7/27/20 Increasing Engagement in Online Learning Naomi Church, M.S. Growing Minds Consulting, LLC http://GrowingMindsConsulting.com 1 Naomi Church, M.S. 2 Please use the icon to raise your hand if the statement applies to you. 3 1
7/27/20 There is no formula or recipe that works for all learners in all times. There is no set of lesson plans or units that can engage the range of learning styles, approaches, and intelligences that are likely to gather in one classroom. William Wi m Ayres To To Tea Teach ch, Th The e Jour urney ey of a Tea Teach cher er 4 Essential for Some, Useful for All 5 Universal Design for Learning Affective Networks Recognition Networks Strategic Networks Engagement : Provides options that tap Representation : Provides options for Expression: Provides options to into learners’ interests and provides acquiring and comprehending demonstrate learning. appropriate challenge. information. http://www.cast.org/udl 6 2
7/27/20 Interest, Effort & Persistence, Self Regulation 7 Multiple Means of Engagement From: Universal Design for Learning: Theory and Practice Available at udltheorypractice.cast.org 8 Why the Why? 9 3
7/27/20 Af Affective – • Work appears irrelevant or unrelated to life experiences or Co Commitment purposes an and • Work requires more effort than feels reasonable En Engagement • Subsequent failures have occurred Mimi Staulters, Ph. D. Widener University mlstaulters@mail.widener.edu 10 Students demonstrate greater difficulty comprehending material that is unrelated to their personal life experiences (Bottge & Hasselbring, 1993). Wh Why does En Engagement Context that is not understood cannot easily be transformed to Ma Matter? meaningful numerical sentences; appropriate operations and procedures are less likely to be selected (Davis-Dorsey, Ross, & Morrison, 1991). Mimi Staulters, Ph. D. Widener University mlstaulters@mail.widener.edu Students are less likely to persevere on problems that are irrelevant or uninteresting (Murphy & Ross, 1990). 11 Start with Why 1 Establish Instructor Presence 2 Increasing Engagement Offer Student Choice 3 Use Engagement Tools 4 5 Support Risk Taking 12 4
7/27/20 1. Start with Why Simon Sinek https://youtu.be/IPYeCltXpxw 13 The Golden Circle 14 2. Establish instructor presence • This helps to engage and interest all learners. • Video Introduction • Picture • Discussion Board • Bio 15 5
7/27/20 3. Offer Student Choice 16 “If school is not inviting, if the tasks are not clear, interesting, and at an appropriate level, how can we expect pupils to be on task? Adverse student reactions should be expected when classes are dull, teaching is uninspired, and failure is built in. Their oppositional behavior is a sign of personal health and integrity.” (Morse, 1987) 17 LA LAFS. S.2.W.1. 1.1 • Superman is better than Batman • School Uniforms • Math is more important than Science • The best animal is ______________. 18 6
7/27/20 MAFS.2.OA.3.3 MAFS.2.OA.3.3: Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. • Animals • Princesses • Minions • Sports 19 • Choice of questions to respond to • Choice of response mode (video or text) 20 Engagement Implementation Keys: • Offer choices • Enhance relevance, value, an authenticity; reduce threats, distractions • Vary levels of challenge and support • Increase mastery-oriented feedback From “Applying UDL in Math” 21 7
7/27/20 4. Use Engagement Tools 22 http://prism.scholarslab.org/ 23 Mentimeter Your audience uses their smartphones to connect to the presentation where they can answer questions. Visualize their responses in real-time to create a fun and interactive experience. 24 8
7/27/20 Quizizz • Students ALWAYS see questions on their own screen. • Bring people together (apart) with live quizzes and polls. • Assign quizzes and engage families on their own time. 25 26 Webinars from Broward’s Innovative Learning Department Fun and Collaborative Activities for the Miriam Selevan Virtual Classroom and & Lisa Paguaga Beyond 27 9
7/27/20 #EngagementisKEY Discuss – Choose One! • HOW CAN STUDENTS INTERACT WITH THE CONTENT TO INCREASE ENGAGEMENT? • HOW CAN YOU ESTABLISH INSTRUCTOR PRESENCE IN CANVAS? 28 5. Support Risk Taking 29 Take Chances, Make Mistakes, Get Messy! 30 10
7/27/20 La Language e Ma Matters 31 Pr Praise e Risk-Tak Taking ng and and Effort 32 Want to Learn More about Webinar Recording & Resources https://growingmindsconsulting Growth .com/2020/06/the-family- cafe-2020/ Mindset? 33 11
7/27/20 Practice with Quizizz and Learn Growth Mindset at the same time! https://quizizz.com/join?gc=9125601 OR go to http://joinmyquiz.com and enter code: 9125601 34 Increasing Engagement 1 Start with Why 2 Establish Instructor Presence 3 Offer Student Choice 4 Use Engagement Tools 5 Support Risk Taking 35 TRUE ENGAGMENET IS EFFECTIVE BY INTENTIONAL DESIGN, NOT HAPPENSTANCE OR LUCK. 36 12
7/27/20 Final Thought I am only one, But still I am one. I cannot do everything, But still I can do something; And because I cannot do everything, I will not refuse to do the something that I can do. Edward Everett Hale (1902) 39 http://u ht //udlgu guidelines.cast.org/ g/ 40 Universally Designed Remote Learning Interested in my take on this? https://growingmindsconsulting.co m/2020/04/universally-designed- remote-learning/ 41 13
7/27/20 Growing Minds Consulting Naomi@GrowingMindsConsulting.com https://growingmindsconsulting.com/ 42 14
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