Engage

entice

Entice

ENTICE is an important teaching step in getting students' focus and attention by activating prior knowledge.
bulb

Enlighten

Transform surface learning into a deep, successful learning event by using direct interventions.
engage

Engage

Generate, compare and connect with the new knowledge received using engaging encounters.
creative-thought

Embrace

EMBRACE is the final step for reflecting, connecting and retaining the knowledge gained.

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A. for quick access to small group tools, insert the letters "smgr" into the lc main search bar.

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Since you have provided the needed subject matter, engaging strategies increase ownership for the content being provided.  At this step, the students continue to compare, elaborate, problem-solve, having changes in perception and generate new thought.  These actions increase retention and recall.

(Engaging Strategy Purpose)
(Engaging Strategy Examples)

engage modules/tools


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LC Module: Comparison Thinkers

Tools to denote the core of all learning - similarities and differences that enrich meaning, memory and critical thinking.

“The brain processes new information by recalling it, and learns by overlaying a known pattern onto an unknown pattern to find similarities and differences. When learners compare and see similar patterns, and contrasts things to find differences, learners make connections and can better understand concepts. This fosters relationships and connections to new understanding. Results of employing these (comparison) strategies can help to boost student achievement from 31 to 46 percentile points (Stahl & Fairbanks, 1986). (NREL, 2005)
“According to the experts, comparative thinking is one of our first and most natural forms of human thought. When we are infants, one of the first differences we must identify is that between mother and other. Without the ability to make comparisons—to set one object or idea against another and take note of similarities and differences—much of what we call learning would quite literally be impossible. By compiling the available research on effective instruction, Marzano, Pickering, and Pollock (2001) found that strategies that engage students in comparative thinking had the greatest effect on student achievement, leading to an average percentile gain of 45 point. More recently, Marzano’s research in The Art and Science of Teaching (2007) reconfirmed that asking students to identify similarities and differences through comparative analysis leads to eye-opening gains in student achievement.” (Silver, 2010)
“Research indicates that the identification of similarities and differences is a basic component of human thought and that the concept of similarity is important to different forms of cognition, including memory and problem-solving (Marzano et al, 2001a; Gentner & Markman, 1997; Sylwester, 1995). Marzano, Pickering and Pollack (2001a) recommend that teachers both present students with explicit guidance in identifying similarities and differences and have students identify similarities and differences independently. The four cognitive processes that are effective for generating similarities and differences: comparing, classifying/ categorization, metaphors or analogies.” (Ohio Dept of Ed, 2014)
“When learners classify, they identify features or characteristics of a group of objects or ideas, and then develop a scheme to organize those objects. Metaphors are created when two ideas or experiences are compared based on a common underlying structure. We never cognitively understand something until we can create a model or metaphor that is derived from our unique personal world.” (NREL, 2005)
“In understanding the significance of categorization in learning, researcher claims that to perceive is to categorize, to conceptualize is to categorize, to learn is to form categories, to make decisions is to categorize.” (Bruner, 1996)

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LC Module: Elaborators

Elaboration tools to enrich and expand a bank of information that increases learning, generate understanding, memory recall and retention.

“Elaboration strategies expands the target information by relating other information to it (ex. Creating a phrase, making an analogy). It connects information to be learned with information that students already know. This connecting takes stress off of working memory, because connections create efficiency of learning and memory.” (Jordan, 2014)
“Elaborative interrogation is a strategy to help you remember meaningful information. The idea behind the strategy is that relevant prior knowledge is not always readily activated when you are trying to learn new information, and sometimes help is needed to make the right connections. The strategy requires you to go beyond the information given to you and to construct reasons for the relationships between bits of information.” (McPherson, 2012)
“Complex concepts require that a learner make connections and form associations and other relationships in order to establish sense and meaning. Thus, information may need to be reprocessed several times as new links are found. This is called elaborative rehearsal. The more senses that are used in this elaborative rehearsal, the more reliable the associations.” (Sousa, 2011)

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LC Module: Group Innovators

Brainstorming and brainwriting tools to generate solutions to lesson-related scenarios that stimulate higher level critical thinking and problem solving skills.

“Brainstorming can be used as an effective method to activate prior knowledge—what students already know about a topic. “ (Learning Point, 2014)
“Available research evidence also supports the general effectiveness of brainstorming techniques compared with the traditional lecture method. Brainstorming elicits higher levels of reflective thinking and creative problem solving, including synthesis, application and evaluation. There is also evidence that information learned through active discussion is generally retained better than material learned through lecture. Moreover, students often prefer to participate in discussion rather than to be passive learners in a lecture (Kapel 1988).” (Keshwan, 2014).

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LC Module: Project Planning - Action Meetings

Project tools for establishing project outcomes, goals and tasks.

“Studies comparing learning outcomes for students taught via project-based learning versus traditional instruction show that when implemented well, PBL increases long-term retention of content, helps students perform as well as or better than traditional learners in high-stakes tests, improves problem-solving and collaboration skills, and improves students' attitudes towards learning (Strobel & van Barneveld, 2009; Walker & Leary, 2009).” (Vega, Vanessa 12,03,2012).

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LC Module: Project Planning - Introductory Meetings

Project tools for establishing roles and responsibilities. Group will establish project purpose, expected accomplishments and meeting goals. ("Given our current meeting goals, we want to leave here today with.......")

“Research suggests that providing students with opportunities to work together may prompt increases in students’ critical thinking, motivation, and metacognition. (Pearson, Inc. 2011)
“Collaboration increases understanding and improves quality of output. In the classroom, collaboration dramatically increases opportunities for the body and brain partnership to play an active rather than passive role in learning, thus spurring physiological change in the brain” (Kovalik, n.d., n.p.) (Cercone, Kathleen 2006)
“To learn problem solving is to learn how to learn. The most convenient approach with regard to reaching this aim in teaching and learning environments is the problem-based learning taken part in active learning. (Orhan Akınoğlu and Ruhan Özkardeş Tandoğan 2007)

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LC Module: Real-Life Applications

Tools for applying new knowledge to real-life and workplace applications to enhance meaning, relevancy and understanding

“Humans build knowledge and skills through actions. Authentic learning situations increases the brain’s ability to make connections and retain new information." (Brain and Learning, Ed Research, n.d.)
“Real-Life Applications or authentic learning builds students’ background knowledge and regularly ask students to present similarities and contrasts between their own life experiences and what is in the text.” (Irwin, Metzer & Dukes, 2007)

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LC Module: Small Group and Leadership Prep - ENGAGE

Small group and leadership tools.

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LC Module: Small Group and Project Planning - Leadership Prep

Project quotient tools for evaluating group and leadership skills required for project success.

“According to research, small groups in the classroom will allow students opportunities to solve real-world problems and create an openness to new perspectives. However, a prerequisite to small group success is establishing leadership roles and team management routines within your small group. These roles and routines will play a major role in creating highly engaged small group team members in both the classroom and in the future workplace.” (Fry, Astrid F. and Hale, Sandra. 2000).
“To allow for better management and to increase students’ acceptance of their classmates, take into account size and diversity when creating small groups. Ideally, groups should have between two and five members, to allow everyone to contribute (Davidson, n.d.).” (Shrawder, Jack H. 2009).
“Except for the occasional informal small group, avoid allowing students to form their own groups. When groups are self-selected, students are more likely to stray from the objective and form cliques (Cooper, n.d.).” (Shrawder, Jack H. 2009).