Designing Student Engagement: Learning, Lessons and Leading To REGISTER for this event contact the GRREC office @ 270.563.2113   This is a 6 day institute: August 25, September 12, October 17, October 18, November 17, November 18 Student engagement!  What is it?  What does it look like?  How do teachers plan for it?  What are the qualities of engaging work?  Join John Antonetti and some master teachers on video vignettes to work through the eight qualities of engagement teachers can embed in student work, and discover the answers to these questions.  Expect to analyze student work, and sample lesson plans for potential engagement in these hands-on sessions, as well as imbed engaging qualities into lesson plans. Participants will see action research results from 15,000 classroom observations and interviews in a humorous, interactive style.  Additionally, research support from Working on the Work (Schlecty, 2002), Classroom Instruction that Work: Research-Based Strategies for Increasing Student Achievement (Marzano, 2001) and brain rules (Medina, 2008) will guide this work.  Training sessions include:  Integrating Research through the Learning3 , Engaging Qualities of Work Analysis of classroom videos, Quick Writes for Personal Response in all disciplines, and Planning for Engagement In the 6-day institute, team participants will

• assimilate the latest and/or best research on student learning indicators,
• conduct the video and live Look 2 Learning walkthroughs focusing on student engagement,
• analyze the Look 2 Learning data with their team to identify trends, focus, and next steps,
• reflect on their own experiences as engaged learners,
• identify the five levels of student engagement,

Additionally, classroom teachers will

• analyze student work using a continuum approach to determine implementation of the leading causal and correlative indicators of learner engagement and student success
• examine the power of personal response as a lever for thinking and engagement,
• integrate middle- and upper-level thinking from Bloom’s Taxonomy into activities of intellectual engagement,
• incorporate researched-based instructional strategies into lessons of critical and creative thinking,
• use a continuum process to monitor and model instructional strategies of academic engagement in professional learning communities  back at school

Ultimately, school teams will be able to transfer the critical elements of each engaging strategy and plan classroom implementations for increased student engagement.