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.
1:59 Group Contracts for Collaborative Work: Using a contract, students agree on protocols/norms which will guide their collaborative small group work.
1:59 This video discusses how group contracts may be used to establish and maintain norms for student participation during group work and help to promote individual accountability.
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?
7:27 Preparatory sculpture lesson to get students thinking on a more conceptual level. Collaborative experiences focus on engagement and having students fully realize the relevancy and purpose of gathering ideas.
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.
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.
1:00 This brief video reminds teachers to use different types of attention-getting signals to keep students' attention, smooth transitions and encourage on-task behavior.