Playing with Engagement

Hi, welcome to, “Playing with Engagement”. This is going to be an engaging opportunity for you to practice some things, remind yourself of some things and have some fun I hope. It would be really helpful if you have a
smartphone available to you, or a laptop, tablet. Anything like that would be helpful for some of the interactions, which will be very simple. So welcome, and we are going to do an icebreaker activity. Our job is to explore “Engagement”, “Visual Thesaurus” and some “Brain Rules”, some, “Practices”, some “Research” and “Resources” and “Thanks” So first off, welcome. My name is Vicki Butler, I am the Dean for the School of Education. And I have this opportunity to jump in and do some playing with you guys tonight. First off, what I’d like you to do is to
go to I’m sharing my screen so you’ll see what you’re going to do. You’re going to go to and you are going to please put in the number “17, 49, 54” Its, it doesn’t cost anything this is a free interactive tool. We’re going to be using it throughout this for part of our discussions. So after a long day, which emoji represents you at the end of the work week? Oh yay, one person is really happy Anybody else? How do you feel at the end
of the workday? Oh, some are tired. Two people are tired, We don’t have any cranky people so that’s pretty good. This is a really simple tool to engage
with and you can engage hundreds of people, including students in your classes with this. If you keep this on, it will then advance. You click on the slide over there, it will advance to our next questions as we go along. But I’m going to cue you on those, okay? Oh, there we go. Someone’s feeling rich at the end of the day. Oh, we do have someone who’s grumpy at the end of the day. But more people tired, okay. You can keep responding throughout this
presentation using this. I’m going to slip back to our PowerPoint. So it’s just very simple to use. So I want you to think about, “Engagement is…”, What is Engagement? If you haven’t used the Visual Thesaurus, it’s a great tool to use, and we’re going to not do that. It’s already open, so I’m just going to share it with you, the advantages are being shared ok. This is an interactive Thesaurus, so we’re
going to look at the word, “Engagement”. And if I’m looking at Engagement, I’m going to make this bright big, I can find a variety of different ways, words that would go with it, “involvement”, “interlocking”, “employment”, we’re not really
talking about that, “appointment”. But I can come up here to these nouns and I can take a look at the active. Sorry to interrupt Vicky, the screen share paused, you need to go back to collaborate and start the screen share, I apologize. Oh, it’s okay, you know what, in life, you have to deal with exactly those things, In my former life, I was an academic tech person, so not a problem with these things. The idea being, that you can pull these words. You can do a variety of things, you can help people explore. What are we talking about? As we’re going forward and playing with learning. So with that idea, I’m going to flip back here and… Needs an automatic share button. I want you to move to the next menti. Just go straight to the next slide and tell me, what does Engagement look like to you? What does Engagement that look like? What does it look like? I’m going to move ahead, I’m going to hide the image, What does Engagement look like? In this particular one, you’re just going to
write a quick response “Active”, keep going, you can add as many… “Interaction”, “shared ideas”. “Interesting”, keep going, keep populating,
oh, there we go. “LIightbulbs”, there’s a really good meme
about a light bulb, it was very good. “Dialogue” is huge. What else? think about your class. How do you know your students are truly participating, they’re engaged. What does that look like? Laughter. Laughter is great, I would put up there a sense of ownership and play. Anything else that would go up there for you? Those that are really standing out are
ones that have not more value, but have a heavier weight because
more people accept those going forward. We’re going forward here. With that engagement, I’m sure you’ve heard of John Medina and his brain rules. There’s also a web blog, “Armed with a book” by Kristi Khare. They talk about, how do you take that brain and learning and engagement and what we have to do. So this is just a few of the ones, there are 12 steps, but we’re only going to look at a couple of them, because videos and audio don’t necessarily work with Blackboard. These links when you get the presentation are live, and you’ll be able to play with them yourself. So survival, Think about your classrooms, you think of
it as a place of survival. It really is. If someone does not feel safe with a teacher or boss, he or she may not perform as well. Okay, we may just um go back just a second, sorry screen share decided it wasn’t going to let me play. It’s okay, I am just going to trust you guys on the playing part ok, and I’m going to go back. So nice to be able to be safe. You may not…, if you’re not feeling safe in
your classroom and misunderstood it’s really hard to engage and connect. We provide that safe spot, where people aren’t in isolation, not learning in isolation either. We talked about wiring, and we all know that every brain has a totally different wiring set. You can have the more you practice, the more connections you make within your brain. In the little video, they talk about if you like Jennifer Anniston, anyways the friend’s girl, and you really like her, and you keep seeing things with her, you create your own pathway for that. So imagine what you could do with an action research paper. If you keep working and working you could create your own action research neuron there going forward. But it’s where we take a look at everyone, and all the differentiations they have within their brain, and then bringing those to our classroom, multiplied by x number of students, lots of wiring going on. And attention, so what is attention? How does attention work? And I’m sure this is going to do a, stop sharing, but I’m going to bring it back to sharing, as soon as that happens and get in the pattern of it okay It’s Blackboard, Blackboard really
doesn’t like me, I think sometimes. So it’s not gonna let me go back, yeah there we go. So let’s take a look at that next menti. What are the things that our attention
distractions and attention enhancers in your classroom learning environments? Live classes, mixed-mode classes, online classes. Right now I can put up there, attention distractions are when Blackboard chooses to not collaborate with me. What are the things that enhance, and I’m sure you’ll let us know if it’s not sharing. Any enhancements there? Brief visuals, those are attention enhancers. I’ve been told that sometimes, other obligations. Oh my gosh, that’s true, Other obligations with teachers and
students are true distractions. What else? What captures you? What captures your students in a class? Real-life example. Never fear we’re coming to Screen share again. Oh good, one-way communication. Is that a distraction or an enhancer? Lack of sleep, not feeling safe, we go back to the brain rules, exercise. A couple more, I believe you can post more than one. So you could imagine how this could fill up completely with your ideas, and then you can go back and forth, Why is it this way? How do you use this to inform your
practices in your classroom? Okay dare I switch, okay fingers crossed
fingers crossed. Brad, would it be better if I just stay within the… No, it’s not going to be better, nevermind. It’s ok, I am totally… You teach for so long you can do anything you want. Rules and Memory; Repeat, repeat, repeat, repeat. In the future school, every third or fourth day would be reserved for reviewing the facts delivered in the previous 72 and to 96 hours. We don’t have the luxury of having a day-to-day class. But how in your class do you manage to incorporate the strategies that put things into short-term memory, and transfer them into long-term memory. And then Sensory Integration, When you get this video, go back to do this, when you get this presentation go back. This it’s a very interesting John Medina kind of experiment piece. Sensory integration; How do we pull in that multi-sensory presentation? Think of your tactile, your visual learners
all of those pieces coming in, really playing with that We’re going to have a chance to respond in a minute. I want to make sure I don’t have my mouse under. And then vision, vision is key. It’s the part that holds everything together and I know you’ve seen screen shared shots. I’m just going to leave it at this point I
think. I need a shortcut button, it’s okay though we’re good okay. I’m just gonna leave it in this mode for you so that we don’t have to worry, maybe that will work. So the idea of I hear and I forget, I see and I remember I do and I understand. The vision is the I see and I remember, it’s putting that in, into play. And then we go to exploration, How do you build that? how you scaffold your information? So that you can play, you can go out and explore. How do you bring that to your real-world experiences in your classroom? What happens with that? How does that go for you? Okay still have shared screen, I’m feeling pretty positive here. [inaudible] Ah Menti thoughts about rules, that was just a really quick run-through. Brain Rules and engagement; Let’s see fingers crossed. Is it gonna let me go, please do. Stay sharing, I’m switching to the next slide. What are your thoughts about Rules and Engagement? Does it make sense that vision and memory would be an important part of those Brain Rules? About the wiring, how would you put that together, how have you seen that in action in your classrooms? Give you a minute here, You could also call out if you want, that’s perfectly fine. [inaudible] I see something behind my image. If it’s boring, students don’t engage that’s the whole attention thing. They’re hungry, students don’t engage that’s the survival piece. Think about your class, think about if
you’re teaching an online class, How do you know if students are engaged or not? Personal meaning, absolutely it has to have personal meaning. How do you know if you’re engaged? In a face-to-face class, there are a lot of visual cues to that. Thoughts and ideas; ah soliciting
feedback from students Besides the EOCU during the quarter, I use the muddiest point, which is one of the classroom assessment techniques. What’s the muddiest point? Oh, you have to speak up on that one, I need to hear. Or you can save it to the discussion part, but I want to hear somebodies… She asks, This is Sam, what is the point is what usually we are asking the student to read materials before coming to class. And then I put into some kind of a piece, that asks one of the pieces, which part you could not understand. Or which part was more interesting, before class, or even online class before Tuesday midnight, then I can collect their feedback. And then usually I can find 60 to 70 students, they have a similar point they could not understand. So those parts usually in my lecture, or
my lecture slides I want to emphasize that. Now by using that technique, then I can see how much student are prepared, before coming to class. Means especially on campus, they can be engaged. [inaudible] That’s really helpful and it kind of eases that right into the transition of the research and student engagement. There’s a National Survey of student engagement, and it talks about two critical features of collegiate quality. The one is, the amount of time and effort students put into their studies and other educationally purposeful activities. And the second is, how the institution uses its resources and organizes the curriculum. So I’m actually going to…there’s engagement indicators. They’re really looking at Academic Challenge, Learning with Peers, Experiences with Faculty and Campus Environment. All really important parts of the engagement across a campus, across a classroom, across activities that individual lessons that you’re doing. So right now I’m going to flip back to stay
in Menti, we’re gonna stay in Menti for a few more minutes here. From a student’s perspective, During the school year, how often have your students and you’re just going to race the scale there. Ask questions or contribute to discussions. And you can read these. Prepare two or more drafts before they turn something in. Ask another student for help. Think about, put yourself in your students place. Do your students do these never? Very often? There we go, so work collaboratively. Prepare two or more drafts, I agree, I don’t think they ever prepared
two or more drafts. That’s kind of where life is, but they opt to We’re gonna stay in this mode. So good things to think about, to ask yourself in your classroom, How does this go or contributions to discussions. I’m going to flip to the next Menti, next question, and during the school year, this is from your perspective. How much does your coursework emphasize, memorizing course materials, applying facts theories, methods to practical problems, analyzing an idea, experiencing depth, evaluating a point of view decision or info source. Where does your teaching go? What do you emphasize?, just a small list. The actual survey has like four pages of things to work with, but where do you lie? What’s important? And it doesn’t always depend on the content. What do you work with? There we go. Yeah, so many different ways to put things together, but what I see here is a pattern of people taking ownership and really going forward with that, which is pretty awesome. These results will be downloadable too I’ll make sure you get those. I’m coming to the end. I have one minute So my piece would be, (I don’t want
to lose you) throughout the rest there’s a variety of ways that we engage in Higher Ed practices. What I posted in here just for your enjoyment. Go and take a look at some of the resources that I put in. That would be absolutely wonderful. And I think I have to say, thank you. And Brian’s gonna make me leave the room. Well, you can hang out with me for a moment. That was really great, let’s everyone give a virtual round of applause to Vicky. And you can if you want, you can still work with the Menti through the rest of the night and put your own thoughts and ideas. You can share it with someone that’s been punching that code, and let’s see what happens. Like kind of a very large collaboration project. Cool and then I’ve posted a link to an evaluation form for this session. So give some feedback we’d love to have that, and there’s also a link to the conference schedule. So that you can check that out and decide where your next adventure is gonna be. And thank you all very much. Thanks. Thank You, Vicky. You’re welcome, Brian.

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