Active Engagement
Intrinsically motivated students tend to persist longer, work harder, actively apply strategies, and retain key information more consistently.
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Guthrie, McGough, et al., 1996; Guthrie & Van Meter, et al., 1996
Two methods of activating students knowledge building are: -Self-explanation -Concept mapping
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reading
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Social Interaction
Teacher Involvement
Conceptual Knowledge
Direct Instruction 12
Adapted from Guthrie et al. 2000
Cognitive Strategies
Collaboration Support
Research studies have repeated shown that reading in many classrooms is not designed to provide students with sufficient engaged reading opportunities to promote reading growth.
Simmons, Fuchs, Fuchs, Mathes & Hodge, 1995
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Look: Make eye contact with your partner so you know you have his/her attention. Lean: Move heads close together so you can be heard. Whisper: Speak in a soft tone so others can be heard.
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Archer & Gleason, 1994
Look-Lean-Whisper Activity
Google Hangout
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Record on your 10:2 reflection sheet the key ideas you want to remember about the effectiveness studies.
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Classroom Management
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In order for active student engagement to occur, teachers need to develop effective classroom management routines.
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Classroom Management
Direct teaching of management routines: Pre-Planning of Routines
Teaching Routines
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Direct Teaching
Pre-planning of management routines: Room arrangement student seating placement of materials Whole and small group areas Establishing rules and procedures (ask 3 before me, etc.) Clear expectations Quick transitions (timer, music, chime, countdown) Reduce teacher talk (hand signal, cue)
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Direct Teaching
Teaching Routines Systematically Modeling Practice Review Reinforce
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Think-Pair-Share Activity
1. Take a moment and list the procedures you have used in your classroom. 2. Decide if they are Management or Instructional Routines. 3. Discuss with your neighbor how you taught these routines to your students.
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Record on your 10:2 reflection sheet the key ideas you want to remember about classroom management.
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4. What learning experiences will facilitate their success? 5. What resources will I Use?
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In fact, one of the most prominent features of well delivered direct instruction is high levels of active engagement on the part of all students.
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Scaffolding Learning
1.
2. 3.
4.
Teacher Responsibility
Student Responsibility
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C. Eisenhart
Tell: Partner 1 turns to partner 2 and recall information without using notes. Help: Partner 2 listens carefully and asks questions and gives hints about missing or incorrect information.
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A. Archer
Application -Firm up understanding by repeating the series of items preceding item and then item to provide repeated practice -Delayed check: teacher checks group/student understanding on item at later time in lesson
Corrective Feedback -Directed toward group of students -Repeat I do, we do, you do procedure -Firm up understanding by repeating the series of items preceding error and then error item to provide repeated practice -Delayed check: teacher checks group/student understanding on error item at later time in lesson
Student Error on Delayed Check -Teacher corrects error again -Firm up understanding by repeating the series of items preceding error and then error item to provide repeated practice -Teacher keeps track of student errors for reteaching and practice the next day -Several delayed checks may be given during a lesson for repeated practice
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Students are not attentive to what is being said in a lecture 40% of the time. Students retain 70% of the information in the first ten minutes of a lecture but only 20% in the last ten minutes.
Jones, 35 1993 Meyer &
(A. Archer)
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Handout
Exist Slip
1.Create a reflection on Active learning Strategies? ( Paper Slide) 2. Submit it to the ETO Drop box
Instructions
Download the app Dropbox Email: angelrobinson@dadeschools.net Password: ETOLiteracy612 *Active Learning poll: Responds*
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