November+Meeting+Agenda+and+Handouts

On Engagement; or, “Dang this is boring…” The most useful thing I took away was____________________________________________________________ One question I have remaining from last time is_____________________________________________________ This time: As we focus on engagement, it is important to consider how the five techniques we talked through last time help to set up an environment for engagement. Then, think about what we mean, and what our students might look like if they were engaged. Use the space below to consider that: What are you and they doing? Be specific.
 * Reflect from last time: **

See the first paragraph on p. 111 – students need to feel like part of lesson. Students need to be engaged in the class and in the work of class. This means that we cannot substitute frills for substance. Share with a partner how/where you see all of this playing out in your classroom. The Techniques **1. ** **Cold Call** **Definition: ** - make engaged participation the expectation **Key Question **: How can I adapt my decisions about which students I call on to help all my students pay better attention? Think specifically about your classroom. Other notes: it’s an engagement strategy, not a discipline strategy. Timing the name is the most important part (see video clips 7, 8, and 9) Here’s what I want to take back with me to my classroom: **2. ****<span style="font-family: "Times New Roman","serif"; font-size: 10pt;">Call and Response ** **<span style="font-family: "Times New Roman","serif"; font-size: 10pt;">Definition: **<span style="font-family: "Times New Roman","serif"; font-size: 10pt;"> you ask, they answer, in unison – this should build a culture of energetic, positive engagement **<span style="font-family: "Times New Roman","serif"; font-size: 10pt;">Key Ideas: **<span style="font-family: "Times New Roman","serif"; font-size: 10pt;"> types (126), cues: Please work out some ideas below about when and how you might use call and response <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">, **<span style="font-family: "Times New Roman","serif"; font-size: 10pt;">3. ****<span style="font-family: "Times New Roman","serif"; font-size: 10pt;">Pepper (131) ** **<span style="font-family: "Times New Roman","serif"; font-size: 10pt;">Definition: **<span style="font-family: "Times New Roman","serif"; font-size: 10pt;"> fast paced, group oriented activities to review familiar information and foundational skills <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">clip 10- what do you notice about this clip? And how might you use this in your classroom? **<span style="font-family: "Times New Roman","serif"; font-size: 10pt;">4. ****<span style="font-family: "Times New Roman","serif"; font-size: 10pt;">Wait Time (134) clip 11 ** **<span style="font-family: "Times New Roman","serif"; font-size: 10pt;">Key question: **<span style="font-family: "Times New Roman","serif"; font-size: 10pt;">how long do you think is a solid amount of wait time? **<span style="font-family: "Times New Roman","serif"; font-size: 10pt;">Key Ideas: **<span style="font-family: "Times New Roman","serif"; font-size: 10pt;">it can also be important to narrate this time –see examples on 135- 136 <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">Jot down some specific narrations you might use while giving your students wait time. **<span style="font-family: "Times New Roman","serif"; font-size: 10pt;">5. ****<span style="font-family: "Times New Roman","serif"; font-size: 10pt;">Everybody Writes (137) - **<span style="font-family: "Times New Roman","serif"; font-size: 10pt;">clip 12
 * <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">Defining our Terms and Getting our Focus: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 10pt;"> Definition- **<span style="font-family: "Times New Roman","serif"; font-size: 10pt;">reflect first in writing, then give a chance for students to respond

<span style="font-family: "Times New Roman","serif"; font-size: 10pt;">In the space that follows, script out how you might introduce everybody writes – think of this as a meta-moment where you explain to your students what they are doing before they do it.

**<span style="font-family: "Times New Roman","serif"; font-size: 10pt;">6. ****<span style="font-family: "Times New Roman","serif"; font-size: 10pt;">Vegas (141) ** **<span style="font-family: "Times New Roman","serif"; font-size: 10pt;"> Definition: The moment in class when you might observe some production values – music, lights, rhythm, dancing ** <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">Key Ideas: - see examples on 142 and 143. <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">Where are some areas you might be able to throw in some Vegas in your day to day teaching?


 * <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">Discussion **<span style="font-family: "Times New Roman","serif"; font-size: 10pt;">: What are you willing to do to get the engagement that you wrote about in the beginning? And how might these techniques help?


 * <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">Reflection: **<span style="font-family: "Times New Roman","serif"; font-size: 10pt;"> Please reflect in writing on what you found useful, and what you might start doing tomorrow in your classroom.