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Increasing Student Engagement Through Action Research and Evidence-Based Practices Part 4 - Shared screen with speaker view
john biafore
37:16
John Biafore/ No breaks at the Flats
Jay F
39:25
down time and work time
Kathryn Connell
39:36
healthy food and not so healthy food
Frances Weiss
39:37
Healthy foods and treats
Rafael Gallont
39:42
How much a teacher speaks and how much a teacher stays quiet
Lindsay STURM
39:46
Work and rest
Amy
39:47
family time /work
kryno
39:49
work time and time for myself
theresa cowden
39:49
Balance food and exercise
Emily Ault
39:49
Workout days to rest days
Donald
39:53
Dishes and grading papers
Jane Bulovsky
40:02
Balance work and family/exercise
Kristin Henke
40:06
Teacher directed and student choice for assignments.
Anna Mekki
40:12
spending time with my family and work
john biafore
40:15
John Biafore Alaska/California
Beau
40:16
To do list and family time
Christine Kleinhenz
40:16
along time and social time
Chad Bentz
40:25
70/30 on task time/activity time in PE class
Jayson Guerrero
40:45
Social media life and “real” life
Donald
40:51
Staying safe in a job or throwing chance to the wind to resettle
Diana Kurka
46:05
https://us02web.zoom.us/j/84061447753?pwd=WmhrWWloNm5MYThPaG52VldFRXIwZz09
Diana Kurka
49:00
Melissa has put them in the box for you!
Donald
01:00:48
I was looking for the sideways thumb
Jane Bulovsky
01:12:42
Eye contact with camera
Heather Stossmeister
01:12:48
Smiles
theresa cowden
01:12:50
SLANT
Booz
01:12:50
eyes on the screen
Amy
01:12:51
eyes are on the screen
Lindsay STURM
01:12:52
Eye contact with the camera
Booz
01:12:53
camera on
Heather Stossmeister
01:12:53
Screens on or off
Donald
01:12:53
Eye contact
Karl Schleich
01:12:54
What is the evidence of engagement here/
Orien Schmitz
01:12:54
Looking at the camera
Kristin Henke
01:12:54
Screen on
Jane Bulovsky
01:12:55
Video is turned on
Katie Henderson
01:12:55
Focus on the screen
Kathryn Connell
01:12:55
watching
Emily Ault
01:12:58
looking at screen
Heather Stossmeister
01:13:00
Intent
Emily Ault
01:13:02
video on
Lindsay STURM
01:13:03
ar they present or have they walked away
Patty States
01:13:05
Looking at screen
Rafael Gallont
01:13:06
Hand on the face like they are thinking
Emily Ault
01:13:08
concentration
john biafore
01:13:41
Look at their eyes. John Biafore
Elizabeth Storey
01:13:46
That happened to me today
Rafael Gallont
01:14:02
yes
Anna Mekki
01:14:21
of course
Liza’s iPad
01:14:26
Absolutly
theresa cowden
01:14:29
Constant input like Anita Archerisms
Liza’s iPad
01:15:12
Physical activity
Heather Stossmeister
01:15:35
Not yet. I want to. We are in spring break right now.
Amy
01:15:38
I did not - i'm sorry I'm a PE teacher outside....
john biafore
01:15:53
John Biafore/ Many teachers throughout America complain that students are not focusing in their video learning.
Diana Kurka
01:16:34
Me too with 1st graders!
Diana Kurka
01:17:04
I did it with Listening! Then we did some role play.
glaser_sarah
01:17:29
We are going back face to face next week and I plan to do this in our first week
Diana Kurka
01:17:34
Very powerful!
Amy
01:20:03
I used that video to remind me that when I talk with the students I need to take my sunglasses off when teaching the game and or dealing with a conflict corner.
john biafore
01:21:53
John Biafore/Feedback is a strong learning tool if done correctly as said by John Hattie.
Heather Stossmeister
01:23:11
One has no expectations
glaser_sarah
01:23:18
non contingent doesn’t rely on any action from the student
Emily Ault
01:23:22
expecting something back
Kathryn Connell
01:23:22
Contingent: they did something non-contingent: it wasn’t based on something they did
Karl Schleich
01:23:23
Difference between the two: contingent and non-contingent/
Heather Stossmeister
01:23:25
The other is based on an outcome.
theresa cowden
01:23:25
Contingent-what they did that was noticeable,
Frances Weiss
01:23:28
Contigent we can see
Donald
01:23:30
contingent is based on something measurable
Kristin Henke
01:23:32
Contingent means it is dependent upon saying or doing something.
Katie Henderson
01:23:36
Contingent is based on something the student does, non-contingent is unrelated (like greeting a student)
Orien Schmitz
01:23:38
Ditto Emily
Booz
01:23:41
non-con = the student didn't have to do anything
theresa cowden
01:23:47
Non-what you noticed about them without any behaviors of theirs
Rafael Gallont
01:23:48
Contingent is based on something the student has done
john biafore
01:23:52
Biafore Students and teacher work together.
Beau
01:24:08
Contingent depends upon a student action.
Elizabeth Storey
01:24:17
Non contingent means it’s dependent on the student doing something
john biafore
01:26:51
Biafore Time on task with 90% is a learning classroom.
Orien Schmitz
01:32:21
6 positive
Donald
01:32:27
9 to 2
Orien Schmitz
01:35:24
11 to 0
glaser_sarah
01:35:30
10/0
Jane Bulovsky
01:35:46
Nodding as well
Liza’s iPad
01:35:55
11-0
Rafael Gallont
01:35:58
non verbal communication counts as well
john biafore
01:36:25
Biafore/ Take charge women, knows her stuff.
Heather Stossmeister
01:46:50
How do I go to the breakout room?
theresa cowden
01:47:01
I need to get excused to a room
Orien Schmitz
01:47:12
Yes, how do we go to a breakout room?
Elizabeth Storey
01:47:20
I picked “I have a video” but am not in a room
Diana Kurka
01:47:34
Theresa select the room at the bottom of the screen.
Diana Kurka
01:58:09
Students were actively engaged in the lesson.
carrillo_cristobal
02:04:13
smiling
Heather Stossmeister
02:04:13
Excitement
Heather Stossmeister
02:04:23
Showing the beautiful scenery
carrillo_cristobal
02:06:07
i still do thumbs up thumbs down
john biafore
02:06:13
Biafore/ Dr. Archer had a strong appearance leading those kids
john biafore
02:07:40
John Biafore/ Look what the camera did for John F. Kennedy
Amy
02:10:20
ooo I over do the general praise!
john biafore
02:10:22
Thanks for the great behavior.
Amy
02:11:02
I like changing the Negative to redirects!
Karl Schleich
02:11:13
Something you notice in the data is.....
theresa cowden
02:11:14
Lots of data,
Emily Ault
02:11:20
more specific feedback
Katie Henderson
02:11:21
Specific notes on what was said to garner specific/general comments
Kristin Henke
02:11:22
It is very specific feedback!
Kathryn Connell
02:11:26
I like that they wrote down what the specific praises she gave were
Katie Henderson
02:11:37
Noted students’ names when given feedback
Kristin Henke
02:11:42
Students’ names are used.
Christine Kleinhenz
02:11:46
interactions as a whole then breaking it down per child
Elizabeth Storey
02:11:48
She changed the wording from “Negative” to “Redirect”
Heather Stossmeister
02:11:56
wow
Frances Weiss
02:12:03
ROI for specific students
john biafore
02:12:33
Biafore She makes students feel successful
glaser_sarah
02:12:34
Austin got 0:4
glaser_sarah
02:12:38
that is helpful to know
Beau
02:12:46
The ratios for specific kids who are in the negative.
Anna Mekki
02:13:05
this is helpful
Amy
02:14:22
This was super helpful to see how they documented their observation. I can use that the next time I watch another video
theresa cowden
02:15:35
So for next week, for homework we watch that 10 min clip again from today and to the positive to general?
glaser_sarah
02:17:07
non-contingent interractions at every possible turn
Emily Ault
02:17:08
greet at the door
Heather Stossmeister
02:17:11
Invite them to eat lunch with them and a friend.
Orien Schmitz
02:17:12
Personal interactions
Kristin Henke
02:17:18
Greet them with a smile. Let them know you’re glad to see them.
Frances Weiss
02:17:18
Greeting students at the door, or on the way out for the schoolday
Beau
02:17:19
Target kids with specific praise before they have a chance to get corrected.
Kathryn Connell
02:17:22
Spending some time just talking with them
carrillo_cristobal
02:17:27
many person interactions
theresa cowden
02:17:28
Moments of one to one as we circulate around the class during independent time
Amy
02:17:30
noticing their change in behavior as they walk in
Jen Booz
02:17:34
talk to them about their interests
Patty States
02:17:36
Genuine smiles
Anna Mekki
02:17:41
prime the pump with specificity toward the positives
Kristin Henke
02:17:47
Ignore some negatives
Jen Booz
02:17:50
talk to them in the hall
Donald
02:17:51
have an opening hook to get attention
Liza’s iPad
02:17:56
Most clear with expectations
john biafore
02:17:57
Biafore use feedback to make the student a stronger learner.
Jane Bulovsky
02:18:01
Find an "in" or something they are interested in
Jane Bulovsky
02:18:08
Humor
Heather Stossmeister
02:18:14
Ask them questions that have nothing to do with school.
Rafael Gallont
02:18:29
Always have a positive attitude in the classroom
john biafore
02:18:58
Like Hawaii
kryno
02:20:37
can we see the next steps slide one more time please?
Kathryn Connell
02:21:58
Specific praise
Jen Booz
02:21:58
specific praise
Heather Stossmeister
02:21:58
Specific praise
theresa cowden
02:22:00
Correct privately
Christine Kleinhenz
02:22:01
use specific praise
Karl Schleich
02:22:04
Something to be mindful of today is…..
Rafael Gallont
02:22:04
Have more positive interactions with the students
Frances Weiss
02:22:05
specific praise in notes home
carrillo_cristobal
02:22:07
give more personal positive inteactions
Jane Bulovsky
02:22:09
Increase interactions virtually
glaser_sarah
02:22:10
Include students with specific praise in setting up expectations
Elizabeth Storey
02:22:10
More specific feedback
Kristin Henke
02:22:10
I want to be more specifically positive in responding to students.
Beau
02:22:13
Use specific praise on writing responses.
Emily Ault
02:22:18
be more specific with my praise and greet everyone at the door
Katie Henderson
02:22:19
Call students to give them more specific positive feedback so that they feel more confident in remote learning at the start of the new quarter
Orien Schmitz
02:22:20
More personal praise
Patty States
02:22:26
Greet kids with positivity
Anna Mekki
02:22:28
each student specific praise
Donald
02:22:31
Acknowledge each student with specific praise
Liza’s iPad
02:22:32
More clarity on expectations
Coach Bentz
02:22:35
More specific feedback
john biafore
02:23:09
Biafore get students to think and rethink.
Melissa - Tech Host
02:23:20
Survey Link 4: https://www.surveymonkey.com/r/MDL5GJM
Donald
02:23:48
it was so nice to attend class without my class
Anna Mekki
02:24:31
tetracycline and review always
kryno
02:25:08
I can get it from there. Thank you:)
Anna Mekki
02:25:17
sorry auto correct, reteach
Diana Kurka
02:25:32
dkurka@alaskaacsa.org
john biafore
02:25:52
Biafore/ You out do yourself every session.
Anna Mekki
02:27:22
thank you goodbye have great days ahead
Melissa - Tech Host
02:28:24
Survey Link 4: https://www.surveymonkey.com/r/MDL5GJM
Karl Schleich
02:28:34
Survey Link 4: https://www.surveymonkey.com/r/MDL5GJM
Coach Bentz
02:29:51
Thanks everyone!