Student engagement strategies can be quick and simple techniques that we use to keep our students active, on task, and engaged in our lessons. It is important not only to implement these strategies, but to use their results. For example, if you introduce a lesson with a quickwrite, follow it up with student sharing about what they wrote. Remember that all lessons should have the TWIRL components.
T=Talk
W=Write
I=Investigate
R=Read
L=Listen
What are some student engagement strategies that you have used in the past, and what are some students engagement strategies that you would like to use more in the future?
I have used the partner strategy where the students read a passage and then they got with a partner and wrote 3 different things each one learned in the passage.
ReplyDeleteI would like to use the snowball strategy, because I think the students will really like it and think it is fun.
Suellyn
Teachers can use strategies to meaningfully motivate students! ~Amy
DeleteAlmost everyday in my 4th, 5th, and 6th grade math classes we play "The Dot Game" which was invented by a friend I taught 3rd grade with years ago. I use this game to informally evaluate how well my students are understanding the current math concept. Play the dot game AFTER the "I do", "we do", and "y'all do" parts of the lesson. To play the dot game really make a big deal about how fun it's going to be to earn a colored dot on your paper if you solve the math problem correctly. Then give your class a math problem and cruise the room with a colored pen in your hand watching them solve the problem. If they get the correct answer, give them a colored dot on their papers. If they miss the problem, do quick error analysis and give immediate feedback on how to find the correct answer. Circle back and give those who corrected their problem a colored dot, also. Really lets you see who's got the concept and who needs help. So cheap and easy and the students love it if you do a good job about getting them excited about "The Dot Game" the first time!
ReplyDeleteBeth Denney
I LOVE this because it not only motivates students, it makes each student ACCOUNTABLE for his/her own learning! The teacher "cruising the room" will also keep students on their toes and is GREAT behavior management as well!~Amy
DeleteThis year in 1st grade, I have been using the Give Yourself a Hand" engagement strategy. The way this works is when your class as a whole or even in a small group has been working really hard and to praise their hard work, you say Give Yourself a hand and (clap, clap, clap/clap clap) Then you can say Give your friend a hand, Give your class a hand. You can put anything at the end.
ReplyDeleteA.T.
Something that I learned just this year is called the "blow and release." This works by you asking a question that has the same answer. For example, What sound do you hear at the beginning of the word famous? Ask the question and Then say," When you have your answer blow it in your hand. Hand should be cupped into an O shape. After most hands are up, then you would say "release" and the children will say the their answer at the same time. I like this strategy, because if you have a child that is a quick thinker it gives everyone time to think of any answer and most will also have a turn to talk. Puts a new spin on having to repeat Raise your Hand!
THINK TIME IS GREAT! It teaches others to be respectful by being patient and provides more students to be able to respond. Also, if quick thinking students were the ONLY ones who were able to answer questions.....others give up! Great strategy! ~Amy
DeleteWith thoughtful planning, we can teach lessons explicitly. Each lesson should have T.W.I.R.L.-->Talking, Writing, Investigating, Reading, and Listening. It takes a little longer to plan but the extra effort pays off. We are teaching smarter NOT harder.In addition to addressing multiple learning styles, the gradual release method( I do, We do, y'all do, you do) allows multiple opportunities for students to practice.
ReplyDeleteWith any new strategy, the teacher MUST MODEL SEVERAL TIMES WHAT HE/SHE WOULD LIKE FOR "TURN AND TALK" (talking to your partner) SHOULD LOOK LIKE.It may even take a little longer to model how we want it to look and it may even NOT work the first time we try it. It is our job to reflect on what went wrong or ask for help in implementing a new strategy.If we are successful with the implementation of "Turn and Talk", will this mean that students will have to partner talk after EVERY question the teacher asks? NO! In planning lessons, keep the outcome (what you want the students to learn) in mind. ~Amy