create an orbital diagram that depicts how and where electrons will fill sublevels to eventually understand valence electrons, oxidation states, and how these will determine how reactive an element will be and if it will form ionic bonds or covalent bonds with other elements.
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steve
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Post by steve on Nov 14, 2015 5:11:01 GMT
I see I posted this question response in the wrong spot so here we try again! How would I describe engagement? I would describe it as children having fun and enjoying themselves at the task at hand. They are focused and not bored with what they are doing. When I plan my teaching and lessons, I try hard to make them more engaging for them however sometimes easier said than done. I try with activities such as games or other engaging tasks that may get them out of their seats and isnt necessarily a paper pencil task. Yep, I followed suit. I also agree with you on engagement. For instance, I've been trying to get students to compete by challenging each other with skill questions and checking each other. |
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steve
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Post by steve on Nov 14, 2015 5:13:16 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. Can I borrow that rubric? I'd like to draw out some of the shyer members. |
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Post by Penny Nash on Nov 17, 2015 19:59:25 GMT
Ch 5
We ensure the Students learning by having meaning and sense. Meaning means to connect between the content and ones own experiences in life. Sense means the learner grasps the how something workd and why. ie) With Grammar, punctuation use in writing. Engagement happens when a lesson captures a student's imagination, their curiosity, creates expressing their opinions or taps into their souls. ItIt Holds attention so that enduring learning can occur. They understand and can incorporate accurately into their inventory of how things work.
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Post by Penny Nash on Nov 17, 2015 22:30:44 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. Some great points in this, Don. Good plan of action. |
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Post by Penny Nash on Nov 17, 2015 22:34:13 GMT
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! Brenda great point with the use of technology. Technology real gets students involved. I find the students are much more engaged when using the computers! |
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don
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Post by don on Nov 17, 2015 23:12:09 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. Don Nash-I think you moving your kids around and restructuring your sitting was a great idea. The same old, same old does not get anyone engaged. Regrettably, most of our 7-12 grade students are not aspiring to ever do anything with higher ed. especially in math. Personally, I doubt there is much we can do about that. Only one student in a senior math class is not a great indicator of aspiration. Is there more hands-on things they can pick-up? |
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don
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Post by don on Nov 17, 2015 23:24:12 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. Don Nash- The most important class I took for my coaching degree was Care and Prevention of Athletic injuries. The fact that our students through your program learn how to access injuries, learn how to treat injuries and talk about rehabbing injuries. The fact they learn CPR and how to use the defibrillator is critical. Someday someone may save someones life because you took the time to teach them this |
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