Charlotte Danielson 3C

Charlotte Danielson 3C

Engaging Students in Learning

Poll

Students who are busy and on task are learning

• 100% True

• Somewhat true

• 100% False

Somewhat true

While students who are busy and on task may be learning, they may also just be completing an acitivity that "keeps them busy."  It is important to remember that activities that keeps minds engaged are more likely to result in learning.  When possible, some higher-level skills (problem-solving, thinking and anaylzing, among others) mixed in with lower-level skills will help form the basis for engaged learning.

What makes a good lesson?

Clear structure

• Beginning

• Middle

• End, with scaffolding as possible.  

Cognitive Challenge and Reflection

• Work from easier questions to more difficult ones

• What have students done and learned?

Multiple Choice

What is an easier question to answer?

• How many flats are in Gb Major?

• What alternate slide positions might be useful to use on the Gb major scale?

Open Ended

How is the timbre of the melody different when we try for a more equal mix of trumpet and flute in the balance? Since the volume is marked mp even for the melody at measure 21 but f at measure 33, how might that influence our choice? (Obviously you can't answer this question, but what would be the difference between asking this question and just telling the trumpets to play softer at 21?)

What would the observer see to determine the level of engagment? Ask:

• What are students being asked to do?

• Does the task involve thinking?

• Are students being challenged (find pattern, make judgement)?

• How would engagement on a virtual task look different

Multiple Choice

If a student is filling out blanks on a worksheet, their level of engagement is likely?

• low

• moderate

• high

Open Ended

How might a science experiment differ from a vocabulary crossword puzzle in terms of levels of engagement?

What does the observer watch for?

While it is imporant to watch what the teacher is doing, it is equally important to watch what the students are doing.  Are the students' minds on the task at hand? Are they both engaged and doing what the teacher intends?  If so, there is positive engagement going on.  

Elements of 3C

Engaging Students in Learning

There are four primary elements of component 3C:

• Activities and assignments

• Grouping of students

• Instructional materials & resources

• Structure and pacing

Activities and assignments

• What the students are asked to do-activities,  assignments, etc.

• An activity or assignment that promote learning tend to promote deeper thought

• This is the focus of what we do!

Grouping of students

• Whole class?  Pairs? Small groups?

• Similar ability? Good students paired with weaker students?  Random groups?  Student-selected?

• Why did you select the grouping you did?

Instructional materials and resources

• Who selects curriculum?  You?  Committee?  Administration?

• What additional materials do you bring in?  Worksheets?  Videos?  Primary sources?

Structure and pacing

• Try to find the "sweet spot" between rushing and plodding along

• Is there any time for reflection or closing?

Multiple Choice

Covering more material quickly will promote deeper understanding than being more in-depth on less mater since students receive more information

• True

• False

Multiple Choice

Which grouping strategy is probably the least logical and effective?

• Having a group of experienced singers and a group of less experienced singers.

• Having a group of soprano and alto singers, and then a group of tenor and bass singers.

• Picking duet partners out of a hat

• Making a group of 1 alto clarinet and 17 snare drummers, because the alto clarinetist is friends with two of the drummers.

Open Ended

As the "curriculum director" of the music program, what considerations do you need to make when selecting music for a performance?

Open Ended

What might be clues if you are moving too slow for your class? How about too fast?