1. Active Engagement Strategies
for Whole Group Instruction
Sarah Sayko, M. Ed.
National Center for Reading First Technical Assistance
RMC Research Corp.
Sheryl Turner, M.A.
Eastern Regional Reading First Technical Assistance Center
1

2. Tell me,
I forget.
Show me,
I remember.
Involve me,
I understand.
-Ancient Chinese Proverb
2

3. Active Engagement
3

4. What is Active Engagement?
Active engagement refers to the joint functioning of
motivation, conceptual knowledge, cognitive strategies, and
social interactions in literacy activities.
(Guthrie & Anderson, 1999)
Active learning involves providing opportunities for
students to meaningfully talk and listen, write, read, and
reflect on the content, ideas, issues and concerns of an
academic subject.
(Meyers & Jones, 1993)
4

5. Active Engagement and Motivation
Factors affecting the development of intrinsic motivation in a school setting:
– Level of challenge offered by
tasks and materials
– Quality and timing of feedback to
students about heir work
– Supports and scaffolds available
to learners
– Students’ interest in tasks and
content
– Nature of the learning context
Intrinsically motivated students tend to persist longer, work harder,
actively apply strategies, and retain key information more consistently.
Guthrie, McGough, et al., 1996; Guthrie & Van Meter, et al.,
5

6. Active Engagement and
Conceptual Knowledge
Engaged readers gain knowledge and experience as
they read by continually activating and extending their
understanding. They apply knowledge to answer a new
question or to solve a problem.
Two methods of activating students’ knowledge
building are:
-Self-explanation
-Concept mapping
Baker, Dreher, & Guthrie, 2000
6

7. Active Engagement and Cognitive
Strategies
Engaged readers use cognitive strategies for integrating
information, and communicating and representing their
understanding.
Cognitive strategies are procedures that can help
students succeed at higher-order tasks. Some
strategies are:
-Activating prior knowledge before, during, and after
reading
-Self-questioning
-Monitoring comprehension
-Summarizing
Baker, Dreher, & Guthrie, 2000
7

8. Active Engagement and Social
Interaction
When children are
highly social, sharing
their reading and
writing frequently,
they are likely to be
active, interested
readers.
Baker, Dreher, & Guthrie, 2000
8

9. Multiple Student-Teacher
Interactions
The most direct way to increase
learning rate is by increasing the
number of positive, or successful,
instructional interactions (PII) per
school day.
It is important that students who
need extra instruction to gain skill
mastery get that instruction in a
timely manner.
After initial instruction, teachers
need to determine who will benefit
from re - teaching or pre teaching in small group and/or one
– on - one.
9

10. Model of Instructional Contexts for
Reading Engagement
Learning and Knowledge
Goals
Social Interaction
Teacher
Involvement
Motivation
Formative
Assessment
Active
Engagement
Conceptual Knowledge
Direct
Instruction
Cognitive Strategies
Collaboration
Support
Adapted from Guthrie et al. 2000 10

11. Impact of Active Engagement
High levels of active engagement during
lessons are associated with higher levels of
achievement and student motivation.
Ryan and Deci, 2000
Research studies have repeated shown that reading in
many classrooms is not designed to provide students with
sufficient engaged reading opportunities to promote reading
growth.
Simmons, Fuchs, Fuchs, Mathes & Hodge, 1995
11

12. Study Results on
Active Engagement
In a study examining the
achievement of 792 students
in 88 classrooms (grades 1-5)
in nine high-poverty schools
the researchers found:
In a study examining the link
between teacher support and
student engagement and
achievement in the elementary
grades, researchers found:
A significant, positive
correlation between active
learning environments and
growth in reading
comprehension, whereas the
correlation was negative in
passive learning
environments.
Students with supportive
teachers were 89% more likely
to be engaged in school than
those with average levels of
support, and 44% are more
likely to have high levels of
achievement and commitment
than the average student.
(Taylor, Pearson, Peterson, & Rodriguez, 2003)
(Klem & Connell, 2004)
12

13. Processing Strategy:
Look-Lean-Whisper
• Look: Make eye contact with your
partner so you know you have his/her
attention.
• Lean: Move heads close together so
you can be heard.
• Whisper: Speak in a soft tone so
others can be heard.
Archer & Gleason, 1994
13

14. Look-Lean-Whisper Activity
What is active engagement?
What are the outward signs of an
engaged learner?
Activity 1
14

15. Avoid Recitation
“Who can tell me…?”
15

16. Processing Strategy: 10:2 Theory
To reduce information loss, pause for two
minutes at about ten minute intervals.
For every ten minutes or so of meaningful
chunks of new information, students should be
provided with two or so minutes to process the
information.
Students can respond and discuss their current
understanding in various ways.
Rowe, 1983
16

17. 10:2 Reflection Activity
Record on your 10:2 reflection sheet the
key ideas you want to remember about
active engagement.
17

18. Teacher Effectiveness
Studies
18

19. Characteristics of Effective
Classrooms
High levels of:
– student cooperation
– Task involvement
– Success
19

20. Characteristics of Effective
Teachers
•
•
•
•
•
•
•
•
•
Awareness of purpose
Task orientation
High expectations for students
Enthusiastic, clear, and direct
Lessons consistently well prepared
Students on task
Strong classroom management skills
Predictable routines
Systematic curriculum-based assessment to monitor
student progress
Tableman, 2004
20

21. 10:2 Reflection Activity
Record on your 10:2 reflection sheet the
key ideas you want to remember about the
effectiveness studies.
21

22. Classroom Management
22

23. In order for active student
engagement to occur, teachers
need to develop effective
classroom management
routines.
23

24. Active Engagement and Classroom
Management Studies
Successful managers integrate their classroom rules and
procedures into their instruction systematically so that they
become part of the curriculum and classroom environment.
• Management Styles
• Rules and Procedures
• Coping with Constraints
– Room Arrangement
– Interruptions
24

25. Classroom Management
Direct teaching of management routines:
• Pre-Planning of Routines
• Teaching Routines
25

26. Direct Teaching
Pre-planning of management routines:
– Room arrangement
• student seating
• placement of materials
• Whole and small group areas
– Establishing rules and procedures
(ask 3 before me, etc.)
– Clear expectations
– Quick transitions (timer, music, chime, countdown)
– Reduce teacher talk (hand signal, cue)
26

27. Direct Teaching
Teaching Routines Systematically
– Modeling
– Practice
– Review
– Reinforce
27

28. Think-Pair-Share Activity
1. Take a moment and list the procedures
you have used in your classroom.
2. Decide if they are Management or
Instructional Routines.
3. Discuss with your neighbor how you
taught these routines to your students.
28

29. 10:2 Reflection Activity
Record on your 10:2 reflection sheet the
key ideas you want to remember about
classroom management.
29

30. Instructional Planning
30

31. In order for active student
engagement to occur, teachers
need to plan instruction
effectively.
31

32. Deep Knowledge of Curriculum
• Five components of reading
• Instructional content
• Instructional design
– Strategies
– Routines
– Sequence of Instruction
• Assessments
32

33. Knowledge of Student Assessment
Results
Assessments provide information for:
• Initial placement or student screening
• Progress monitoring throughout the year for
whole group and small group instruction
• Determining individual student needs
• Formal assessment
33

34. Consistent Instructional Routines
1. Reliable and steady.
2. A customary or regular
course of procedure.
Consistent routines
allow students to
become comfortable
with the way instruction
is taught so that they
can concentrate on
what is being taught.
34

35. Focus on Instructional
Objectives
1. What should students
know and be able to
Do (objective)?
2. How does this lesson
objective fit into the
“big picture” of
instruction this year?
3. How will I, and they,
know when they are
successful?
(Introduction of skill, review of skill,
introduction of skill at more
complex level)
4. What learning
experiences will
facilitate their success?
5. What resources will I
Use?
6. Based on data, how do
I refine the learning
experiences?
35

36. Task Analysis
Given a task to be accomplished, how do we get there?
What kinds of lessons and practices are needed if
key performances are to be mastered?
1.
2.
3.
4.
Is the task valid and worthwhile?
What are the skills, knowledge, and understanding that
students need to have in order to be successful at
moving toward mastery of the standard and completion
of the task?
Which students have mastered which parts of which
skills?
Design differentiated instruction which address the
various levels of student understanding.
Handout
36

37. Anticipating Instructional Difficulties
for Struggling Readers
Prevention vs. Intervention
• Who may have difficulty with this objective?
• How will I monitor learning?
• What steps will I take to insure all students learn
this objective?
37

38. Examples of Anticipating Instructional
Difficulties
1.
A teacher anticipated the inappropriate questions that students might generate.
The students read a paragraph followed by three questions on might ask about the
paragraph. The students were asked to look at each example and decide whether
or not that question was about the most important information in the paragraph.
The students discussed whether each question was too narrow, too broad, or
appropriate.
(Palincsar, 1987)
2.
Students were taught specific rules to discriminate a question from a nonquestion, and a good question for a poor one. The teacher provided the following
statements:
-A good question starts with a question word.
-A good question can be answered by the story.
-A good question asks about an important detail of the story.
(Cohen, 1983)
Handout & Activity
38

39. Group Alertness
Definition:
Is what a teacher does to grab the
attention of all the students in a group and
keep it continuously focused on the
learning activity.
Kounin
39

40. Examples of Group Alertness
1.
2.
3.
Instead of telling students information, the teacher involves her
students at every turn. As the students listen to the sounds in fan,
they slid their hand from their shoulder to their elbow, then to their
wrist and chorally chimed, /fff-aaa-nnn/. For rhymes, the students
came up with the words themselves.
During making words activities, the students manipulated their
own set of letters as the teacher coached, “Let’s do tub. Listen to
the middle sounds. It’s not tab, it’s not tob. It’s /ttt-uuu-bbb/. You
need a letter for /u/.
When the class couldn’t answer a question about how a character
had changed, the teacher suggested that they search the book for
a clue instead of telling them the answer.
Handout 6 Activity 6
40

41. Work Smarter, Not Harder
Do not commit
“assumicide!”
A. Archer
(A. Archer)
Handout
41

42. 10:2 Reflection Activity
Record on your 10:2 reflection sheet the
key ideas you want to remember about
instructional planning.
42

43. Instructional Delivery
43

44. In order for active student
engagement to occur, teachers
need to delivery instruction
effectively.
44

45. Active Engagement and Direct Instruction
Explicit and systematic teaching does not preclude the use
of active engagement strategies.
In fact, one of the most prominent features of
well delivered direct instruction is high levels
of active engagement on the part of all students.
45

46. Primary Components of
Interactive Direct Instruction
1. Teacher - directed learning.
–
Teacher serves as the instructional leader for
students, actively selecting and directing or leading
the learning activities.
2. High levels of teacher-student interaction.
–
Students spend their time interacting with the
teacher either individually or as part of a group as
opposed to spending most of their time in
independent study or seatwork.
46

47. Interactive Direct Instruction: Pattern of Teaching
1. Teacher checks previous day’s assignment.
2. Teacher selects instructional goals and materials, and
structures the learning activities for high levels of student
engagement.
3. Teacher actively teaches the process or concept through
demonstrations and interactive discussions with students.
4. Teacher assesses student progress through follow-up
questions and/or practice exercises in which students have the
opportunity to demonstrate their acquisition of knowledge or
skills.
5. Teacher provides immediate corrective feedback to student
responses.
6. Provide independent student practice of skill.
7. Provide weekly and monthly reviews.
Handout
47

48. Zone of Proximal Development
Definitions:
The distance between the actual developmental level as
determined by independent problem solving and the level of
potential development as determined through problem solving
under adult guidance or collaboration with more capable peers.
Vygotsky
The area within which the student cannot proceed alone, but can
proceed to learn when guided by a teacher or an expert peer who
has demonstrated mastery of the skill.
Rosenshine & Meister
48

49. Zone of Proximal Development:
Teacher’s Role
The teacher’s role is to assist the students
in moving through the zone to become
expert users of their new knowledge and
skills.
49

50. Scaffolding
Definition:
Temporary devices
procedures used
teachers to support
as they learn
and
by
students
strategies.
50

51. Scaffolding Learning
Gradual Release of Responsibility Model
1.
2.
3.
4.
Teacher Responsibility
Student Responsibility
C. Eisenhart
This graphic is based on
work by Pearson and
Gallagher (1983). In a
later study, Fielding and
Pearson (1994) identified
four components of
instruction that follow the
path of the gradual
release of responsibility
model:
1. Teacher Modeling
2. Guided Practice
3. Independent Practice
4. Application.
51

52. Tips for Effective Scaffolding
•
•
•
•
Anticipate student errors
Conduct teacher guided practice
Provide feedback
Recognize when it is appropriate to
fade scaffolds
52

53. Types of Scaffolding
• Prompts: specific devices that can be employed for
learning an overall cognitive strategy-something that
students can refer to for assistance while working on the
larger task. (graphic organizers, cue cards, checklists)
• Think Alouds: teacher’s direct modeling of the strategy,
including self-talk, that enables students to begin
experiencing the strategy as a authentic set of
behaviors/actions that can be learned to used to their
advantage.
53

54. Processing Strategy: Tell-Help-Check
• Tell: Partner 1 turns to partner 2 and
recall information without using notes.
• Help: Partner 2 listens carefully and asks
questions and gives hints about missing or
incorrect information.
• Check: Both partners consult notes to
confirm accuracy.
A. Archer
54

55. Tell-Help-Check Activity
Name the pattern of teaching for
interactive direct instruction.
55

56. Wait Time
Slowing down the questioning pace can actually speed up the pace
of learning.
Pause for 3-5 seconds before calling on students to answer
questions and before responding to their answers.
Wait time during questioning results in:
•
•
•
•
•
Students asking more questions
An increase in student to student interaction
An increase in length and number of student responses
Contributions from struggling readers
A decreased need for management because all students are
engaged
• The teacher asking more higher level questions and follow-up
questions
56

57. Corrective Feedback Activity
Share a time with your partner
when you received feedback.
What was the feedback?
57

58. Corrective Feedback is Crucial
One of the chief benefits of active engagement is that it allows us to
give corrective feedback.
Characteristics of effective feedback:
• Highly specific
• Descriptive
• Timely
• Ongoing
Feedback is not praise, blame, approval, or disapproval. That is
what evaluation is – placing value. Feedback is value neutral. It
describes what you did and did not do in terms of your goal. (intent
vs. effect)
58

59. The Feedback Link
• Correction can’t happen without
feedback
• Feedback can’t happen without
monitoring
• Monitoring can’t happen without
student responses through active
engagement
59

60. Conceptual Framework for Corrective Feedback
Explicit Instruction
-Skill taught in a direct manner
-“I do, we do, you do” procedure
-Corrective feedback
Student Demonstrates
Understanding
“I do, we do, you do” Procedure
-Teacher models skill
-Teacher responds with student
-Student responds on own
Application
-Firm up understanding by repeating the series
of items preceding item and then item to
provide repeated practice
-Delayed check: teacher checks group/student
understanding on item at later time in lesson
Student Does Not Demonstrate
Understanding
Corrective Feedback
-Directed toward group of students
-Repeat “I do, we do, you do” procedure
-Firm up understanding by repeating the series of items preceding
error and then error item to provide repeated practice
-Delayed check: teacher checks group/student understanding on
error item at later time in lesson
Student Error on Delayed Check
-Teacher corrects error again
-Firm up understanding by repeating the series of items preceding error and then error item to provide repeated
practice
-Teacher keeps track of student errors for reteaching and practice the next day
60
-Several delayed checks may be given during a lesson for repeated practice

61. Time on Task
•
•
•
•
Allocated Time
Engaged Time
Academic Learning Time
Interruptions
Handout
61

62. Perky Pace
• Instructional time variance
• Transitions
• Momentum
62

63. Some Interesting Facts
Students are not attentive to what is being said in a
lecture 40% of the time.
Students retain 70% of the information in the first ten
minutes of a lecture but only 20% in the last ten
minutes.
Meyer & Jones, 1993
63

64. 10:2 Reflection Activity
Record on your 10:2 reflection sheet the
key ideas you want to remember on
instructional delivery.
64

65. Active Engagement
Strategies
65

66. Examples of Active Engagement
1.
2.
3.
Instead of telling students information, the teacher involves her
students at every turn. As the students listen to the sounds in fan,
they slid their hand from their shoulder to their elbow, then to their
wrist and chorally chimed, /fff-aaa-nnn/. For rhymes, the students
came up with the words themselves.
During making words activities, the students manipulated their
own set of letters as the teacher coached, “Let’s do tub. Listen to
the middle sounds. It’s not tab, it’s not tob. It’s /ttt-uuu-bbb/. You
need a letter for /u/.
When the class couldn’t answer a question about how a character
had changed, the teacher suggested that they search the book for
a clue instead of telling them the answer.
Handout & Activity
66

67. Types of Student Responses
• Oral Group responses (choral)
-students are looking at teacher
-students are looking at their own text/paper
• Oral Partner responses
-management: look-lean-whisper
-review content: tell-help-check
-brainstorm: think-pair-share
• Oral Individual responses
-Have students share answers with partners, then call on a student.
-Ask a question, give silence signal, provide think time, then call on a
student.
A. Archer
67

68. Types of Responses
con’t
• Individual responses (written)
-keep short
-turn paper/put pencil down to indicate
completion
-graphic organizers
• Physical responses
-act out
-hand signals/body movements
-response cards
A. Archer
68

69. Response Strategy:
Signal Cards
A good place to start is with red, green, and
yellow cards which have universal meaning.
Students can signal:
• “Stop, I’m lost!” or “Slow down, I’m getting confused” or
“Full steam ahead!”
• One syllable, two syllables, three syllables
• Short vowel sound, long vowel sound
Students signal their responses to questions, “If
you think it is a ___, signal 1.” “If you think…”
Variation: Thumbs up, thumbs down
69

70. Processing Strategy: Clock Buddies
• Students are given a graphic with slots for ten to
twelve “appointments.”
• At each slot, two students record each other’s
name.
• Whenever the teacher announces a time for
students to process learning, a partnership is
identified and students meet with their partner.
This sign in period takes about 4-5 min. and
provides an efficient way for students to interact
over weeks.
70

71. Phonemic Awareness
Cognitive Strategy: Bead Counting
Purpose:
• To assist students in blending and segmenting phonemes.
Process:
• Make individual bead strings with six beads on a long cord.
• String the beads on the cord and tie a knot at the end.
• Call out a word card from a deck of word cards.
• Have students use their bead counters to count the number of
phonemes in the word.
Variation: Stack unifix cubes, use bingo chips with Elkonin Boxes,
Finger/body tapping, etc.
Lane & Pullen, 2004
71

72. Phonics Cognitive Strategy: Word Pockets
Purpose:
•To assist students in word building.
Process:
•Distribute word pockets and letter cards to students.
•Use large pocket chart to model word building procedure.
•Students build words using their letter cards and individual
word
pockets.
Letter cards
m, s, e, d, t
s
ee
Lane & Pullen, 2004
d
72

73. Fluency Cognitive Strategy:
Choral Reading
Purpose:
• To build reading fluency and maximize the amount of reading done
per student.
Process:
• The entire class reads one text completely and in unison.
73

74. Alternatives to Choral Reading
Refrain:
• One student reads most of the text, and the whole group chimes in to read
key segments chorally.
Line-a-Child:
• Each student reads individually one or two lines of a text, usually from a
rhyme or poem, and the whole group reads the final line or lines together.
Antiphonal Reading:
• Divide the class into groups and assign a section of a text to each group.
Then have one of the groups read its section while the rest of the class read
other sections, usually in chorus or refrain.
Call and Response:
• One student reads a line or two of a text and the rest of the class responds
by repeating the lines or reading the next few lines or the refrain.
Rasinski, 2003
74

75. Vocabulary Cognitive Strategy:
List-Group-Label
Purpose:
• To active prior knowledge, stimulate thinking, and set a purpose for
learning.
Process:
• The students start with an array of words and work to group them
and then label the categories.
• Students discuss and compare their categories before reading and
then confirm or revise their thoughts after reading.
• Students share out their categories to the larger group.
The teacher may prepare the list of words for students to work with
or give students the topic, have them brainstorm words that they
associate with the topic, and work with that list.
75

76. Comprehension Cognitive Strategy:
Anticipation Guide
• Teacher prepares several declarative statements about a
topic.
• Before reading, students discuss the statements,
agreeing or disagreeing with them and supporting their
views with reasons.
• The teacher remains a neutral facilitator; encouraging
debate and asking probing questions that require
students to think carefully about their views.
• After reading, students discuss the statements again,
revising their responses in light of what they learned.
Herber & Herber, 1993
76

77. Sample Anticipation Guide
Statement
Agree/
Disagree
Were you
correct?
Yes/No
Page Number
77
Evidence

78. Review Strategy: I Have the Question,
Who Has the Answer?
Materials
• Two sets of index cards, one set contains questions related to the
learned skill, the second set contains the answers.
Hint: To keep students engaged, prepare more answer cards than
question cards.
Process
• Distribute answer cards to students.
• Read one question card and say, “The question is ___ Who has the
answer?”
• All students check their answer cards to see if they have the correct
answer or a possible one. If a student thinks he/she has an answer,
she stands and reads the answer.
78

79. Active Engagement Teaching
Strategies
• Reciprocal Teaching (Palincsar & Brown, 1989)
• Peer-Assisted Learning Strategies (PALS)
(Fuchs et al., 1997)
• Classwide Peer Tutoring (CWPT) (Greenwood,
Del quadri, & Hall, 1989)
• Questioning the Author (QtA) (Beck et al., 1996)
• Skim, Question, Read, Recite, Review
(SQ3R)
Handout
79

80. 10:2 Reflection Activity
Record on your 10:2 reflection sheet the
key ideas you want to remember on active
engagement strategies.
80

81. In Summary
Studies on effective teachers have clearly established that
interactive direct instruction is more effective in producing student
achievement gains. Students learn best when the teacher is
actively teaching and interacting with students.
(AFT, 2001)
Teacher knowledge and skill can make the difference between a
student who is successful in school and one who is not.
(Ferguson, 1991)
What teachers know and can do makes the crucial difference in
what children learn. Teaching is the most important element of
successful learning.
(Darling-Hammond, L.)
81

82. Bibliography
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82

83. Bibliography
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85. Thank You
saykos@rmcarl.com
sturner@fcrr.org
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