3c Engaging Students in Learning
The Elements, Examples, and Indicators come from the Danielson Framework.
Scroll down to find techniques to implement to help you meet your goals.
Click on the links below the techniques to view videos that illustrate the techniques.
The Elements, Examples, and Indicators come from the Danielson Framework.
Scroll down to find techniques to implement to help you meet your goals.
Click on the links below the techniques to view videos that illustrate the techniques.
Elements
Indicators
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Examples
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Techniques from Teach Like a Champion (Lemov)
Technique 12: THE HOOK – Use a short, engaging introduction to excite students about the material. You can use a story, an analogy, a prop, a challenge, etc.
Technique 15: CIRCULATE* – Move through classroom to engage students and hold them accountable, assess and respond to student work, and check for understanding.
Technique 17: RATIO – Increase the cognitive work students do by inviting input during lessons: increase answering, talking, writing during lessons; involve students by having them explain why/how, provide evidence and examples, more precise, richer answers.
Technique 19: AT BATS – In baseball, to perfect your swing, you need as many “at bats” as possible. Similarly, students need lots of practice to master a new skill and solve questions in various formats. Some students reach mastery more quickly, so have bonus problems to push those students further.
Technique 22: COLD CALL* – Call on students whether they’ve raised their hands or not. Cold calling is particularly effective when it is scaffolded (start with simple questions and progress to harder ones).
Cold Call: Mr. Rector
Hot Calling: Ms. Driggs
Technique 26: EVERYBODY WRITES* – Writing gives students time to reflect on/clarify/process/refine thinking to prepare for more rigorous thinking and discussion.
Technique 46: THE J-FACTOR* – Include joy in the work of learning. This includes anything from games, to making students feel they belong, to humor, to suspense (setting out a mystery box and building anticipation about what’s inside).
PACING--Change the Pace: Create the illusion that you are moving quickly, giving students a sense of progress and change. One way to do this is to change formats – from mini-lessons to independent work to reviewing. Vary between active and passive activities every ten minutes or so.
Brighten Lines--Plan for bright, crisp lines at the beginning and end of activities so students feel they are movin
SWBAT
DO NOW
Every Minute Matters--Plan for when there are extra minutes at the end of class (those minutes add up to a few weeks of school by the end of the year!). Have short learning activities ready for when you have a few unanticipated minutes so you can do a vocabulary review or a read aloud.
Think-Pair-Share—After posing a question or a prompt, give students a limited amount of time to reflect on it and collect their thoughts. Then, have them turn to a partner and share their answers or thoughts. Choose a few pairs to share what their partners said.
Numbered Heads Together-- Students are placed in groups and each person is given a number (from one to the maximum number in each group). The teacher poses a question and students "put their heads together" to figure out the answer. The teacher calls a specific number to respond as spokesperson for the group.
Student Feedback & Reflection on Your Lesson
Expectancy x Value
Technique 12: THE HOOK – Use a short, engaging introduction to excite students about the material. You can use a story, an analogy, a prop, a challenge, etc.
Technique 15: CIRCULATE* – Move through classroom to engage students and hold them accountable, assess and respond to student work, and check for understanding.
Technique 17: RATIO – Increase the cognitive work students do by inviting input during lessons: increase answering, talking, writing during lessons; involve students by having them explain why/how, provide evidence and examples, more precise, richer answers.
Technique 19: AT BATS – In baseball, to perfect your swing, you need as many “at bats” as possible. Similarly, students need lots of practice to master a new skill and solve questions in various formats. Some students reach mastery more quickly, so have bonus problems to push those students further.
Technique 22: COLD CALL* – Call on students whether they’ve raised their hands or not. Cold calling is particularly effective when it is scaffolded (start with simple questions and progress to harder ones).
Cold Call: Mr. Rector
Hot Calling: Ms. Driggs
Technique 26: EVERYBODY WRITES* – Writing gives students time to reflect on/clarify/process/refine thinking to prepare for more rigorous thinking and discussion.
Technique 46: THE J-FACTOR* – Include joy in the work of learning. This includes anything from games, to making students feel they belong, to humor, to suspense (setting out a mystery box and building anticipation about what’s inside).
PACING--Change the Pace: Create the illusion that you are moving quickly, giving students a sense of progress and change. One way to do this is to change formats – from mini-lessons to independent work to reviewing. Vary between active and passive activities every ten minutes or so.
Brighten Lines--Plan for bright, crisp lines at the beginning and end of activities so students feel they are movin
SWBAT
DO NOW
Every Minute Matters--Plan for when there are extra minutes at the end of class (those minutes add up to a few weeks of school by the end of the year!). Have short learning activities ready for when you have a few unanticipated minutes so you can do a vocabulary review or a read aloud.
Think-Pair-Share—After posing a question or a prompt, give students a limited amount of time to reflect on it and collect their thoughts. Then, have them turn to a partner and share their answers or thoughts. Choose a few pairs to share what their partners said.
Numbered Heads Together-- Students are placed in groups and each person is given a number (from one to the maximum number in each group). The teacher poses a question and students "put their heads together" to figure out the answer. The teacher calls a specific number to respond as spokesperson for the group.
Student Feedback & Reflection on Your Lesson
Expectancy x Value