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STUDENT ENGAGEMENT
November 29, 2016
Wow! My students were really
engaged in this lesson!
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On a note card, write about a time
when your students were highly
engaged in learning.
Underline or highlight the elements of
the lesson and environment that resulted
in this high level of engagement.
Marzano and Pickering’s Essential
Components for Engagement
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The 4 Questions Students Ask Themselves
How do I feel?
Am I interested?
Is this important?
Can I do this?
Learning Targets and Success Criteria
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Learning Targets
 Learn about the four essential questions a learner
internally audits before they engage.
Success Criteria
 I can articulate the role emotion plays in engagement
 I can articulate the role interest plays in engagement
 I can articulate how relevance contributes to
engagement
 I can articulate how self-efficacy contributes to
engagement
5 Strategies for Addressing
“How do I feel?”
1. Using effective pacing
2. Incorporating physical movement
3. Demonstrating intensity and enthusiasm
4. Using humor
5. Building positive teacher-student peer
relationships
Learning Relationships
“Students show increased effort in
classroom activities when teachers take an
interest in students as individuals, get to
know them by name, and talk to them not
only in the classroom but during other
activities in the school as well.”
-Dr. Richard Jones, “Strengthening Student Engagement,” 2008
High Five Line
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Students record "brags" on slips of paper and
place in the "High Five" bucket. The "brag" can be
either for themselves or a classmate.
Students line up in two lines facing each other. The
teacher then draws out a "brag". The recipient steps
to the head of the walkway as the teacher reads
the "brag". The student then walks or dances
between their peers while receiving high fives.
Am I Interested?
It makes logical sense that if a student finds the
material presented in class boring or irrelevant,
he or she will most likely not attend to classroom
activities. The content of instruction though is not
always obviously interesting to students. Teachers
can help trigger and maintain situational interest
by utilizing academically based games and
turning questions into spontaneous chances for
inconsequential competition.
Talk a Mile a Minute Game
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Project a subject with a list of related vocabulary.
Participants are in pairs. Participant A will face the
screen and Participant B will have his/her back to the
screen.
While facing the screen, Participant A describe each
word on the list by giving clues. Clues may not include
any of the words or the subject.
Participant B will guess individual vocabulary words
and will name the general subject.
Vocabulary may be skipped and returned to later.
We need two volunteers to model this game.
Round 1
You have 15 seconds to find a partner
who is not at your table.
Partner A is closest to the ceiling!
• Partner A faces screen & gives
clues.
• Partner B has back to screen and
responds to clues.
Subject: Types of Animals
Mammal
Reptile
Amphibian
Bird
Insect
Fish
Spider
Round 2 – Exchange Roles
• Partner B faces screen & gives
clues.
• Partner A has back to screen and
responds to clues.
(Partner A is closest to the ceiling!)
Subject: Abraham Lincoln
Civil War
President
Emancipation Proclamation
Gettysburg Address
Assassination
John Wilkes Booth
Ford’s Theater
Intriguing Picture Activity
1) What facts & details
do I notice?
2) 5 Senses: What do I
taste, hear, see, touch,
smell?
3) What questions/ideas 4) Class Application:
do I have when I view
How can I use this type
this picture?
of activity with my
students?
Picture
Round Robin
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1st participant shares a single fact or
detail from section 1.
Rotate clockwise for each participant to
share a single fact or detail from section
1, not shared by another team member.
Participants may add to graphic
organizers as the team shares.
Repeat for Sections 2-4. (Share only one
item from each section.)
Games in Centers
3 Main Ways to Insure a positive
response to “Is it Important?”
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1. Connect to students’ daily lives
 Make comparisons to student interests
2. Connect to student’s life ambitions
3. Encouraging application of knowledge
 Provide Choice
 Real World Application
 Encourage Personal Projects
Interactive
reading!
Videos
https://www.flocabulary.com/unit/area-andperimeter/video/
Choice Assignments
I’m talking the Civil War!
I’m talking North and South.
I’m talking slavery and states’ rights.
I’m talking states seceding, Union loyalty, and Americans fighting each
other.
I’m talking bloody battles.
I’m talking Lincoln’s Gettysburg Address and the Emancipation
Proclamation.
I’m talking Johnny Rebs, Billy Yanks, Blues, and Grays.
I’m talking death.
I’m talking the war that almost destroyed our country.
I’m talking the Civil War!
Making Lessons Meaningful
What are some approaches you take to
ensure that learning is meaningful to
students?
 Examples: Decide which lessons would
hold more meaning for students
 Try it! Pick an upcoming topic and
brainstorm how to make the lesson
meaningful
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Question 4: Can I Do This?
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If yes, students are more likely to engage.
If no, students might lessen or abort their
involvement- even if they have positive feelings
about the task, are interested in the topic, and
perceive it as being related to their personal goals.
If students believe they can do something, they can.
If they believe they can’t, they can’t. (Mindset)
“Learning is risking. Every time we venture to learn
something new, we take a big risk beyond our
comfort zone.”
 Deporter, Reardon, Singer-Noirie 1999
Teacher Actions
“Teachers can foster an environment conducive to
student engagement by practicing small, seemingly
unimportant activities: greeting students at the door,
making eye contact, allowing enough “wait” time
when expecting a student to answer a question
before moving on to another student, dignifying
wrong responses, repeating a question, or giving
hints that will encourage students to try again.”
-Marzano, A Different Kind of Classroom, 1992
Fixed Mindset
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Belief that your
intelligence and abilities
cannot be changed
Talents are carved in
stone
Fear making mistakes.
Growth Mindset
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Belief that your abilities
and intelligence can
change through effort
and learning
View mistakes as
learning opportunities.
Dweck, Mindset: The New Psychology of Success,2007
Guidelines for Effective Praise
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Sort the cards into two categories:
Effective Praise
Ineffective Praise
Discuss: How can praise affect student
motivation?
In which instructional method is cognitive
engagement the highest?
Engagement
Rank
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Laboratory (Hands-on work) 1
Group work
2
Presentation
3
(creating/making)
Individualized (seat) work 4
Class discussions (whole
5
group T-led)
6
Teacher lecture
Active for all
Active for all
Active for all
Passive for all
Passive for most
Passive for all
Sources: Yair, Educational Administration Quarterly, Vol. 36, #4 (October 2000); Valentine (NSDC Conference (December, 2010)
Take responsibility for student
engagement practices
“It is primarily the teacher’s responsibility to
engage the students, as opposed to the
teacher expecting students to come to class
naturally and automatically engaged.”
-Dr. Richard Jones, “Strengthening Student Engagement,” 2008
Reflection Questions
Ask Yourself: Are Students Engaged?
 Question 1: Do I provide a safe, caring and
energetic environment?
 Question 2: Do I make things interesting?
 Question 3: Do I demonstrate why the content
is important?
 Question 4: Do I help students realize that
personal effort if the key to success?
Marzano, March 2013, ASCD Educational Leadership
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