ENGAGING AND SUPPORTING STUDENTS IN LEARNING
CSTP: Engaging and Supporting All Students in Learning
Teachers know and care about their students in order to engage them in learning. They connect learning to students’ prior knowledge, backgrounds, life experiences, and interests. They connect subject matter to meaningful, real-life contexts. Teachers use a variety of instructional strategies, resources, and technologies to meet the diverse learning needs of students. They promote critical thinking through inquiry, problem solving, and reflection. They monitor student learning and adjust instruction while teaching.
Related Teaching Performance Expectations
- TPE 4: Making Content Accessible
- TPE 5: Student Engagement
- TPE 6: Developmentally Appropriate Teaching Practices
- TPE 7: Teaching English Learners
- TPE 5: Student Engagement
- TPE 6: Developmentally Appropriate Teaching Practices
- TPE 7: Teaching English Learners
The following items document my knowledge and skills in this area:
The Unit Plan on Lord of the Flies and Lesson Plan on Ch. 8 Of Lord of the Flies, documents several ways that I am able to engage and support students in learning:
The Unit Plan on Lord of the Flies and Lesson Plan on Ch. 8 Of Lord of the Flies, documents several ways that I am able to engage and support students in learning:
To make the lesson engaging:
- Firstly, I use a greeting and good classroom management to engage the undivided attention from students, so that their focus remains on the task(s) ahead.
- I have students use prior knowledge.
- I use as much appropriate technology to engage my students: For example, on day 1 of my Unit Plan of Week 1, I use a video to introduce students to The Lord of the Flies Novel, in preparing them for the literature: "How to Get Rescued on a Deserted Island."
- After each Reading and Understanding quiz, I show a short Summary and Analysis Review Video (Students are not shown the video before Reading and Understanding Quizzes in order to encourage completion of reading homework and assess understanding). For example, in my lesson plan, on William Golding's Lord of the Flies, for Ch. 8, I use a Summery and Analysis video to review Ch. 8 AFTER the Reading and Understanding quiz, in order to engage my students on the task ahead.
- I vary my instructional strategies and activities including, but not limited to, directly instructing, instructing the class as a
whole, and breaking students up into partners, and groups to work together, as well as bringing the class back together as a whole after having broken them up into partners or groups.
- Firstly, I use a greeting and good classroom management to engage the undivided attention from students, so that their focus remains on the task(s) ahead.
- I have students use prior knowledge.
- I use as much appropriate technology to engage my students: For example, on day 1 of my Unit Plan of Week 1, I use a video to introduce students to The Lord of the Flies Novel, in preparing them for the literature: "How to Get Rescued on a Deserted Island."
- After each Reading and Understanding quiz, I show a short Summary and Analysis Review Video (Students are not shown the video before Reading and Understanding Quizzes in order to encourage completion of reading homework and assess understanding). For example, in my lesson plan, on William Golding's Lord of the Flies, for Ch. 8, I use a Summery and Analysis video to review Ch. 8 AFTER the Reading and Understanding quiz, in order to engage my students on the task ahead.
- I vary my instructional strategies and activities including, but not limited to, directly instructing, instructing the class as a
whole, and breaking students up into partners, and groups to work together, as well as bringing the class back together as a whole after having broken them up into partners or groups.
To support English Learners, struggling readers, and students with special needs:
- I will include a "Word Wall" in the classroom (on the classroom wall), containing difficult vocabulary with a definition and a demonstration of how to use it in a sentence to demonstrate its meaning. Although a copy of the world wall would be accessible to students, I HIGHLY ENCOURAGE students to write and copy the word wall on a daily basis since studies have shown, as well as my experiences and observations have concluded, that students learn better when they have to write learning material out on their own. (Other special adaption will be made for students with other needs--not able to physically copy the word wall).
-I pair up/ buddy up English learners and/or struggling readers and/or special needs with helpful peers, taking into account the helpful peer's desire to work with another student for extra credit or not.
- I will constantly be walking around and monitoring the class as well as assessing student progress and be available for help if needed.
-Teacher's aide/ Instructional Aide, if present, will be used to the most productive extent possible for assistance.
-During the introduction of an essay, or project, I will demonstrate to students what is expected of their work, with either a rubric along with a sample essay, or a project example.
- I will include a "Word Wall" in the classroom (on the classroom wall), containing difficult vocabulary with a definition and a demonstration of how to use it in a sentence to demonstrate its meaning. Although a copy of the world wall would be accessible to students, I HIGHLY ENCOURAGE students to write and copy the word wall on a daily basis since studies have shown, as well as my experiences and observations have concluded, that students learn better when they have to write learning material out on their own. (Other special adaption will be made for students with other needs--not able to physically copy the word wall).
-I pair up/ buddy up English learners and/or struggling readers and/or special needs with helpful peers, taking into account the helpful peer's desire to work with another student for extra credit or not.
- I will constantly be walking around and monitoring the class as well as assessing student progress and be available for help if needed.
-Teacher's aide/ Instructional Aide, if present, will be used to the most productive extent possible for assistance.
-During the introduction of an essay, or project, I will demonstrate to students what is expected of their work, with either a rubric along with a sample essay, or a project example.
To support advanced and GATE students:
- I will encourage GATE students on individual assignments (such as finding another symbol on the symbolism lesson).
-I will encourage GATE students to go above and beyond assignments at all times.
-I will encourage GATE students, if time allows, to look for and quote criticism on the novel at hand for extra credit.
- I will encourage GATE students on individual assignments (such as finding another symbol on the symbolism lesson).
-I will encourage GATE students to go above and beyond assignments at all times.
-I will encourage GATE students, if time allows, to look for and quote criticism on the novel at hand for extra credit.
The Unit Plan on Lord of the Flies documents several ways that I make content accessible and meaningful to all students:
- On Monday, day 1 of my Unit Plan of Week 1, I use a video to introduce students to The Lord of the Flies Novel, in preparing them
for the literature: "How to Get Rescued on a Deserted Island." I will write the URL on the board so students may access the video outside of class. This video not only prepares students for the coming literature but the video itself is meaningful because it applies outside the classroom.
- On Tuesday, day 2 of my Unit Plan of Week 1, students review the rules of their student handbook and, in partners, students will come up with five new rules for the student handbook and why, while the other half of the class will think of eliminating one rule already stated in handbook and why. This is meaningful because it is a social experiment with the class and brings the class together for debate and discussion. Students also go over and review, as well as discuss rules that pertain to students everyday.
- On Wednesday, day 3 of my Unit Plan of Week 1, students review the Bill of Rights and, in groups, students decide to do without one of the Rights in the Bill of Rights, and then think up possible consequences if a Right was taken away. This is meaningful because it solidifies the need for rules in a civilized society such as ours.
- On Thursday, day 4 of my Unit Plan of Week 1, students write out their most basic needs and then compare what they have written down with that of Abraham Maslow's Hierarchy of Needs. This is meaningful to students because it shows normal human necessity and overlaps to psychology.
- On Friday, day 5 of my Unit Plan of Week 1, students search Ch.4 in their easily accessible books for textual evidence that shows transfer from civility to savagery. This is meaningful because it demonstrates to students HOW to back up their statements with actual written evidence, as well as shows them patience and persistence to find good textual evidence.
- On Monday, day 6 of my Unit Plan of Week 2, I have students compare two characters for signs of change. This is meaningful to students because they learn to take notes on two characters as well as compare two characters in a work of literature. This helps them compare different ideas in different disciplines, and helps them move on to more than simply two comparisons.
- On Tuesday, day 7, of my Unit Plan of Week 2, I have students sit in a giant circle in the classroom and wait for instructor announcement. This game includes EXTREME CRITICAL THINKING for ENGLISH (Includes mindful spelling). The most basic learner can play to the most gifted learner. This game is meaningful to all students because the object of the game is to figure out the object of the game. Students can also share this game with others as well as a group activity.
- On Wednesday, day 8, of my Unit Plan of Week 2, I have students write from the perspective of Ralph longing for
home. In this manner, the class activity is meaningful because it allows students to identify with the main character and sympathize with another human being. This is also applicable in other spheres.
- On Thursday, day 9, of my Unit Plan of Week 2, I have students access their books in order to fill out a symbolism chart. This class assignment is meaningful because they can see that representations may represent other things and not specifically only one concept or idea.
- On Friday, Day 10, of my Unit Plan of Week 2, I have students use prior knowledge to determine themes from Lord of the Flies. This assignment is meaningful because students take what they have learned so far in order to come up with a theme or a number of themes for the novel, also applicable in other disciplines.
More Ways I make Content Accessible and Meaningful to all Students in the Unit Plan:
- Students take the Reading and Understanding quizzes and have those graded and returned in a timely manner so that students may review ahead before the coming Unit exam.
- Students have a free response question on the back of each Reading and Understanding quiz to engage them in the chapter they read through.
- Besides reviewing the returned Reading and Understanding quizzes, students also have the option of studying off of the question and answer flashcard sets for each chapter from William Golding's Lord of the Flies, on www.Quizlet.com. A sample can be found for Ch. 8. In this manner, content is accessible on any device containing internet access, including phones. (These flashcards are accessible only after chapter quizzes).
- I engage students through different types of activities, including, but not limited to, completing worksheets, playing a critical thinking vocabulary game (applicable to all learners), viewing meaningful video related to the lesson plan, partnering and grouping students, and reviewing work as a class.
-Students will be provided with a study guide to fill out before the Unit exam.
- Students are also asked "exit questions" at the end of some lessons in order to echo the lesson.
- On Monday, day 1 of my Unit Plan of Week 1, I use a video to introduce students to The Lord of the Flies Novel, in preparing them
for the literature: "How to Get Rescued on a Deserted Island." I will write the URL on the board so students may access the video outside of class. This video not only prepares students for the coming literature but the video itself is meaningful because it applies outside the classroom.
- On Tuesday, day 2 of my Unit Plan of Week 1, students review the rules of their student handbook and, in partners, students will come up with five new rules for the student handbook and why, while the other half of the class will think of eliminating one rule already stated in handbook and why. This is meaningful because it is a social experiment with the class and brings the class together for debate and discussion. Students also go over and review, as well as discuss rules that pertain to students everyday.
- On Wednesday, day 3 of my Unit Plan of Week 1, students review the Bill of Rights and, in groups, students decide to do without one of the Rights in the Bill of Rights, and then think up possible consequences if a Right was taken away. This is meaningful because it solidifies the need for rules in a civilized society such as ours.
- On Thursday, day 4 of my Unit Plan of Week 1, students write out their most basic needs and then compare what they have written down with that of Abraham Maslow's Hierarchy of Needs. This is meaningful to students because it shows normal human necessity and overlaps to psychology.
- On Friday, day 5 of my Unit Plan of Week 1, students search Ch.4 in their easily accessible books for textual evidence that shows transfer from civility to savagery. This is meaningful because it demonstrates to students HOW to back up their statements with actual written evidence, as well as shows them patience and persistence to find good textual evidence.
- On Monday, day 6 of my Unit Plan of Week 2, I have students compare two characters for signs of change. This is meaningful to students because they learn to take notes on two characters as well as compare two characters in a work of literature. This helps them compare different ideas in different disciplines, and helps them move on to more than simply two comparisons.
- On Tuesday, day 7, of my Unit Plan of Week 2, I have students sit in a giant circle in the classroom and wait for instructor announcement. This game includes EXTREME CRITICAL THINKING for ENGLISH (Includes mindful spelling). The most basic learner can play to the most gifted learner. This game is meaningful to all students because the object of the game is to figure out the object of the game. Students can also share this game with others as well as a group activity.
- On Wednesday, day 8, of my Unit Plan of Week 2, I have students write from the perspective of Ralph longing for
home. In this manner, the class activity is meaningful because it allows students to identify with the main character and sympathize with another human being. This is also applicable in other spheres.
- On Thursday, day 9, of my Unit Plan of Week 2, I have students access their books in order to fill out a symbolism chart. This class assignment is meaningful because they can see that representations may represent other things and not specifically only one concept or idea.
- On Friday, Day 10, of my Unit Plan of Week 2, I have students use prior knowledge to determine themes from Lord of the Flies. This assignment is meaningful because students take what they have learned so far in order to come up with a theme or a number of themes for the novel, also applicable in other disciplines.
More Ways I make Content Accessible and Meaningful to all Students in the Unit Plan:
- Students take the Reading and Understanding quizzes and have those graded and returned in a timely manner so that students may review ahead before the coming Unit exam.
- Students have a free response question on the back of each Reading and Understanding quiz to engage them in the chapter they read through.
- Besides reviewing the returned Reading and Understanding quizzes, students also have the option of studying off of the question and answer flashcard sets for each chapter from William Golding's Lord of the Flies, on www.Quizlet.com. A sample can be found for Ch. 8. In this manner, content is accessible on any device containing internet access, including phones. (These flashcards are accessible only after chapter quizzes).
- I engage students through different types of activities, including, but not limited to, completing worksheets, playing a critical thinking vocabulary game (applicable to all learners), viewing meaningful video related to the lesson plan, partnering and grouping students, and reviewing work as a class.
-Students will be provided with a study guide to fill out before the Unit exam.
- Students are also asked "exit questions" at the end of some lessons in order to echo the lesson.