HOW DO I GRAB THEM? July 8, 2010 8:00 am to 11:00 am
Strategies for Classroom Engagement Middle School C-207
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David Montalvo
A. INTRODUCTIONS
Video: Magic
Quote: Edward TufteVisual Explanations (Cheshire, CT: Graphics Press, 2005)
"Several of the classic texts of magic advocate two primary principles for successful illusion-making, suppressing context and preventing reflective analysis."
"These techniques of disinformation design, when reversed, reinforce strategies of presentation used by good teachers.
Analogy: A good healthcare experience
B. FRAMEWORKS
Story: Dave in high school
Research: Phil Schlechty: Types of Classroom Involvement
Engagement
Strategic Compliance
Ritual Compliance
Retreatism
Rebellion
Group time: Think back to when you were a student
What was your level of involvement & in what classes? Why?
C. THE WELL-REGULATED CLASSROOM
The Video Dilemma
Story: When I first started teaching…
Suggestion: Attention span issues: Use video wisely
Short clips to grab attention
"Pause & Talk" method
Video Clip: Video questions & video answers
Telling Stories
Field trip: Our first educational system
Video: Ira Glass on storytelling
Story: My 7th grade science teacher & his son
Suggestion: Collect stories & use them purposefully
Suggestion: The larger story of what you teach
Using Questions
Quote: John Holt Learning All the Time (Perseus Books, Reading, MA: 1989), p. 127-128.
"Not only is it the case that uninvited teaching does not make learning, but --- and this was even harder to for me to learn --- for the most part such teaching prevents learning. Now that's a real shocker. Ninety-nine percent of the time, teaching that has not been asked for will not result in learning, but will impede learning."
Research: Grant Wiggins & Jay McTighe Understanding by Design (ASCD, Alexandria, VA: 1998), chp 1 & 2
Backwards Design
Using questions that lead to the Essential questions
Example: How do you win tug-of-war?
Video clip: Derek Collins
Diagnose Where They're At(Frequently)
Story: My first inkling that hearing and learning are not the same thingResearch: Formative Assessment: no embarrassment, no grade consequences
Analogy: The very poor doctor
Example: The East Denver model: Red, Yellow, Green
Example: ABCD cards
Example: Whiteboards
Example: Online & free
Choice
Suggestion: Incorporate as much as you can
Example: East Denver Model
Little Things Mean a Lot
Suggestion: Name memorization: do it early
Suggestion: Off-task behavior = opportunity to strike up a conversation
Research: Make an emotional connection (The Limbic System)
Suggestion: Voice
Suggestion: Firm, but caring
Suggestion: Your mood
Research: Carol Dweck
D. THE BIG PICTURE
Research: Phil Schlechty - Designing for Engagement
Examples:
States project
Accident design mystery
The case of George Moriarity
Students evaluate students
The Physopedia
The Great Gumball Gunkulator
Research review: Elizabeth R. Bowen
Review of engagement literature (Dangers of extrinsic rewards)
Inspiration: Sir Ken Robinson
Creativity in education
Children as natural resources
One last story: The case of Dan Keefauver and the Gunkulator