Chapter+5+Engaging+Students

For Chapters 5-7 you will __not__ be confined to one unit of instruction. Instead, you will reflect back on the entire year with your students.
What strategies did you use on a regular basis to capture students' attention in a way that enhances their knowledge of academic content? > **Task #3: Choose at least two Action Steps from Chapter Five that you have not used on a regular basis. Describe how you will integrate them into your instruction on the Action Step Implementation Form****.**
 * === Task #1: Reflect and provide a response in the Academic Journal to the following: ===
 * ** Task #2: Read Chapter 5- "What will I do to engage students?" **
 * Post-Reading

//Catherine Palmer// Chapter 5 Task 1: The strategies that I use on a daily or weekly basis are a. choral response (all elementary grade levels), wait time and pacing, all of which require and obtain daily reflections on my part. I have gained much knowledge from watching other teachers do their jobs and always come away with something useful for mine. With pacing an art lesson, one is constantly cognizant of the time restraints we face. Set up and clean up are essential to the flow of an art room's routine. I am given time before work hours begin ( I am usually at school 1/2 hour before duty) when I can set up for the grade levels I am currently teaching. With 1 and 2 graders, we are painting fish or crabs or something that moves and is a part of the planet. My second graders just completed a unit on Conservation Posters in time for Earth Day. I told them we would "march the campus" as if it were a real protest and when we actually got to do it, they loved it! This is where //physical activity// comes into play for this art project. Art is kinetic in so many ways. Also being able to use the hose for clay clean up seems motivating as all my 3-5 graders want a chance at that job. Students are more likely to become engaged in the lesson and activity if it is of interest to them and Art allows for a personal sense of creativity and confidence. What I am trying to instill in them also is a sense of responsibility. With practice and patience, all things are possible. Action Steps to take: One step to take is the chaining responses and allowing students to make the choice whose turn it is next. Or to create the next question(s) about the content of the unit. I teach science with clay, math with painting, and many other cross disciples that lend themselves graciously to the arts. I would like to demonstrate more intensity for my craft as well as the subjects we encounter along the artistic journey. I like the idea of dressing up in period costumes for various artists and I would like to be able to do more in a community based support for the arts. Getting the students OUT of the classroom to SEE public art is another action step I will like to do. Lastly, I would like to find the time to do more searching of infrequent and often unusual information grade level appropriate. More facts about the artists or art styles and how to relate the dead masters to the work they are accomplishing today must be a priority.

Amy Yeater TASK 1: Strategies which I use on a regular basis to capture the attention of my audience in a way that enhances their knowledge of the content include: humor; relation of material to our common experiences as teachers/parents/colleagues; inclusion of current events which relate to the topic being presented.



Debby Brackett


 * ** Task #1: Reflect and provide a response in the Academic Journal to the following: **

What strategies did you use on a regular basis to capture students' attention in a way that enhances their knowledge of academic content?

During the course of a typical class, this teacher greets students at the door, welcoming them, reflecting on their day so far, or on their weekend if it is Monday. She challenges them each day to get right to work, some days rewarding those working before the bell with Shark Bites, small candy, or high-fives. She usually has a “bell-ringer” on the board, which either deals with a previous assignment, or something coming up. Students are encouraged to connect it to things they have done. For example: probability: choosing between types of pants to purchase (perhaps shorts or jeans, black or white).

Throughout the lesson, students are rewarded for being on task, asking pertinent questions, explaining how they corrected a problem, being prepared (have all supplies, textbook and notebook open) etc. Some days, if all students have homework, she may collect it and celebrate with a math game. With 3 adults in the class, it is easier to give that one-to-one attention than in most classrooms. These are students that struggle, obviously, many with little support from home.

The students also know that once we complete the homework review and go over the new material, remaining class time is either given to beginning homework, or a math game. By Christmas they were reminding one another to stay on task and to finish.


 * Task #3: Choose at least two Action Steps from Chapter Five that you have not used on a regular basis. Describe how you will integrate them into your instruction on the Action Step Implementation Form.**

Liberty Magnet School - Kindergarten Group
 * ** First Action Step: Manage Questions and Response Rates **
 * As I return to teaching, I know I will need to work on response rates. I tend to move quickly, to respond quickly. I have to slow down, allow time for the students to respond. (My own children complain about this to me, so I know it could be a problem in the classroom!) After asking a question, I will need to be aware of the student’s need to cipher what I am asking for, as well as what the correct answer should be. Providing a pause between my question and the answer, before switching to another student, or before providing the answer myself would be appropriate. **
 * At the same time, I will want to be aware of student responses so that too much time does not lag, allowing for restlessness, or student interruptions. Also, sometimes quicker responses may be what is needed to keep class enthusiasm up and involved. Each day and class situation would need to be monitored for an accurate use of response time. ** ||
 * ** Second Action Step: Provide Unusual Information **
 * This could become a fun activity to pull in other subject areas. “Who invented Pi? Why? When?” Students could write a small “research” project as they look up interesting information about various subjects in math. Olympics, elections, new pets, school supplies at the beginning of the school year, all could provide a place to begin. Students could involve parents and grandparents by hearing their stories, comparing their school needs and expenses with that of their relative **** . ** ||

Task #1: We use a lot of movement and music activities to capture students' attention. We also incorporate the use of technology, such as Bookflix, You Tube, Safari Montage and curriculum materials, to enhance their knowledge of academic content.

Task #3: Action Step 1: Use Games That Focus on Academic Content: Teachers could introduce content focused games in a whole group setting and model the procedures and appropriate cooperative techniques and responses. After several sessions as a whole group these games could be placed into independent centers for students to play in small groups. In Language Arts, some choice activities would include: rhyming dominoes, beginning sound match, alphabet bingo. In Math, we could use concentration, highest number card game, fishing for numbers and add a frog, etc. Action Step 9: Provide Unusual Information: Particularly in the content area of Science, students become more engaged when provided with interesting information about plants, animals and five senses. Teachers will search out age-appropriate literature that provides unusual information as a means to engage more lively discussions and hook the students.

Using pacing guides has limited our time for informal conversations with our students, preventing us from establishing deeper relationship and rapport with them. Therefore, we would also like to focus on Action Step 8: Provide Oppportunities for Students to Talk About Themselves.

Jennifer Kabis Task 1: What strategies did you use on a regular basis to capture students’ attention in a way that enhances their knowledge of academic content? To be honest, capturing student attention in a day and age where shows like Jersey Shore and Housewives where there is all action, all of the time, from fighting to drinking to other things, I find it hard to compete. One strategy I have used to capture their attention is telling them about me and my life. The way I tie this into the classroom lessons is to use vocabulary in my stories (which I mentioned in another chapter’s work). Initially I put the definition into my story and slowly I scaffold it down to context clues and maybe synonyms. Another way I have attempted to capture their attention is role play. When introducing the novel Animal Farm to them, I give them some information about the Russian Revolution on which the book is based by becoming Tzar Nicholas II who was overthrown by the Russian people. I use props (a Burger King crown, a taped on mustache, and a business-like jacket to make it look like I am important) and a horrible accent after handing them a paper to explain their roles. It has been a great success! Finally, we have played games to review tests already taken (they are put into teams, have to discuss answers so they are all in agreement, and play Table Wars for points -one for the correct answer, 3 for a correct explanation and story reference) or Jeopardy type games to review for tests. Although they may act like it is childish in the beginning, they get riled up when another team is beating them and cheer when they have won.

Task 2: Choose two of the action steps in Chapter 5 and describe how I will integrate it into my instruction. AS1 – Use Games that Focus on Academic Content In the past, I have thought about the $100,000 Pyramid game show and have even gone as far as to look for it on the internet to play with the kids. I am definitely going to start incorporating it into my lessons. I think I would be able to do this with vocabulary by having antonyms, synonyms, or examples in the category. This type of game would also be great with reciprocal teaching as the kids could come up with board clues and responses in an effort to review and/or research new information. AS4 – Use Physical Movement I LOVE the ‘Vote with your Feet’ example for physical movement. This is great for having them pay attention and keeping the blood flow going. I am not sure of the kids who would just follow the crowd and how I would manage that however. I think this may be a good way to review for tests for any type of content. For example, when reviewing vocabulary, I could give them sentences with context clues and they could assess whether the word is used correctly. When studying figurative language, I could give them an example and they could go to the corner which represents the correct answer. We could review about characters, situations, and/or events from a novel such as what character might act or speak in a certain way or if a type of characterization used by the author is direct, indirect, or both. Again, I think this would be great with reciprocal teaching once the students understand how to play the game.

Karen Cobb The first thing I do is provide an classroom environment where mistakes are seen as a learning opportunity and not failure. I want my students to feel safe to make mistakes and to know their answers and voices are important whether they are correct or incorrect. Early in the year, I establish a team spirit where we value the different academic strengths that are brought to the classroom. This message is the foundation for all of our learning, and it is especially meaningful for this chapter on engaging students. I enjoyed this chapter, and I felt there was a wealth of information for teachers to effectively and cleverly engage students in the learning process. I reflected on my own teaching methods that were used to keep my students' attention and on-task behavior during the day because we know students need to be active participants in thier learning. After reading the chapter, I realized that I used several of these techniques to keep my students focused and on-task. I give my students "brain breaks" when I see they are losing interest, looking a little lethargic (especially afer lunch), or their focus is not on the lesson. I try something as simple as "Simon Says" or we tune into the Internet and workout to //**Adventure to Fitness**// found on the Internet. []. This mini workout also has a learning adventure component attached to the fitness, and my students love it. I also write our agenda on the board each morning and afternoon. They now remind me to "put our day on the board" and I feel this keeps them focused and "in tune" to what is happening next. On occasion, I pass out Cobb Coins to the students that are on-task or provide the correct response to a question after we learned a lesson. I've been using Teachertube and Utube to open my lessons or review a lesson with music or animation. I've found great videos/movie clips that are short snippets for reinforcing my language arts lessons on adjectives or similies. My students also loved the photosynthesis song by Peter Weatherall. I love to keep my students engaged by playing games. I use several PowerPoint Jeopardy games for a concept I've taught and we frequently play Around the World for multiplication or a unit review.Another game is "Get Off My Back". It's a great way for students to review and practice vocabulary. Use a clothespin and attach a vocabulary word to a student's back where he or she can't see it. The class gives the student clues as to what the vocabulary word could be. My students also enjoy using the dry erase boards to give examples,answer questions, or draw concepts that are asked of them. I've used body representations for reviewing math content such as parallel, perpendicular, and intersecting lines, acute and obtuse angles. Students use their arms to represent these terms and they enjoy getting out of their seats and moving.
 * Task #1`- What stategies did you use on a regular basis to capture students' attention in a way that enhances their knowledge of academic content? **


 * Task #3-Choose two action steps that you haven't used and describe how you will integrate them into your instruction.**
 * Action Step #9 -Provide Unusual Information** ---This seemed like an interesting way to engage students. My students enjoy using the Internet or looking up additional information after we learned about a new topic or concept. I've created a portaportal where many of the units that are taught have been bookmarked. Students learned about the different landforms found on Earth and they could find unusual information about their favorite canyon, isthmus, or peninsula that could be shared with the class. I read //The Tale of Desperaux// to the class, and students could find more information about the author Kate DiCamillo such as how long it took her to write her novel or what was the easiest or most difficult book for her to write.
 * Action Step #4- Use Physical Movement/Give One, Get One--**I would like to use this as a review after we took notes as a class. Students could look over each other's notebook and make sure all information was included and that it was included **correctly**. I could also have the students draw their own interpertation or a clue to the concept that they could explain and share with thier partners.

Debbie Smith Sebastian Elementary

What strategies did you use on a regular basis to capture students' attention in a way that enhances their knowledge of academic content?

I use several strategies to capture students’ attention. Here are a few examples: One way is when I am calling on students I use name sticks. Each student has an individual popsicle stick with their name on it. When I am asking questions or calling on students I will pull from the name cup. This way students are never sure who will be called on and they tend to stay more focused and attentive. I also use a random name selector (an electronic name spinner). The kids really like when I use this as it makes it more like a game. I also allow students to share journals, response logs, reflections using the document camera. When they are sharing they use our class sharing barstool and the class microphone. In addition I use games for review in which students are placed in teams. In order to review concepts I do "One minute talk". Students pair up and face each other. Student A talks for one minute about what ever stimulus I have provided and then Student B talks for one minute and adds to what student A has said. I also do many different Kagan exercises. An example of one is: Find Someone Who: 1. stand up, hand up, pair up 2. A asks question; B responds; A records answer 3. B checks and initials answer 4. switch roles 5. repeat with a new partner each time 6. when worksheets are complete, students sit and compare. Another activity is Press and Release. I make sure to present material in short segments (press) and then do a release where students stand, and share their learning on some way, or simply stand and stretch or do movement activities. I have exit tickets or an exit activity for when students are leaving the classroom. For example, as they leave they have to tell me one fact they learned, or for writing to encourage elaboration they have to give me an exact name of something such the name of a candy bar.


 * ** Task #3: Choose at least two Action Steps from Chapter Five that you have not used on a regular basis. Describe how you will integrate them into your instruction on the Action Step Implementation Form **

AS 1: Use Games that Focus on Academic Content Eeven though I do use games periodically I would integrate this action step more into my instruction. One game in particular that I would like to use based on this reading is Classroom Feud. I feel this game lends itself to a great lesson review format. I plan to use it for Social Studies chapter reviews, Science, and targeted lessons for writing.

AS 3: Manage Questions and Response Rates

This action step hit home for me somewhat. I know from good practices that teachers should allow 3 seconds for students to respond, however reflecting on my teaching I find that I do tend to interrupt and not always allow that processing time to happen. I plan to pay very close attention to my post teacher –question wait time and also within-student pause time.

Debra Barnes Task #1: I usually capture my students attention with a high energy activity such as standing and performing an acivity from a jar I keep at the front of my room. I also try to transition quickly and keep a fast pace. My wait time is generally the suggested 3 seconds (at least) and if a student doesn't quite have the answer they are allowed to ask for help from another student or I call on another student to "add more information" to that students answer. Task #2: Read chapter Task #3: Action Step Implementation Chapter 5
 * Kim Nicholas **
 * To capture my students’ attention and enhance their knowledge, I use some Kagan structures that require students to get up and move around the room. Stand up, hand up, pair up is good for reviewing content, and quiz-quiz-trade is good for practicing declarative knowledge. I use vote with your feet, which gets the kids moving while they are thinking. This is good for preparing for exams because students can picture where they stood in the room for each vote and it helps them to recall the information. I also try to keep things lively by playing music during transitions. First, I tell students what to put away and what to get out for the next segment. The expectation is that the transition is completed and students are ready to move on by the time the song ends. I look for fun, up-beat, rather short songs. I also use the large craft sticks with names on them. Students don’t know who I will call on and most of them remain attentive in case it is their stick that is pulled next. I had the students decorate their own sticks and the anticipation as they watch to see if I will pick up their stick has been fun—for 6th graders! **

NameDebra Barnes_ DistrictIndian River__

** Choose Two Action Steps that you have not used on a regular basis. Describe how you will integrate them into your instruction. **


 * ** First Action Step: **
 * Use Games****that Focus on Academic Content**
 * I will incorporate more structured games into my weekly reviews. I really liked //What Is the Question? And Name that Category?// ; both of these games would be particularly beneficial for my students because of their needs for increased opportunities to use oral language and their deficits in vocabulary.** ||
 * ** Second Action Step **
 * Use Physical Movement**
 * I would also like to utilize more physical movement . I was excited to read the //Vote with Your Feet// suggestion. This will work well with my first graders because it will give me a chance to repeat correct information again, to quickly observe/assess who understands a concept and they will love it because it gets them out of their seats more.** ** J ** ||