Welcome - Who's in the room?

• Higher Ed

• Coach

• Administrator/

  Director

• Teacher

• AEA

What does the research say regarding engagement in the classroom? (Only 1 answer is 100% true)

• Engagement decreases student attendance and increases teacher workload.

• Engagement increases students energy and decreases teacher self-confidence.

• Engagement increases students positive behavior and decreases teacher burnout.

• Engagement increases teacher stress and decreases students discipline.

What type of choices do you offer throughout the day to increase engagement?

How do you use visuals to increase or sustain engagement?

Why is engagement so important?

• Teachers have more fun.

• Engagement leads to full participation, leading to meaningful inclusion.

• Children may retain information for longer periods of time.

• It takes less planning work for teachers.

What part of your day to you find it most difficult to keep children engaged?

• Arrival/

  Dismissal

• Large Group

• Small Group

• Snack

• Centers

What supports can you utilize to increase a child's independence during arrival routines?

• Create visual supports for routines

• Have an adult utilize hand over hand support to help the child's complete routines

• Give them verbal directions for each routine every day

• Ask the child's parents to assist them upon arrival to the classroom

How can children learn and recall group expectations while at large group?

• Have a support adult remind them while the teacher is talking.

• Have the child's parents discuss class expectations with them at home before they arrive at school.

• The teacher can revisit group expectations before starting an activity and use visual reminders to prompt students when necessary.

• Children can be asked to leave the group if they are not showing group expectations.

• How do you modify or differentiate small groups for all learners?

What is a powerful way to remove an adult from supporting our dynamic learners during small groups? 

(select two correct answers)

• Have the child work in an independent workspace

• Utilize peer partners

• Let students plan the small group

• Utilize visual supports (routines within routines)