PLANNING FOR ENGAGED LEARNING PROFESSIONAL CONVERSATION

1. Clavis Coaching and Consulting PLANNING FOR ENGAGED LEARNING PROFESSIONAL CONVERSATION Facilitator: Clavis B. Anderson, Ed.S.

2. Today, we will… • Explore ways to scaffold instruction for student engagement • Examine ways to help students activate and build background knowledge to deepen their understanding of text • Apply frontloading strategies and intentional planning to scaffold comprehension Clavis Coaching and Consulting

3. “Middle and high school literacy instruction is at a crossroads. Tomorrow’s citizens face greater reading demands than ever before... [They are] bombarded with information from the Internet and other electronic forms of print. The “E”-generation needs to comprehend more than ever before. Readers of tomorrow must do more than memorize words. They must be prepared to analyze, validate, and ask the next logical question. They have to know how to think.” -Cris Tovani Clavis Coaching and Consulting

4. *Engagement For _____________to be effective, students must actively ______ with learning and the process of learning. Engaged learners take what they are learning and make it __________to their lives. Clavis Coaching and Consulting

5. *Engagement For learning to be effective, students must actively engage with learning and the process of learning. Engaged learners take what they are learning and make it meaningful to their lives. Clavis Coaching and Consulting

6. Quick Write • What does engagement look and sound like? • How do you know your students are engaged? • What factors lead to engagement? Clavis Coaching and Consulting

7. The Effects of Engagement “Unless learners engage with the lessons provided by teachers or artifacts available to them, it is highly improbable that learning will be set in motion.” From Cambourne’s “Conditions for Literacy Learning” Clavis Coaching and Consulting

8. Engagement Increases Self- Efficacy The belief you can do something and the determination to do it Clavis Coaching and Consulting

9. Levels of Engagement Clavis Coaching and Consulting

10. Engagement Creates . . . Energy Clavis Coaching and Consulting

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13. Traditional Lesson New Literacy Lesson Frontloading activities Building/Activating Background Knowledge Discussion Predictions Questioning Brainstorming Setting purpose Reading assignment given ACTIVE READING Silent or Round Robin reading Activities to clarify, reinforce, extend knowledge Discussion/Activity to see if students learned main concepts, what they “should have” learned Clavis Coaching and Consulting

14. Traditional Lesson • Read about the bug. • Answer questions after reading. • Pass bug test. Clavis Coaching and Consulting

15. New “Engaging” Lesson • Investigate; interview; read • Use internet/social networking to expand knowledge • Engage in discussion • Listen to guest speakers • Create blogs, wikis, Prezis, Tedtalks, infographics PowerPoint presentations, letter writing campaigns… • Solve problems Clavis Coaching and Consulting

16. Engagement • Attention!! • Anything that captures students’ attention and gets their minds engaged has the potential to produce learning. • The opposite is also true . . . • No attention • No engagement • No learning Clavis Coaching and Consulting

17. How do we engage students? • Show pictures or a video clip. • Read an article that is current and addresses the issues of lesson topic. • Read a poem or listen to songs on topic and have students select key phrases. • Anticipation Guides. Clavis Coaching and Consulting

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19. The Civil Rights Movement: The Courage Of The Children Clavis Coaching and Consulting

20. The Civil Rights Movement: The Courage Of The Children • Anticipation Guide with quotes • 4 Little Girls and Quick Write • Ballad of Birmingham and Waterfall of Words • The Sunday School Bombing and RAN Chart • Frayer Model • Word Clouds Clavis Coaching and Consulting

21. Anticipation Guide An Anticipation Guide is a pre-reading guide designed to activate background knowledge and build interest in the content of a forthcoming lesson. Adapted from Janet Allen’s, Tools For Teaching Content Literacy Clavis Coaching and Consulting

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23. Example- Health 7th Grade Clavis Coaching and Consulting

24. Background Knowledge Crucial to comprehension is the knowledge that the reader brings to the text. The construction of meaning depends on the reader’s knowledge of the language, the structure of texts, a knowledge of the subject of the reading and a broad-based background or world knowledge. Richard Day and Julian Bamford, Extensive Reading in the Second Language Classroom Clavis Coaching and Consulting

25. Background Knowledge “Background knowledge is like Velcro. It helps new information adhere. The more background knowledge you adhere and use, the more you can make sense of and use new information.” Susan Zimmerman and Chryse Hutchins, 7 Keys to Comprehension Clavis Coaching and Consulting

26. Background Knowledge • Picture books • Pictures • Music • Read alouds • Exploration of topic (experiment or inquiry) • Questioning • Talking with peers Clavis Coaching and Consulting

27. Interrogating the text • As you view the following photos, jot down questions that come to mind. Clavis Coaching and Consulting

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31. “Injustice anywhere is a threat to justice everywhere.” Martin Luther King, Jr. Clavis Coaching and Consulting

32. Quick write • Turn and Talk • Title the Collection of Photos • Share with the class, your title, and the reason you chose it. Clavis Coaching and Consulting

33. You might also ask students to • Provide a caption for each picture • Title each picture. • Write form two different points of view about each picture • What else? Clavis Coaching and Consulting

34. Poem “The Ballad of Birmingham” Dudley Randall from The Black Poets Clavis Coaching and Consulting

35. Together-Answer and Record • Who is speaking? • Write the best line. • In one word, describe the poem’s mood. • Write one line that is difficult to understand. • Re-title the poem. • Share your thinking with the class Clavis Coaching and Consulting

36. Chalk Talk/Graffiti Board Silent (or not so silent) way to • reflect • access /extend schema • generate ideas on a topic • check for understanding • develop ideas for projects • solve problems Clavis Coaching and Consulting

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38. WORD CLOUD Clavis Coaching and Consulting

39. Admit/Exit Slips • Help to ease students into written communication • Informally assess student understanding • Stimulate critical thinking • Serve as a springboard to connect new learning with existing knowledge Clavis Coaching and Consulting

40. Examples of Admit Slips in Social Studies • How would the United States be different if FDR lost the election in 1932? • Of the three main causes of the Civil War, which do you think is most important and why? • Do you think the use of atomic bombs in World War II was justified? Why or why not? • Name 3 qualities of a good president and why they matter. Clavis Coaching and Consulting

41. Examples of Exit Slips • What were the 3 most important things you learned today? • One thing I’m not sure about today’s lesson is . . . • What would you like for me to review in class tomorrow and why? • If you were going to make up an essay test question based on today’s class, what would it be (and what would a good answer look like)? • Summarize today’s class in 25 carefully chosen words. Try to get everything in. Clavis Coaching and Consulting

42. Somebody Wanted But So • Goal: To help students understand new ideas and concepts by organizing information they have read. • Choose a passage that has a cause-effect relationship. • Have students read the passage independently. • Explain the passage has a structure that can be written in a single sentence. • Have students discern the relationships between the concepts in the passage and record on the chart. • Example: Abraham Lincoln wanted to stop slavery but the South needed slavery for its economy sothe Civil War began. Clavis Coaching and Consulting

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44. RAFT • Role: In developing the final product, what role will the students need to “take on”?   Writer?  Character (in the novel)?  Artist?  Politician?  Scientist?  • Audience: Who should the students consider as the audience for the product?  Other students?  Parents?  Local community?  School board?  Other characters in the text? • Format: What is the best product that will demonstrate the students’ in-depth understanding of their interactions with the text?  A writing task?  Art work?  Action plan?  Project? • Topic: This is the when, who, or what that will be the focus/subject of the final product. Will it take place in the same time period as the novel?  What will be the main focus of the product?  What event will constitute the centerpiece of the action? Clavis Coaching and Consulting

45. Learning Logs/Response Journals • Left column entries may be verbatim text, research notes, vocabulary or questions • Right column entries are student responses to, interpretations of, or analyses of left column entries Clavis Coaching and Consulting

46. Learning Logs Clavis Coaching and Consulting

47. Quick Writes • Give students an opportunity to reflect • Can be used at the beginning, middle, or end of a lesson • Encourage writing and promotes reading-writing connections • Facilitate critical thinking • Allow students to collect thoughts and respond briefly to a reading or to a picture • Are non-threatening Clavis Coaching and Consulting

48. Using Pictures to Generate Writing Clavis Coaching and Consulting

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