Ira2013 notes
- 1. FRIDAY, APRIL 18 INSTITUTE #2: Focus on Engagement: Celebrating An Active Stance with Reading, Writing, Listening, Speaking, and Viewing Rigor: harsh inflexibility; unyielding or inflexible; strictness, severity VS Vigor: intensity of action or effect; lively; energetic, engaging Ellin Oliver Keene: “Who’s in Charge of Student Engagement?” Started by brainstorming about a time when we were “lost” in learning/thinking • Providing external reinforcements devoid and marginally tied to intellectual engagement is useless • Agency, efficacy—the part that has to come from within • “Intellectual urgency”—the need from within to learn; teachers can provide questions to guide this learning Engagement means: • conditions—feeling safe to try, express; believing they are intellectually capable • community—needing to be part of a community that encourages the curiosity to learn Three Key Ideas about Engagement:--encouraging students to be aware of their engagement • Engagement is born of intellectual urgency: “I have to know more” • Born of emotional commitment to ideas—we need to feel the emotion • Burgeoning engagement depends on discourse that illuminates and explores intellectual urgency and emotional commitment We Teachers Do Have a Role! Kids own their own engagement and it is intentional • We can model what intellectual urgency looks like and an emotional commitment to ideas (how it looks, sounds and feels) • We can recognize and name intellectual engagement and emotional commitment to ideas when we see it • Markers to engagement (10 total) o Empathy o A memorable emotional response o Strong sense of the aesthetic o We ponder—pause and dwell o Generate new ideas and imagine new possibilities o Advocate and evaluate o A desire to take action o Concentration, fervency—lose oneself in the experience of thoughts o Savor the struggle Debbie Miller: “Teaching with Intention: Planning for Student Engagement” 1. Time and how we structure it 2. Clear goals and matching assessments 3. Gradual release of responsibility 4. Choice
- 2. Lesson (explicit) Independent Work Time (practice)Reflection Notes: Lesson Target Partner Work Time/ Teacher Touches Base Text Choice: 5. Social interactions 6. Effective feedback 7. Student reflection 1. Time Learning goals vs. Learning targets—kid-friendly, measurable standards-based 2. Clear goals and matching assessments--The plan is to develop learning targets-match assessment —make a plan Target: I can reread to learn and remember new words. I can reread to help me make meaning. Learning Targets: Matching Assessments: I can ask questions in the stories sticky notes of questions I read. Start Point PartnerWorkTime/ TeacherTouchesBase Students read, write, talk, THINK—what they do, say, write to demonstrate understanding What students need from teacher to work—what standards are addressed? What skills/strategies are shown?
- 3. Points: • Reflect on what I learned today that I didn’t know before. • Simple learning targets written based on standard or skill student will use to achieve standard. • Simple assessment tells you if a student got the target or not. 3. Gradual Release of Responsibility Think of the adjusted plan: • Short teacher modelstudent work independentlymore teacher model (if needed)teacher/student doesindependent practice by student