5:05 Students become collaborators with adults to increase Motivation and Engagement.
Steps discussed for students:
1. They have to feel okay
2. It has to matter to them
3. It has to be active in some way
4. It has to stretch them in some way
5. They need a coach
6. Then they have to use it (actively think, reflect on)
7. You have to plan your next steps.
If students don't have an application or use for learning, there is an impact on engagement.
7:03 This video is an effective resource for use in covering large chunks of instructional objectives with direct instruction. It is very effective for domain 3 delivery of instruction.
7:03 This teacher varies the instructional groupings during direct instruction. For example, she pauses for small group discussions or individual notes so that the lecture is not all teacher-led.
7:03 The teacher breaks up direct instruction with student discussion and writing to learn moments that allow her students to process the learning. She also uses innovative technology seamlessly in the lesson.
Any lesson you are teaching can go off track. That is why having a backup plan is a must. See how one teacher utilizes her backup plan in this educational video.
2:29 This video shows how to use assessment, through questioning and discussion, during a lesson to adjust the lesson based on student needs.
Planning is crucial.
6:56 This video provides strategies on student centered discussion. Consider the following question: How does beginning the lesson with student reflection and a guideing question equip students for the discussion?
1:39 This teacher leads students in creating "Be sure to..." statements in order to communicate clear criteria, set goals for learning tasks, and involve students in committing to high-quality work.
2:00 This video provides the purpose and strategies for using essential questions to introduce a unit. Consider the following questions:
What makes a successful question?
How could you use "essential questions" throughout a unit?
What is the effect of asking a question rather than stating an objective?
"We want students to collaborate, but you have to give them the tools to collaborate." Although it is stated as HS, these strategies can be looked at in Elementary and Middle as well. Model, Group, Independent - Gradual Release example. By having students use style, 3b is pushed higher.
4:28 This video provides tips on a lesson wrap-up. Consider the following question: How can a wrap-up provide important reflection for both students and the teacher?
10:02 Utilize the first six minutes of this video to highlight students taking ownership of instruction through creating specific vocal warm ups. Teacher becomes the facilitator as students lead the class.