Good Morning and Welcome!
The Highly Engaged Classroom
Dr. Tina Boogren
Marzano Research Laboratory Associates
cutting-edge research
concrete strategies
sustainable success
Average Retention Rate
Boosting Retention
after 24 hours
Lecture
Pg. 3
5%
10%
Reading
Audio-visual
20%
Demonstration
30%
Discussion Groups
50%
Practice by doing
75%
90%
Teach others/immediate use of learning
Adapted from David Sousa’s figure 3.8
in his text, How the Brain Learns
cutting-edge research
concrete strategies
sustainable success
(Pg. 2) Our road map…
•  Review research on engagement strategies; •  Delve deeper into teacher roles with the engagement process; •  Learn how to create a classroom environment where engagement is the norm; •  Experience strategies for engagement; and •  Learn how four quesCons determine how involved students are in classroom acCviCes. cutting-edge research
concrete strategies
sustainable success
Approximate aEenCon spans… •  For pre-­‐adolescents: •  Change up instrucCon approximately every 5-­‐10 minutes. cutting-edge research
•  For adolescents into adults… •  Change up instrucCon approximately every 10-­‐20 minutes. concrete strategies
sustainable success
Cross-­‐Town Buddy •  We someCmes confuse the behaviors of engaged with compliant. Agree or Disagree? •  Students really just want “edutainment.” Agree or Disagree? •  Can you have engagement with high-­‐stakes tesCng and accountability? cutting-edge research
concrete strategies
sustainable success
An Old Proverb states: •  You can lead a horse to water, but you can’t make them drink. •  We learned that maybe with “reward and punishment” the horse will do whatever we ask. •  However, consider a different goal: “How can I make the horse thirsty?” cutting-edge research
concrete strategies
sustainable success
Engagement… From: To: Why aren’t How can we make students more our classrooms engaged? more engaging? cutting-edge research
concrete strategies
sustainable success
Student Engagement Student engagement happens as a result of a teacher’s careful planning and execu6on of specific strategies. cutting-edge research
concrete strategies
sustainable success
Dr. Marzano’s Four QuesCons (pg. 5-­‐14) How Do I Feel? Am I Interested? Is This Important? Can I Do This? cutting-edge research
concrete strategies
sustainable success
AEenCon Engagement • How Do I Feel? • Am I Interested? • Is This Important? • Can I Do This? cutting-edge research
concrete strategies
sustainable success
Graphic RepresentaCons: We process informaCon more deeply when we engage in both linguisCc and nonlinguisCc ways. cutting-edge research
concrete strategies
sustainable success
Create a Non-­‐LinguisCc RepresentaCon for the Four QuesCons: • 
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How do I feel? Am I interested? Is this important? Can I do this? cutting-edge research
concrete strategies
sustainable success
Ques:on One: How do I feel?
Page 5-7
cutting-edge research
concrete strategies
sustainable success
How Do I Feel? •  EffecCve pacing •  Physical movement •  DemonstraCng intensity and enthusiasm •  Using humor •  Building posiCve relaConships cutting-edge research
concrete strategies
sustainable success
How Do I Feel? •  EffecCve pacing •  Physical movement ⏎ •  DemonstraCng intensity and enthusiasm •  Using humor •  Building posiCve relaConships cutting-edge research
concrete strategies
sustainable success
“Amazingly, the part of the brain that processes movement is the same part of the brain that processes learning.” Eric Jensen, Teaching With the Brain in Mind, 2005 cutting-edge research
concrete strategies
sustainable success
John Ratey, Spark “The real reason we feel so good when we get our blood pumping is that it makes the brain funcCon at its best… This benefit of physical acCvity is far more important than what it does for the body.” cutting-edge research
concrete strategies
sustainable success
John Medina: “Physical ac6vity is cogni6ve candy.” cutting-edge research
concrete strategies
sustainable success
Physical Movement • 
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Stretch breaks Movement related to rehearsal Movement necessary to further understand the content Drama Physical representaCons Movement that facilitates sharing (Mix-­‐Pair-­‐Discuss) VoCng with your feet Corners acCviCes Whole-­‐class or whole-­‐school exercise cutting-edge research
concrete strategies
sustainable success
Slap Count cutting-edge research
concrete strategies
sustainable success
Slap Count •  Slap Count: –  Partners or triads –  Can ‘slap’ 1, 2, or 3 Cmes –  Goal: to be the last one to ‘slap’ on the final number –  Can mix it up with even numbers, factors, etc. cutting-edge research
concrete strategies
sustainable success
Brain Gym cutting-edge research
concrete strategies
sustainable success
Brain Gym •  Touch lek hand to right ear and right hand to nose (at the same Cme). •  Bring both hands back to your sides. •  Now swap: touch right hand to lek ear and lek hand to nose (at the same Cme). •  Bring both hands back to your sides… •  How fast can you go??? cutting-edge research
concrete strategies
sustainable success
How Do I Feel? •  EffecCve pacing •  Physical movement •  DemonstraCng intensity and enthusiasm •  Using humor ⏎ •  Building posiCve relaConships cutting-edge research
concrete strategies
sustainable success
Humor cutting-edge research
concrete strategies
sustainable success
Humor When teachers use humor, students feel beEer about the content, the teacher, and perhaps even themselves. • 
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More oxygen Endorphin surge Posi6ve climate Gets aHen6on Increased reten6on cutting-edge research
concrete strategies
sustainable success
Humor in the Classroom •  Bantering with students should be approached with great cauCon. (Avoid teasing and sarcasm.) •  A teacher using himself or herself as the subject of humor is appropriate and useful. cutting-edge research
concrete strategies
sustainable success
cutting-edge research
concrete strategies
sustainable success
cutting-edge research
concrete strategies
sustainable success
cutting-edge research
concrete strategies
sustainable success
cutting-edge research
concrete strategies
sustainable success
cutting-edge research
concrete strategies
sustainable success
cutting-edge research
concrete strategies
sustainable success
cutting-edge research
concrete strategies
sustainable success
Movie Clips and Media Use short clips for different subject areas and grade levels. cutting-edge research
concrete strategies
sustainable success
cutting-edge research
concrete strategies
sustainable success
Ques:on Two: Am I interested?
Page 8-0
cutting-edge research
concrete strategies
sustainable success
QuesCon Two: “Am I Interested?” There is more to teaching than talking at kids. Students have to be mentally involved for learning to occur. cutting-edge research
concrete strategies
sustainable success
cutting-edge research
concrete strategies
sustainable success
Am I interested? 1.  Using GAMES and inconsequenCal compeCCon 2.  IniCaCng friendly CONTROVERSY 3.  Introducing UNUSUAL INFORMATION 4.  QUESTIONING to increase response rates cutting-edge research
concrete strategies
sustainable success
Am I interested? 1.  Using GAMES and inconsequenCal compeCCon ⏎ 2.  IniCaCng friendly CONTROVERSY 3.  Introducing UNUSUAL INFORMATION 4.  QUESTIONING to increase response rates cutting-edge research
concrete strategies
sustainable success
Research on The Use of Games to Improve Student Learning Marzano Research Lab reports the results of three meta-­‐analyses. Student growth in classrooms that used games ranged from a 13 percenCle gain to an 18 percenCle gain. This is significant. cutting-edge research
concrete strategies
sustainable success
Games and InconsequenCal (Just for Fun) CompeCCon •  Games should always have an academic focus. •  Regroup students so that all students experience winning and losing. •  Points are tallied but not used to increase or decrease scores or grades. cutting-edge research
concrete strategies
sustainable success
Let’s look at some games…
cutting-edge research
concrete strategies
sustainable success
cutting-edge research
concrete strategies
sustainable success
Pyramid
Game
200 points
100 points
Colors
50 points
100 points
Trees
State
Capitals
sustainable success
50 points concrete strategies50 points
cutting-edge research
Talk a Mile a Minute • 
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Everyone sees the category One person faces the screen, one turns away Talk provides clues for each term/phrase ConCnue unCl partner guesses all Stand up and declare, ‘We won!’ cutting-edge research
concrete strategies
sustainable success
Ques:on Three: Is this important?
Page 10-11
cutting-edge research
concrete strategies
sustainable success
Is This Important? •  Four ways to tap into a student’s personal goals: –  Comparisons to student interests –  Providing choice –  Real-­‐world applicaCon –  Personal projects cutting-edge research
concrete strategies
sustainable success
Average Retention Rate
after 24 hours
Boosting Retention
Lecture
5%
10%
Reading
Audio-visual
20%
Demonstration
30%
Discussion Groups
50%
Practice by doing
75%
90%
Teach others/immediate use of learning
Adapted from David Sousa’s figure 3.8
in his text, How the Brain Learns
cutting-edge research
concrete strategies
sustainable success
Choice of ReporCng Format •  OpCons for reporCng: –  A wriEen report –  An oral report –  A dramaCc presentaCon –  A debate –  A videotaped report –  A demonstraCon or simulaCon –  Using a web applicaCon cutting-edge research
concrete strategies
sustainable success
Choice/Menu Boards cutting-edge research
concrete strategies
sustainable success
Ques:on Four: Can I do this?
Page 12-14
cutting-edge research
concrete strategies
sustainable success
QuesCon Four: “Can I Do This”…. The Research •  If the answer is “NO,” students might lessen or abort their involvement –even if they have posi:ve feelings about the task, are interested in the topic, and perceive it as related to their personal goals. Marzano, 2010 cutting-edge research
concrete strategies
sustainable success
Can I Do This? • 
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Using effecCve praise and verbal FEEDBACK Tracking and studying PROGRESS Providing EXAMPLES of efficacy Teaching about EFFICACY cutting-edge research
concrete strategies
sustainable success
Can I Do This? • 
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Using effecCve praise and verbal FEEDBACK ⏎ Tracking and studying PROGRESS Providing EXAMPLES of efficacy Teaching about EFFICACY cutting-edge research
concrete strategies
sustainable success
Self-Theory Survey
1. You have a certain amount of intelligence,
and you really can’t do much to change it.
–  Strongly Agree
–  Agree
–  Mostly Agree
–  Mostly Disagree
–  Strongly Disagree
cutting-edge research
concrete strategies
sustainable success
2. Your intelligence is something about you that you can’t change very much. –  Strongly Agree –  Agree –  Mostly Agree –  Mostly Disagree –  Strongly Disagree cutting-edge research
concrete strategies
sustainable success
3. You can learn new things, but you can’t really change your basic intelligence. –  Strongly Agree –  Agree –  Mostly Agree –  Mostly Disagree –  Strongly Disagree cutting-edge research
concrete strategies
sustainable success
Results
Scores of ‘mostly agree’ to ‘strongly agree’
=
fixed theory
cutting-edge research
concrete strategies
sustainable success
Dweck, Mindset: The New
Psychology of Success, 2007
cutting-edge research
concrete strategies
sustainable success
Mindsets
•  Mindsets are the assumptions, expectations,
and beliefs that guide our behavior and our
interactions with others.
•  If our attitudes, beliefs, or mindsets about
teaching, learning, and our students go
unexamined, the consequences can be
harmful…
cutting-edge research
concrete strategies
sustainable success
Fixed mindset:
talents are carved in stone
Growth mindset:
qualities are things to be cultivated
through effort and can change
through application and experience
Dweck, Mindset: The New Psychology of Success,2007
cutting-edge research
concrete strategies
sustainable success
Growth/Fixed Teachers
•  Growth mindset teachers love to learn.
They want to learn about their students,
about themselves, about life.
•  Fixed mindset teachers think of themselves
as finished products. Their role is to impart
knowledge.
Dweck, Mindset: The New Psychology of Success,2007
cutting-edge research
concrete strategies
sustainable success
Mindsets
Fixed Mindset
intelligence is a fixed trait
cutting-edge research
Growth Mindset
intelligence is a
malleable quality, a
potential that can be
developed
concrete strategies
sustainable success
What Mindsets Do
Goals Fixed Mindset Students Say
Growth Mindset Students Say
Looking Smart is Most
Important
Learning is Most Important
“The main thing I want when I
do my school work is to show
how good I am at it.”
“It’s much more important for
me to learn things in my
classes than it is to get the best
grades.”
cutting-edge research
concrete strategies
sustainable success
What Mindsets Do
Effort Beliefs Fixed Mindset Students Say
Growth Mindset Students Say
Effort is negative
Effort is positive
“To tell the truth, when I work
hard at my school work it
makes me feel like I’m not very
smart.”
“The harder you work at
something, the better you’ll be
at it.”
cutting-edge research
concrete strategies
sustainable success
What Mindsets Do
Strategies ALer Failure Fixed Mindset Students Say
Growth Mindset Students Say
Helpless
Resilient
“I would spend less time on this
subject from now on.”
“I would work harder in this
class from now on.”
“I would try not to take this
subject ever again.”
“I would spend more time
studying for the tests.”
“I would try to cheat on the next
test.”
cutting-edge research
concrete strategies
sustainable success
How shall we respond?
•  Not... “Wow, you got eight of ten correct. You must be
really smart.”
•  Instead— “You got eight right. That’s a
really good score, and you must have
worked really hard.”
Dweck, Mindset: The New Psychology of Success,2007
cutting-edge research
concrete strategies
sustainable success
Changing Your Mindset
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Learn to hear your fixed mindset “voice.” Recognize that you have a choice. Talk back to it with a growth mindset voice. Take the growth mindset acCon. cutting-edge research
concrete strategies
sustainable success
BoEom Line: I CAN GET BETTER IF I WORK HARD cutting-edge research
concrete strategies
sustainable success
The view you adopt for yourself profoundly affects the way you lead your life. cutting-edge research
concrete strategies
sustainable success
So how shall we respond?
•  Not... “Wow, you got eight of ten correct. You must be
really smart.”
•  Instead— “You got eight right. That’s a
really good score, and you must have
worked really hard. Tell me three things you
did to accomplish your goal.”
Dweck, Mindset: The New Psychology of Success,2007
cutting-edge research
concrete strategies
sustainable success
“Ability might get you to the top, but it takes character to keep you there.” John Wooden, legendary UCLA basketball coach cutting-edge research
concrete strategies
sustainable success
Breakout: We will delve deeper into the other strategies associated with each of the four ques6ons. cutting-edge research
concrete strategies
sustainable success
Thank You!
Evaluations
Dr. Tina H. Boogren
[email protected]
THBoogren (Twitter)—Blog
cutting-edge research
concrete strategies
sustainable success