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  • 5 - What will I do to engage students?

5 - What will I do to engage students?

1. What do I typically do to notice when students are not engaged?

Teacher Evidence

The teacher scans the room making note of when students are not engaged and takes overt action.

Teacher notices when specific students or groups of students are not engaged

Teacher notices when the energy level in the room is low

Teacher takes action to re-engage students

Student Evidence

Students appear aware of the fact that the teacher is taking note of their level of engagement

Students try to increase their level of engagement when prompted

When asked, students explain that the teacher expects high levels of engagement

2. What do I typically do to use academic games?

Teacher Evidence

The teacher uses academic games and inconsequential competition to maintain student engagement.

Teacher uses structured game formats such as Jeopardy, Family Feud, etc.

Teacher develops impromptu games such as making a game out of which answer might be correct for a given question

Teacher uses friendly competition along with classroom games

Student Evidence

Students engage in the games with some enthusiasm

When asked, students can explain how the games keep their interest and help them learn or remember content

3. What do I typically do to manage response rates?

Teacher Evidence

The teacher uses response rate techniques to maintain student engagement in questions.

Teacher uses wait time

Teacher uses response cards

Teacher has students use hand signals to respond to questions

Teacher uses choral response

Teacher uses technology to keep track of students’ responses

Teacher uses response chaining

Student Evidence

Multiple students or the entire class responds to questions posed by the teacher

When asked, students can describe their thinking about specific questions posed by the teacher

4. What do I typically do to use physical movement?

Teacher Evidence

Teacher has students stand up and stretch or do related activities when their energy is low

Teacher uses activities that require students to physically move to respond to questions

• Vote with your feet

• Corners activity

Teacher has students physically act out or model content to increase energy and engagement

Teacher uses “give-one-get-one” activities that require students to move about the room

Student Evidence

Students engage in the physical activities designed by the teacher

When asked, students can explain how the physical movement keeps their interest and helps them learn

5. What do I typically do to maintain a lively pace?

Teacher Evidence

The teacher uses pacing techniques to maintain students’ engagement.

Teacher employs crisp transitions from one activity to another

Teacher alters pace appropriately (i.e., speeds up and slows down)

Student Evidence

Students quickly adapt to transitions and re-engage when a new activity is begun

When asked about the pace of the class, students describe it as not too fast or not too slow

6. What do I typically do to demonstrate intensity and enthusiasm?

Teacher Evidence

The teacher demonstrates intensity and enthusiasm for the content in a variety of ways.

Teacher describes personal experiences that relate to the content

Teacher signals excitement for content by:

• Physical gestures

• Voice tone

• Dramatization of information

Teacher overtly adjusts energy level

Student Evidence

When asked, students say that the teacher “likes the content” and “likes teaching”

Students’ attention levels increase when the teacher demonstrates enthusiasm and intensity for the content

7. What do I typically do to use friendly controversy?

Teacher Evidence

The teacher uses friendly controversy techniques to maintain student engagement.

Teacher structures mini-debates about the content

Teacher has students examine multiple perspectives and opinions about the content

Teacher elicits different opinions on content from members of the class

Student Evidence

Students engage in friendly controversy activities with enhanced engagement

When asked, students describe friendly controversy activities as “stimulating,” “fun,” and so on

When asked, students explain how a friendly controversy activity helped them better understand the content

 

8. What do I typically do to provide opportunities for students to talk about themselves?

Teacher Evidence

The teacher provides students with opportunities to relate what is being addressed in class to their personal interests.

Teacher is aware of student interests and makes connections between these interests and class content

Teacher structures activities that ask students to make connections between the content and their personal interests

When students are explaining how content relates to their personal interests, the teacher appears encouraging and interested

Student Evidence

Students engage in activities that require them to make connections between their personal interests and the content

When asked, students explain how making connections between content and their personal interests engages them and helps them better understand the content

9. What do I typically do to present unusual or intriguing information?

Teacher Evidence

The teacher uses unusual or intriguing information about the content in a manner that enhances student engagement. 

Teacher systematically provides interesting facts and details about the content

Teacher encourages students to identify interesting information about the content

Teacher engages students in activities like “Believe it or not” about the content

Teacher uses guest speakers to provide unusual information about the content

Teacher tells stories that are related to the content

Student Evidence

Students’ attention increases when unusual information is presented about the content

When asked, students explain how the unusual information makes them more interested in the content