Kirkpatrick Final

Running Head: STUDENT ENGAGEMENT ONLINE LEARNING MODULE
Student Engagement Online Learning Module for EPI, LLC Consulting
Instructional Design Document
Bobbie Kirkpatrick
California State University, Monterey Bay
IST522 Instructional Design
Professor Vinson
November 8, 2016
TABLE OF CONTENTS
Page
STUDENT ENGAGEMENT ONLINE LEARNING MODULE 2
INTRODUCTION ...... 4
Content .. 4
Purpose, Goals, and Objectives ..... 4
Ethical Considerations ... 5
Constraints ..... 5
Timeline and Costs .... 6
ANALYSIS... 7
Needs Analysis/Performance Gap Analysis... 7
Learner Analysis .... 9
Workplace/Environmental/Setting Analysis .. 10
Literature Review/Environmental Scan ..... 11
Task/Work Analysis .. 13
Content and procedures .. 13
Table 1: Task Analysis 14
Goals and instructional objectives ... 19
Table 2: Learning Analysis . 19
DESIGN... 27
Test Instruments .... 27
Table 3: Instructional Strategies .. 27
Organizational, Deliver, and Management Strategies ... 30
Instruction .. 31
DEVELOPMENT .... 32
IST522 - Kirkpatrick
Description of Tools Required for Development of Plan .. 32
Table 4: Development Process Costs and Timeline 33
Instructional Materials and Strategies Developed ..... 33
IMPLEMENTATION . 34
Delivery ..... 34
EVALUATION ... 35
Formative Evaluation .... 35
Summative Evaluation ... 35
Annotated Bibliography .. 37
Appendices ..... 38
A: Caseys 2015 Student Engagement Handout Live Seminar 38
B: 85 Ideas to Engage All Students at the Same Time in Academic Learning 53
C: Sample survey for evaluation in beta testing 59
D: Sample survey for summative evaluation . 60
Introduction
Content
Academic scores at Winters Joint Unified School District show that students
(stakeholders) are consistently scoring below grade level in English language arts and
mathematics. Teachers, instructional coaches, and administrators (all target audience) have
shown interest in changing their teaching strategies to impact the needs of the students. The
Local Control Accountability Plan (LCAP) for Winters Joint Unified School District for the
2016-2017 school year includes a goal to provide high quality instruction for their students.
Access to Winters Joint Unified School Districts LCAP report can be found through the
districts website, http://www.wintersjusd.org/. The first step in providing high quality instruction
is to provide professional development centered around high quality instruction, such as student
engagement. In observing the teachers at three different schools under Winters Joint Unified
School District, it is clear that teachers are lacking the skills they need to effectively engage
students. Roy Casey of EPI, LLC was hired by Winters Joint Unified School District for the 2016
-2017 school year. Due to the time constraints of teachers, it has been requested by multiple
different customers of EPI, LLC that the content of at least student engagement is available via
internet.
Purpose, Goals, and Objectives
Roy Casey of EPI, LLC provides face-to-face seminars focusing on instructional
strategies that support teachers to be proficient and effective in the classroom setting. An online
learning module is needed to meet the needs of the teachers who are unavailable during the
school hours to attend professional development and those that would like to review the course
again.
The online seminar will focus solely on student engagement for this project. A variety of
instructional strategies will be used to engage the online learner. Videos, forums, blogs,
discussion postings, as well as a variety of articles will be used during this seminar. By the end of
this online seminar, the learner will be able to list the three attributes that must be present in
order to ensure that students are engaged in their learning. The learner will also be able to
recognize each of these three attributes when given a written scenario and a classroom video.
There will be on-going formative assessment to allow the learner the opportunity to assess their
newly acquired knowledge and skill sets. Finally, the learner will learn multiple ways of
planning for and providing instruction through effective student engagement practices. The foci
will be on speaking, writing, signaling, and performing engagement strategies. The results of the
online seminar can be easily measured by classroom observations during informal and formal
evaluations.
Ethical Considerations
During the course of a persons teaching career, they are evaluated on their teaching
performance many times. It is often hard to build a trusting relationship with a person who is
evaluating your performance. Casey does not act as an evaluator for the teaching staff of Winters
Joint Unified School District. This will need to be made clear right away. For this project, the
coach, Casey, will need to build these relationships quickly and carefully in order to gain a
trusting relationship with the teachers. This will allow Casey to observe the teacher and then
participate in a coaching session around that observation. Caseys observations or conversations
with the teaching staff will not be shared with administrators to later evaluate.
Constraints
For many teachers, time is always an issue. This online seminar cannot feel like a burden
to the teaching staff, instructional coaches, or administrators. The online seminar must be valued
and respected tool to benefit the staff and the school. At Winters Joint Unified School District,
there are a certain number of professional development days throughout the school year. Due to
the hiring of Roy Casey, an additional number of professional development days may be needed.
Teachers will need to be compensated for the time that this professional development is
performed outside of the regularly contracted school day as well. The online seminar must be
seen as a useful service, rather than a stressful inconvenience.
Finding a learning management system that is affordable is another constraint. This
learning management system must meet the needs of this online seminar, but also be cost
effective. If the cost of purchasing a learning management system is overwhelmingly expensive,
there will not be a financial benefit to providing this online seminar. Providing this online
seminar through a learning management system must be affordable in order to have returns on
investment.
An additional possible constraint is maintaining participant engagement throughout the
online seminar. This could pose a challenge in the sense that the environment for online learning
and the environment for live learning are different. When this seminar is taught live, the
instructor has the teachers and/or school staff participating in the student engagement strategies
by acting as the students. During a live seminar, there is a demonstration of the student
engagement strategies. Ensuring participant engagement through an online seminar will require a
very organized, succinct, interactive, and well-written plan.
Timeline and Costs
The student engagement online seminar will be implemented in the 2017-2018 school
year. The initial steps of building the online seminar will start in May of 2017 by locating a
learning management system to fit the needs of the online seminar.
As noted in the constraints, the most substantial cost of the online seminar will be the
purchase of an online learning management system. If the learning management system costs are
too high, this project is not profitable to the client, Casey. In addition to the cost of the learning
management system, substitutes maybe required to allow teachers to complete the online
seminar, to observe other classes exhibited student engagement, or meet with Casey to debrief an
observation. Other costs may include refreshments for professional development days.
Analysis
Needs Analysis/Performance Gap Analysis
Roy Casey, owner of EPI, LLC, has been providing his consulting services to a number
of schools for the last 10 years. In the 2015-2016 school year, Casey was contracted with six
schools in California and Nevada. Of these six schools, all of the schools requested that content
be made available online. Prior to 2015, Casey had also received multiple requests for content to
be made available online. Casey reports that many of the staff members that he has worked with,
love the opportunity to learn, practice in the classroom and school, and then to revisit their
original learning online, (Casey, personal communication, November 7, 2016). EPI is still
contracted with these six schools for the 2016-2017 school year, in which these six schools are
still requesting content to be made available online.
There is a need for professional development centered around student engagement
strategies. Research clearly states that those students who are engaged in their learning are more
apt to make more connections to their learning. Student engagement directly affects student
achievement levels. According to Heather Voke with ASCD.org, student engagement also affects
students motivation levels and can promote a higher quality of learning (Voke, 2002). Without
teachers fully knowing and understanding the implications of student engagement, they are doing
a disservice to the students, and themselves. According to Casey, without teachers knowing and
implementing this highly effectively practice, teachers cannot move forward with student
learning. Furthermore, teachers will not rate above satisfactory on their yearly performance
evaluations (Casey, personal communication, November 7, 2016). The performance gap is due to
the teachers, administrators, and coaches lack of knowledge and skill in this content area. Once
the teachers, administrators, and coaches are informed and provided examples of effective
student engagement, there will then be an increase with student engagement and achievement in
Winters Joint Unified School District.
Casey is currently working with Winters Joint Unified School District in Winters,
California. There are three schools within this district: Winters Elementary School, Winters
Middle School, and Winters High School. In observing teachers in these schools in September of
2016, no teachers were using student engagement strategies or making engagement mandatory in
their classroom (Casey, personal communication, November 7, 2016). In turn, their student
achievement scores are suffering. Winters Joint Unified School District is performing below state
average on the California Assessment of Student Performance and Progress (CAASPP) state
assessment. The following data has been provided by the California Department of Education
CAASPP website. In Winters Elementary, 37% of the students met or exceeded standards in
English language arts and 34% of students met or exceeded standards in math. In Winters
Middle, 31% of the students met or exceeded standards in English language arts and 19% of the
students met or exceeded standards in math. State averages for students meeting or exceeding the
standards in in English language arts was 49%. State average for students meeting or exceeding
standards in math was 37%. Winters Elementary School and Middle School are clearly below
the state averages on CAASPP scores. Casey has reported that the school board is not pleased
with their performance and have sought out professional development around effective teacher
practices (Casey, personal communication, November 7, 2016).
Currently, EPI, LLC charges $1,500 to $2,500 per day which typically includes a
beginner and advanced seminar. For one seminar, the cost is $350 per hour. Casey is finding that
there is an increasing demand for professional development centered on effective teaching
practices. In creating an online seminar, Casey has noted that initially the costs will be intensive
(Casey, personal communication, November 7, 2016). As the online seminar becomes available,
there will be more availability and accessibility for clients to contract with EPI. This will then
result in more customers, with higher monetary return to offset the initial costs. Casey has
decided to start with a single online seminar focused around one specific content area, student
engagement. This project will become a trial for the remainder of the effective practices.
Learner Analysis
Winters Joint Unified School District is located in Winters, California, west of
Sacramento. This school district serves approximately 1,500 students between three different
schools. Casey is working with 78 teachers, five instructional coaches, six site administrators,
and two district office administrators (Casey, personal communication, November 7, 2016). The
ages and genders of the staff that is working with Casey is currently unavailable at this time. All
of the staff currently holds a Bachelors Degree or higher. According to Caseys initial
observations and seminars, all of the learners are eager and willing to learn. Casey reports that all
of the teachers at this school site are computer literate and interested in learning about effective
teaching practices. In an informal survey, over half of the teachers surveyed said they would be
interested in an online seminar. As noted in the Needs Analysis section, it is clear that teachers in
Winters Joint Unified School are lacking effective practices, specifically with student
engagement strategies. There is a deficit of knowledge. According to Caseys observations, not
one teacher used an effective engagement strategy and teachers did not make engagement
mandatory for the students.
The audience for this online seminar would be a learner who is computer literate and
willing to learn about student engagement. This course would be best fit for a new teacher, who
has taught five years or less, as the content that will be provided is based off of a beginner
seminar. At this time, the number of teachers who have taught for five years or less is
unavailable. The online seminar can be applied to any teacher from kindergarten to twelfth
grade, so specific grade levels will not be limited. No prerequisite skills or knowledge will be
needed before accessing this course as it will be presented at a beginner level based on the needs
of Winters Joint Unified School District.
Workplace/Environmental/Setting Analysis
EPI, LLC is a consulting firm owned and operated by Roy Casey. Casey has held a
variety of different educational positions from teacher, instructional coach, to principal and
superintendent. Casey holds a Masters in Education and has been trained by WestEd in their
Teach4Success curriculum. He is also well versed in using technology as a tool in education.
Casey hosts a variety of resources as well. In designing and creating an online seminar, Casey
will be the subject matter expert and provide numerous resources to be used in the online
seminar. In past experience with the instructional designer, Casey has provided a supportive and
reflective environment to work in.
Casey currently resides in Carson City, Nevada, which is approximately two hours away
from the instructional designers location. This could be an obstacle for face-to-face
collaboration. Both sides, client and instructional designer, will need to communicate clearly and
effectively via phone, video conference, email, and text messages. There may be times in which
travel will be required to meet face-to-face to design the online seminar. Another obstacle may
arise in the fact the instructional designer will have to rely heavily on Caseys information. The
instructional designer has not yet been to observe the Winters Joint Unified School District.
Clear, open communication will be key for this design project.
Literature Review/Environmental Scan
In doing a search of the internet, there are a variety of articles, books, and blogs that
promote the use of student engagement, particularly in the K-12 classroom. Edutopia, a website,
as well as an online community, hosts a large portion of these articles and blogs about student
engagement. In one particular article, New Study: Engage Kids with 7x the Effect by Todd
Finely, there are five major benefits to student engagement. These benefits include increased
academic achievement, perseverance through challenges, higher scores on standardized tests,
improved social skills, and students are less likely to drop out of school (Finely, 2015). Another
website that is of value to the content of this online seminar is the ASCD.org. There are an
assortment of articles and professionals that have provided information regarding student
engagement. With these websites and others, there is an abundance of literature available to
provide content regarding student engagement. However, it becomes unclear as to how to
promote and maintain effective student engagement in the classroom.
A search for importance of student engagement in Google Scholar resulted in
approximately 82,400 results, after the year 2015. A search for increase student engagement
performed using Google Scholar resulted in approximately 71,900 results, after 2015. In
searching for specific aspects such as think-pair-share, wait time, and group management, a
variety of articles also surface. Particular articles like, Using Think-Time Behaviors to
Promote Students Information Processing, by Robert Stahl and The 80/20 Principle, The
Secret to Achieving More with Less, by Richard Koch appear. A plethora of articles are offered.
There will not be one specific article or document that all information will be pulled from, but
pieces of multiple different articles and documents will be complied. Their information will be
utilized in the development of this online seminar.
The search for an online seminar focused solely on student engagement produced
minimal results. In the first five pages of the Google search results, no online seminars stand out
that focus specifically on student engagement. There was a wide selection of online professional
development courses that educators can utilize, but none that are immediately apparent that
concentrate on student engagement. For the participants at Winters Joint Unified School District,
their need start at the stepping stone of effective teaching: student engagement.
Casey has already created a majority of the instructional materials that will be used for
the online seminar. These instructional materials are based on research proven methods and from
his training through WestEd. For the live seminars that Casey already provides, he has created an
advanced organizer, or handout, for participants to use. This handout will be integrated to the
online seminar. Casey also uses the advanced graphic organizer as a way to check for
participants understanding as well. Portions of this 18-page advanced organizer will be used in
the creation of the online module (Appendices: A). During these live seminars, Casey also
provides participants with a copy of 85 Ideas to Engage Students in Academic Learning
(Appendices: B). This handout will also be used in the online seminar as well.
Task/Work Analysis
Content and procedures
In order to fully understanding student engagement, it must first be broken down into the
basics. The basics of student engagement include three attributes: 1) directing students to be
engaged in the academic learning, 2) directing all of the students to participate in the academic
learning at the same time, and 3) make student engagement mandatory by ensuring all of the
students are engaged throughout the academic learning, (Casey, personal communication,
November 20, 2016). Specific examples of student engagement will also be provided to
participants. These examples will be provided in a written form and some even in a video format
for visual learners. As stated earlier, Casey has collected a large portion of this content. However,
what has not been collected is the videos. Previous videos that Casey have used are out of date.
New videos will need to be developed for this online seminar.
In the learner analysis of teachers, instructional coaches, and administrators at Winters
Joint Unified School District, there is a lack of understanding as to what student engagement is.
The initial audience of this online module is focused on those participants of Winters Joint
Unified School District. To tailor this to the needs of these participants, the online seminar will
need to start with the basic definition of student engagement and provided relevancy for the
participants to show the importance of student engagement. There are five major topic areas that
will be covered during this online module: 1) What is Student Engagement? 2) The First
Attribute of Student Engagement, 3) The Second Attribute of Student Engagement, 4) The Third
Attribute of Student Engagement, and 5) Four Basic Engagement Strategies. Table 1 shows the
specific tasks under each major topic area.
Table 1
Task Analysis
Lesson Tasks
What is student Participants will
engagement? Take a brief survey to identify their attitudes of student
engagement in the classroom.
o Important to know the participants thoughts and
feelings on student engagement when starting an online
seminar focused on student engagement.
Read and highlight a Brief Review of Research.
o Participants will be provided a Brief Review of
Research (Appendices: A).
List three reasons why student engagement is important.
Reflect on the implications of student engagement in the
classroom.
o Opportunity to reflect on why student engagement is
beneficial in the classroom.
Define student engagement in their own words.
Read and highlight the three attributes to student engagement.
o Three attributes of student engagement will be displayed
on the webpage. A brief description of each one will be
provided.
Identify whose responsibility it is to elicit student engagement
by filling in the blank.
Identify the standard percentage of students being engaged.
o The remainder of the content will be displayed on the
webpage in a linear, step-by-step sequence.
First attribute of First attribute is the teacher directs student(s) to be engaged in the
student engagement academic learning activity. Define covert and overt strategies.
Participants will
Read the first attribute of student engagement provided on the
webpage.
Complete the phrase, This means the teacher ____________
using the information on the webpage.
Complete a chart sorting covert and overt strategies.
o Slide/webpage will display the definition of covert vs.
overt.
o Video will be available for determining the difference
between covert and overt.
o Webpage will then show strategies and ways to
remember the different between covert and overt.
o Two covert and two overt strategies will be displayed
that are unlabeled that the participants will need to sort.
o After the participant has finished completing a chart,
examples of covert and overt strategies filled into the
chart will be displayed.

Classify with a C or an O next to each sentence if the
teacher is asking students to be engaged covertly or overtly.
Change the covert strategy to an overt strategy.
o The example of the covert and overt chart will be
available to preview.
Respond to a reflection prompt regarding covert and overt
strategies.
o Think back on a lesson when you asked students to do a
covert action, could you observe engagement? Think
back when you asked them to do an overt action, could
you observe engagement? Which one was observable
and why was the other one not engagement?
Second attribute of Second attribute is the teacher directs all of the students to participate
student engagement in the academic learning at the same time. List three advantages of
think time.
Participants will
Read the second attribute of student engagement provided on
the webpage.
Complete the phrase, This means the teacher ___________
using information on the webpage.
Create their own definition of group alert.
o Slide/webpage will show the definition of group alert.
o A video will then show a teacher implementing and
using group alert in their classroom.
Match engagement strategies within the table of example of
engaging students at the same time.
o A list of engagement strategies will be displayed on the
webpage, with brief explanations.
o This list is also provided in lesson 4 Four Engagement
Strategies.
o A video will be provided for a short explanation of five
engagement strategies with examples of their use.
o Feedback will be given to the participants answers
immediately for matching engagement strategies within
the table.
Determine if each example is directing all students to be
engaged or if only certain students are being engaged.
o Two examples will be shown with explanation why one
is directing all students to be engaged and while the
other is not directed all students to be engaged.
Place a check mark next to examples that show all students are
engaged.
Correct examples that do not direct all students to be engaged.
o Eight examples will be provided for participants to

determine if they engage all students, in which only
three demonstrate engagement of all students.
List three benefits of think time.
o A video of a teacher using Think-Pair-Share (TPS) will
be shown.
o The participant will be asked to reflect on how it would
be different if the teacher did not allow think time.
o The benefits of think time are shown on the webpage
and the participants will read them.
Respond to a reflection prompt regarding directing all students
to be engaged.
o Think back to a recent lesson. Were all of your students
engaged? Did you direct all of your students to be
engaged? What changes would you make to this lesson
to ensure engagement of all students?
Third attribute of Third attribute is the teacher makes student engagement mandatory by
student engagement ensuring that all of the students are engaged throughout the academic
learning.
Participants will
Read the third attribute of student engagement provided on the
webpage.
Complete the phrase, This means the teacher ___________
using information from the webpage.
Write what maintaining group focus is in their own words.
o The webpage will display a small paragraph on
maintaining group focus and why it is important.
o The webpage will prompt participants to reflect upon
their own teaching to determine what the difference is
between making it mandatory or being mean.
Complete a table with their reflection of the difference of
making engagement mandatory and being mean.
o An example table will be shown on the webpage for
participants to add to or verify their thoughts when they
have finished completing the table.
o A video will be played showing at least seven strategies
for making engagement mandatory, respectfully.
List seven respectful ways to make engagement mandatory.
Read a short passage circling words or phrases that the teacher
makes student engagement mandatory.
Highlight or underline words or phrases that the teacher is
directing all students to be engaged at the same time.
o The short passage is based off of three attributes of
student engagement.
Respond to a reflection prompt on making engagement

mandatory.
o Think back on a lesson where there was little
engagement. What could you have done differently to
make engagement mandatory? Is this way respectful?
How will you make engagement mandatory in future
lessons?
Four Basic Four basic engagement strategies are speaking, writing, signaling, and
Engagement performing.
Strategies
Speaking
Participants will
Write their definition of speaking in a classroom setting.
o A video example of a speaking engagement strategy will
be available to be viewed on the webpage.
Choose one speaking student engagement strategy that they
would like to use in their classroom.
Describe what the speaking engagement strategy would look
like, sound like, and feel like.
o Four different speaking engagement strategies will be
displayed on the webpage: 1) think-pair-share, 2) test
protocol, 3) choral responding, 4) triad activity. A
description of each will be given as well.
o Once the description of speaking engagement strategy
implementation is submitted, feedback will be given to
the participant in approximately 24 hours.
Writing
Participants will
Complete the sentence, Writing is when a teacher
o A video clip will be displayed on the webpage to view
prior to completing the sentence showing an example of
a writing engagement strategy being implemented in a
classroom.
Identify one writing engagement strategy that could be
implemented in their classroom.
Describe what the strategy may look like, sound like, and feel
like.
o Four strategies will be displayed on the webpage: 1)
quick write or draw, 2) underlining or highlighting, 3)
whiteboards, and 4) think-ink-pair-share. A brief
description of each will be shown, along with teacher
actions to elicit these strategies.
Define notetaking as a writing student engagement strategy.
o A video of notetaking as a writing engagement strategy

will be available for viewing.
o A definition of notetaking will be provided.
Perform a notetaking strategy as an example.
o An example of a notetaking is shown.
o Specific aspects of the four-square notetaking activity
will be pointed out as a visual.
o A video clip will be shown regarding science content.
As video is playing, participants will practice notetaking
on a four-square notetaker.
Annotate a two-paragraph excerpt.
Reflect on the question, How can a teacher experience the
triumphs of teaching?
o A two-paragraph excerpt from The Engaged
Classroom will be provided. This excerpt will provide
background for the participants to reflect on How can a
teacher experience the triumphs of teaching?
Signaling
Participants will
Create their definition of signaling
o A definition of signaling will be provided on the
webpage, as well as research by Hunter in regards to
signaling.
o A video will be made available to show a brief example
of signaling used in the classroom.
Determine how five signaling engagement strategies can be
used in a classroom.
o Five signaling engagement strategies (1. Fingers, 2.
Colored or labeled cards, 3. Response wheel, 4. Ring of
cards, and 5. Clickers, electronic signaling devices) will
be shown in a video with a description of each, as well
as a demonstration.
Performing
Participants will
Create a definition of performing as a student engagement
strategy.
o A definition will be displayed of performing as an
engagement strategy.
o A note regarding the research that has been done by
Gardner will be displayed and to be read by the
participants.
Identify and describe how four performing engagement
strategies can be implemented for classroom use.
o These four strategies (1. Pointing in text, 2. Sky or palm

writing, 3. Hand or body movement to demonstrate, and
4. Think stand and find a partner share) will be
defined and demonstrated in a video in a classroom
setting.
Goals and instructional objectives
The overall goal of providing training to Winters Joint Unified School District teachers,
instructional coaches, and administrators is to increase student engagement in the classrooms,
which will in turn increase the academic achievement. Participants in this online seminar will be
able to identify effective student engagement strategies, as well as benefits of student
engagement. Participants will be able to design and teach a lesson plan that includes observable
engagement strategies to ensure the engagement of all students in their learning, utilizing the
three attributes of student engagement. The specific objectives for each lesson are shown in
Table 2.
Table 2
Learning Analysis
Program Student Description Teachers, Audience Winters Joint
Engagement Online instructional coaches, and Unified School District
Learning Module administrators will design and teachers, instructional
teach a lesson that includes coaches, and
observable engagement administrators.
strategies.
Lesson Topic Learning Tasks Content Details Procedures, Additional
Objectives Documents, & Information to
Job Aids Support
Contents
What is From memory, Read and Participants will be Student Vokes 2002
student participants will highlight a provided a Brief Engagement Article in
engagement? write the three Brief Review Review of Handout 2015 ASCD.org
attributes of of Research. Research. created by Roy
student Casey of EPI,
engagement. List three Three attributes of LLC.1
reasons why student
Given a question student engagement will
stem, engagement is be displayed on the
participants will important. webpage. A brief
identify whose description of each

responsibility it Define student one will be
is to elicit engagement in provided.
student their own
engagement. words. The remainder of
the content will be
Read and displayed on the
highlight the webpage in a
three attributes linear, step-by-step
to student sequence.
engagement.
Identify whose
responsibility it
is to elicit
student
engagement by
filling in the
blank.
Identify the
standard
percentage of
students being
engaged.
First attribute When given ten Read the first Slide/webpage will Student First attribute is
of student different attribute of display the Engagement the teacher
engagement examples, student definition of covert Handout 2015 directs
participants will engagement vs. overt. created by Roy student(s) to be
classify between provided on the Casey of EPI, engaged in the
overt and covert webpage. Video will be LLC.1 academic
engagement available for learning
strategies with Complete the determining the Video2 activity.
80% accuracy. phrase, This difference between
means the covert and overt.
After viewing a teacher
video ____________ Webpage will then
demonstrating using the show strategies
the first attribute information on and ways to
of student the webpage. remember the
engagement, different between
participants will Complete a covert and overt.
identify three chart sorting
out of the five covert and overt Two covert and
actions the strategies. two overt
teacher did that strategies will be
directed all Classify with a displayed that are
students to be C or an O unlabeled that the
engaged in next to each participants will
academic sentence if the need to sort.
learning. teacher is
asking students After the
to be engaged participant has
covertly or finished
overtly. Change completing a chart,

the covert examples of covert
strategy to an and overt strategies
overt strategy. filled into the chart
will be displayed.
The example of the

covert and overt
chart will be
available to
preview.
Second When given Read the second Slide/webpage will Student Second
attribute of seven scenarios attribute of show the definition Engagement attribute is the
student of teacher student of group alert. Handout 2015 teacher directs
engagement statements, engagement created by Roy all of the
participants will provided on the A video will then Casey of EPI, students to
determine if all webpage. show a teacher LLC.1 participate in
students have implementing and the academic
been directed to Complete the using group alert Video2 learning at the
be engaged in phrase, This in their classroom. same time.
academic means the 85 Ideas to
learning at the teacher A list of Engage All
same time with ___________ engagement Students at the
85% accuracy. using strategies will be Same Time in
information on displayed on the Academic
After viewing a the webpage. webpage, with Learning.
video brief explanations.
demonstrating Create their
the second own definition A video will be
attribute of of group alert. provided for a
student short explanation
engagement, Match of five engagement
participants will engagement strategies with
select at least strategies to the examples of their
two teacher table of use.
behaviors that example of
directed all engaging Feedback will be
students to be students at the given to the
engaged at the same time. participants
same time, answers
selecting from a Determine if immediately for
list of teacher each example is matching
behaviors. directing all engagement
students to be strategies within
engaged or if the table.
only certain
students are Two examples will
being engaged. be shown with
explanation why
Place a check one is directing all
mark next to students to be
examples that engaged and while
show all the other is not
students are directed all
students to be
engaged. engaged.
Correct
examples that Eight examples
do not direct all will be provided
students to be for participants to
engaged. determine if they
engage all
List three students, in which
benefits of think only three
time. demonstrate
engagement of all
students.
A video of a
teacher using
Think-Pair-Share
(TPS) will be
shown.
The participant
will be asked to
reflect on how it
would be different
if the teacher did
not allow think
time.
The benefits of
think time are
shown on the
webpage and the
participants will
read them.
Third attribute When given five Read the third The webpage will Student Third attribute
of student scenarios, attribute of display a small Engagement is the teacher
engagement participants will student paragraph on Handout 2015 makes student
analyze the engagement maintaining group created by Roy engagement
scenarios to provided on the focus and why it is Casey of EPI, mandatory by
determine if webpage. important. LLC.1 ensuring that
student Complete the all of the
engagement has phrase, This The webpage will Video2 students are
been made means the prompt engaged
mandatory for teacher participants to throughout the
all students with ___________ reflect upon their academic
80% accuracy. using own teaching to learning.
information determine what the
After viewing a from the difference is
video webpage. between making it
demonstrating mandatory or
the third Write what being mean.
attribute of maintaining
student group focus is An example table
engagement, in their own will be shown on
participants will words. the webpage for
identify three participants to add
out of the four Complete a to or verify their

actions the table with their thoughts when
teacher did that reflection of the they have finished
made difference of determining the
engagement making difference of
mandatory for engagement making
all students. mandatory and engagement
being mean. mandatory versus
being mean.
List seven
respectful ways A video will be
to make played showing at
engagement least seven
mandatory. strategies for
making
Read a short engagement
passage circling mandatory,
words or respectfully.
phrases that the
teacher makes The short passage
student is based off of
engagement three attributes of
mandatory. student
Highlight or engagement.
underline words
or phrases that
the teacher is
directing all
students to be
engaged at the
same time.
Four Basic From memory, Speaking Speaking Student Four basic

Engagement participants will Write their A video example Engagement engagement
Strategies describe four definition of of a speaking Handout 2015 strategies are
basic speaking in a engagement created by Roy speaking,
engagement classroom strategy will be Casey of EPI, writing,
strategies. setting. available on the LLC.1 signaling, and
webpage. performing.
Given a content Choose one Video2
area, participants speaking Four different
will create student speaking
examples for engagement engagement
each of the four strategy that strategies will be
basic they would like displayed on the
engagement to use in their webpage: 1) think-
strategies. classroom. pair-share, 2) test
protocol, 3) choral
Given a content Describe what responding, 4)
area, participants the speaking triad activity. A
will plan a engagement description of each
lesson using at strategy would will be given as
least three look like, sound well.
engagement like, and feel
strategies that like. Once the
can be description of
immediately speaking
applied in their engagement
classroom. strategy
implementation is
submitted,
feedback will be
given to the
participant in
approximately 24
hours.
Writing Writing
Complete the A video clip will
sentence, be displayed on the
Writing is webpage to view
when a prior to completing
teacher the sentence
showing an
Identify one example of a
writing writing
engagement engagement
strategy that strategy being
could be implemented in a
implemented in classroom.
their classroom.
Four strategies will
Describe what be displayed on the
the strategy may webpage: 1) quick
look like, sound write or draw, 2)
like, and feel underlining or
like. highlighting, 3)
whiteboards, and
Define 4) think-ink-pair-
notetaking as a share. A brief
writing student description of each
engagement will be shown,
strategy. along with teacher
actions to elicit
Perform a these strategies.
notetaking
strategy as an A video of
example. notetaking as a
writing
engagement
Reflect on the
strategy will be
question, How
available for
can a teacher
viewing.
experience the
triumphs of
A definition of
teaching?
notetaking will be
provided.
An example of a
notetaking will be
shown.
Specific aspects of
the four-square
notetaking activity
will be pointed out
as a visual.
A video clip will

be shown
regarding science
content. As video
is playing,
participants will
practice notetaking
on a four-square
notetaker.
A two-paragraph
excerpt from The
Engaged
Classroom will be
provided. This
excerpt will
provide
background for the
participants to
reflect on How
can a teacher
experience the
triumphs of
teaching?
Signaling
Signaling A definition of
Create their signaling will be
definition of provided on the
signaling webpage, as well
as research by
Determine how Hunter in regards
five signaling to signaling.
engagement
strategies can be A video will be
used in a made available to
classroom. show a brief
example of
signaling used in
the classroom.
Five signaling
engagement
strategies (1.
Fingers, 2. Colored
or labeled cards, 3.
Response wheel, 4.
Ring of cards, and
5. Clickers,
electronic
signaling devices)
will be shown in a
video with a
description of
each, as well as a
demonstration.
Performing
A definition will
be displayed of
Performing performing as an
Create a engagement
definition of strategy.
performing as a
student A note regarding
engagement the research that
strategy. has been done by
Gardner will be
Identify and displayed and to be
describe how read by the
four performing participants.
engagement
strategies can be These four
implemented strategies (1.
for classroom Pointing in text, 2.
use. Sky or palm
writing, 3. Hand or
body movement to
demonstrate, and
4. Think stand
and find a partner
share) will be
defined and
demonstrated in a
video in a
classroom setting.
Summative Within five days Content has T4S

Assessment of completion of been taught in Observation
the online the above Protocol
seminar, lessons. This is Checklist
participants will a summative
teach a lesson to assessment for
their class using learing.
the three
attributes of
student
engagement.
1
This handout will be modified and used as part of an online seminar. This online seminar is in process of being developed as part of this Instructional Design Project.
2
This is in the process of being developed as part of this Instructional Design Project.
Design
Test Instruments
Throughout this online seminar, there will be multiple opportunities for the instruction to
check for the participants understanding. A large portion of this checking for understanding will
happen as a level two assessment. Feedback on the reflections done by the participants will
happen throughout the online seminar as well. At the end of this online seminar, the participant
will be expected to start applying their knowledge of student engagement strategies in their own
classrooms. Observations will be done by subject-matter experts to provide applicable feedback
to the participant. Table 3 provides the Instructional Strategies that will be used throughout this
online seminar.
Table 3
Instructional Strategies
Lesson Objectives Content Summary Learning Learner Assessment
Domain
What is student From memory, An overview of the Cognitive Participants will
engagement? participants will research around the Domain successfully write the
write the three importance and the three attributes of student
attributes of student benefits of student engagement from their
engagement. engagement. memory at the end of this
The three attributes of section of the seminar.
Given a question student engagement
stem, participants will be identified. Participants will
will identify whose The teachers successfully identify that
responsibility it is responsibility to elicit it is the teachers
to elicit student student engagement responsibility to elicit
engagement. will be identified. student engagement in a
multiple-choice
assessment.
First attribute of When given ten The first attribute of Cognitive Participants will
student engagement different examples, student engagement is Domain successfully classify
participants will defined and described. engagement strategies as
classify between Overt and covert overt or covert
overt and covert engagement strategies engagement strategies in a
engagement will be defined and list of different
strategies with 80% examples provided. engagement strategies by
accuracy. selecting a C if it is
covert or an O if it is
After viewing a overt.
video
demonstrating the Participants will
first attribute of successfully identify and
student describe at least three

engagement, steps the teacher took to
participants will direct students to be
identify three out of engaged in academic
the five actions the learning. This will be a
teacher did that written response format.
directed all students The video will
to be engaged in demonstrate five different
academic learning. ways that the teacher took
to direct students to be
engaged in academic
learning. Participants will
need to select and
describe at least three out
of the five steps.
Second attribute of When given seven The second attribute Cognitive Participants will
student engagement scenarios of teacher of student engagement Domain successfully determine if a
statements, is defined and teacher statement is
participants will described. eliciting all students to be
determine if all Group alert is defined engaged at the same time
students have been and examples are by selecting a star from
directed to be shown. the drop-down menu if all
engaged in Videos exhibiting the students are being directed
academic learning second attribute of to be engaged or a check
at the same time student engagement mark if the teacher
with 85% accuracy. will be shown. statement does not elicit
Discussions and all students to be engaged
After viewing a reflections around the at the same time. If a
video second attribute will check mark is selected, a
demonstrating the be used. text box will then be
second attribute of Benefits of think time available for the
student will be discussed and participant to describe
engagement, shown. how the teacher could
participants will direct all students to be
select at least two engaged at the same time.
teacher behaviors
that directed all Participants will
students to be successfully identify at
engaged at the least two out of the three
same time, actions the teacher used to
selecting from a list direct all students to be
of teacher engaged at the same time.
behaviors. A list of a teacher
behaviors that were
demonstrated from the
video will be provided.
Participants will select all
the teacher behaviors that
directed all students to be
engaged at the same time.
There will be three correct
teacher behaviors that
directed all students to be
engaged at the same time,
and three teacher
behaviors that do not
direct all students to be

engaged at the same time.
Participants will select all
that apply.
Third attribute of When given five The third attribute of Cognitive Participants will
student engagement scenarios, student engagement is Domain successfully identify in
participants will defined and described. five different scenarios if
analyze the Group focus is engagement had been
scenarios to described and a mandatory for all
determine if student discussion of the students. A drop-down
engagement has importance. menu will be provided by
been made Videos exhibiting the each scenario. If the
mandatory for all third attribute of scenario displayed the
students with 80% student engagement third attribute of student
accuracy. will be shown. engagement, the
Differences between participant will select a
After viewing a making engagement star. If the scenario does
video mandatory versus not display the third
demonstrating the being mean will be attribute of student
third attribute of provided. engagement, the
student participant will select a
engagement, check mark and a text box
participants will will be provided for the
identify three out of participant to describe
the four actions the how to make engagement
teacher did that mandatory.
made engagement
mandatory for all Participants will
students. successfully identify and
describe at least three
steps the teacher took to
make engagement
mandatory. This will be a
written response format.
The video will
demonstrate four different
ways the teacher made
engagement mandatory
for all students.
Participants will need to
select and describe at least
three out of the four steps.
Four Basic From memory, The four basic Cognitive Participants will
Engagement participants will engagement strategies Domain successfully list in writing
Strategies describe four basic will be reviewed the four basic engagement
engagement individually. These strategies in any order in
strategies. engagement strategies the text boxes.
are speaking, writing,
Given a content signaling, and Participants will
area, participants performing. successfully create
will create Descriptions and examples in which each of
examples for each examples will be the four basic engagement
of the four basic provided for each one. strategies can be applied.
engagement A randomly selected
strategies. content area will be
provided and participants
Given a content will have to describe how

area, participants each of the four basic
will plan a lesson engagement strategies can
using at least three be used in this specific
engagement content area.
strategies that can
be immediately Participants will
applied in their successfully plan a lesson
classroom. using at least three
engagement strategies for
a specific content area.
The content area will be
provided and the
participant will need to
plan a lesson describing
where the engagement
strategies will fit in and
what they will look like,
sound like, and feel like in
their classroom.
Summative Within five days of Content already Cognitive Participants will
completion of the provided. This is a Domain successfully teach a lesson
online seminar, summative Interpersona to their students, while
participants will assessment. l Domain demonstrating use of the
teach a lesson to three attributes of student
their class using the engagement. A trained
three attributes of observer will observe the
student at least 20 minutes of the
engagement. lesson, checking off each
attribute as it is observed.
Organizational, Delivery, and Management Strategies
This student engagement online seminar will be chunked down into five different lessons.
Each lesson will scaffold onto the prior lesson. Participants will move forward when they have
successfully completed each objective for each lesson. According to the needs assessment, this
student engagement seminar will be an online seminar. All content will be accessible through a
learning management system. Through there, Casey or another subject matter expert will provide
feedback. Casey will continue to visit Winters Joint Unified School District in person to observe,
as well as provide immediate feedback. However, all direct instruction will be provided through
the online seminar. The end result of this online seminar will be an observation of the three
attributes of student engagement, which will be done in person. Immediate feedback will then be
provided right after the lesson has been observed.
Instruction
Instruction will be provided to 78 teachers at Winters Joint Unified School District. Due
to the large group and the type of training used in the live seminar, a majority of the student
engagement online seminar content is taught using directive training. Directive training is best
for skill building, in which eliciting student engagement is a skill that each teacher should have
and be using. Each lesson has clear objectives and outcome for the participants. This entire
online seminar is focused on the cognitive domain of learning. To facilitated the multiple needs
for participant retention, a variety of videos, texts, discussions, websites, blogs, and other
materials will be provided and used. The summative assessment at the end of this online seminar
is focused around the interpersonal domain of learning. Participants are expected to put their
learning into action in their classroom. This requires a lot of self-reflection and motivation to
implement the aspects of student engagement into their classroom. A checklist will be provided
to each participant so they are aware of what the observer will be looking for in their
observations.
All participants in this online seminar will be adult learners. In order to meet the needs of
adult learners, the importance of student engagement will be provided within the first lesson.
This will be used to motivate teachers, instructional coaches, and administrators. Throughout the
online seminar, there are reflections and applications of the student engagement learning, with an
overall application as the summative assessment at the end. Autonomy is given with most
activities. For example, in the final lesson, participants are asked to select engagement strategies
they could implement in their classroom lessons. Meeting the adult learning need of experience
maybe the most challenging. Of these 78 teachers, approximately half of the teachers are new
teachers with five or less years of experience. The remainder of the teachers have varied amount
of years of experience. However, due to the needs assessment, all teachers have not demonstrated
an understanding of student engagement. What may pose a potential problem is a willingness of
teachers to implement new teaching strategies and change from their current ones. This means
that the readiness really needs to be relevant to the learners needs, as well as the impact on the
students. Implementing student engagement strategies will take commitment from not only the
teachers, but the instructional coaches and administrators.
Development
Description of Tools Required for Development of Plan
Materials that will be required to produce this project:
Devices with internet access

Learning management system (LMS)
Teacher roster to create logins
Table 4 provides the costs, as well as a timeline to complete the development of this
project.
Table 4
Development Process Costs and Timeline
Time Frame Step in Development Process EPI, LLCs Costs
May 2017 Purchase learning management software. Dependent upon the
Start recording videos for seminar. LMS purchase. From
free to $249 per month
June 2017 Start building the online seminar through the No cost to EPI
LMS
July 2017 Beta testing of training Food provided at

testing and use of
devices and internet.
September 2017 Implementation of the online training with District cost for
teachers release time with
substitutes.
October 2017 Observation for summative assessment No additional costs
outside of EPIs
contract with Winters.
November 2017 Additional training sessions offered on student No additional costs
engagement outside of EPIs
contract with Winters.
Instructional Materials and Strategies Developed
Casey of EPI, LLC has conducted student engagement seminars previously in live form.
The content for the live seminar has already been created and modified to fit Caseys objectives
for the seminar. The content that is used in the live seminars will be imported into the learning
management system (LMS). Modifications will need to made to this content, such as changing
formatting and adding more room for written responses, rather than verbal. The assessments for
each lesson will need to be produced into a quiz format, where immediate feedback will be
given. Also, for written answers, the LMS will need to be set up to provide written feedback
from the trainer and subject matter expert, Casey. The online session will need to include a
variety of videos and examples for the learners to visualize and internalize what the attributes of
student engagement and four basic engagement strategies look like, sound like, and feel like.
Videos will need to be recorded, starting in May of 2017.
In order for the teachers to have time to participate, time will be allotted during staff
meetings and professional development days. Teachers will have access to the schools computer
labs, Chromebooks, or the computers in their classrooms. However, these are not the only times
that the teachers can connect to the online seminar. If teachers wish, they may access the course
from home with a device that is connected to the internet. The environment in which the teachers
choose to complete this course is their choice, whether it is from school or their own home. The
major deliverables that will be completed will be submitted online. The final observation, will be
completed within five days of the completion of the course and will be performed as a live
observation. The major deliverables can be seen in Table 2 and 3.
Implementation
Delivery
The learning management system (LMS) will deliver the content to the participants. In
the beta testing, the participants will be the administrators and instructional coaches, who are
currently being trained on student engagement in a live setting. They will test the LMS online
seminar to ensure that the objectives are being met, content can be reached, and provide
feedback as to what is more valuable, live or asynchronous. The beta testing will take place at the
Winters Joint Unified School Districts office conference room. Beta testing participants will
have access to different devices. They may also choose to bring their own device. During the
beta testing, the LMS will deliver the content, but Casey will act as a facilitator of this beta
testing session. The instructional designer will act as note-taker and observer.
After the beta testing and changes are made, the online seminar will be made available to
teachers at Winters Joint Unified School District in September of 2017. Teachers will be able to
work through the online seminar lessons at allotted staff meetings and professional development
trainings. The subject matter expert and trainer, Casey, will act as a facilitator to provide
feedback online through the LMS. Immediate feedback will be given within 24-hours. Once the
online seminar has been completed, a time will be schedule for Casey and administration to
observe a teachers lesson, implementing student engagement strategies. Observers will use a
check list to determine if student engagement is being obtained.
Evaluation
Formative Evaluation
In the development of this online seminar, feedback will be needed throughout each
lesson. During the beta testing, participants will be asked to completed a short survey. For a copy
of the sample survey, see Appendices C. The actual survey will be done within Google Forms in
order for the data to be tabulated and organized properly within a spreadsheet. The survey results
will inform the instructional designer on how effective they were at communicating and meeting
the objective. Survey results will also provide feedback on the progression of the lessons and
what needs to be modified. Through the survey, the participant group will be asked if anything
needs to be added to the online seminar. This is especially important due to the fact that an online
seminar is much different than a live seminar, as addressed in the constraints. Also, throughout
the course, there are various formative assessments, or check points, to check for the
participants understanding of the content. These can be seen in Table 3, Instructional Strategies.
Summative Evaluation
Kirkpatricks Four Levels of Evaluation will be utilized as part of the summative
evaluation. A level one and two evaluation of the participants reaction to the course and
understanding of the objectives will consist of a survey. This survey will be similar to the same
survey given to the beta test group. The sample survey can be seen in Appendices D. Data will be
collected to determine the participants attitude toward the training, as well as their basic
understanding of the content that was covered. Level three evaluation will be done in the form of
an observation. This observation will be performed within a few days of the conclusion of the
online seminar. During the observation, the observer will be looking for how the content has
been applied to the learner in their classroom. Finally, level four evaluation will be performed in
the school years to come. Student engagement strategies can be implemented and observed in a
matter of weeks. However, the effects of student engagement in the entire Winters Joint Unified
School District will take many months, if not multiple school years. State assessments are only
performed in the spring of school years, so to see how student engagement has effected student
test scores will be a matter of multiple school years.
Annotated Bibliography
Voke, H. (2002). Motivating students to learn. Info Brief, 28. Retrieved
from: http://www.ascd.org
This article focuses on student engagement and the importance of it within a classroom
environment. The article first defines student engagement then moves to discussing the
motivating factors of student engagement. The article discusses how schools can create
an environment that is focused on student engagement. The article also addressed the
issue of overcoming obstacles that may interfere with implementing school-wide student
engagement. Vokes article is helpful to obtain an overview of student engagement and
the importance of student engagement.
Winters Joint Unified School District. (2016). LCAP. Retrieved from
http://www.wintersjusd.org/LCAP
Winters Joint Unified School Districts Local Control Accountability Plan demonstrated
the goal of having continued professional development and having a high-quality
learning environment. This webpage provides the upcoming meeting dates, as well as the
previous meetings. A quick reference infographic can be found on this webpage to
provide quick information to Winters Joint Unified School Districts LCAP. This
webpage would be beneficial to anyone wanting to learn more about Winters Joint
Unified School Districts LCAP.
Appendices
A: Casey 2015 Student Engagement Handout for Live Seminar
Student Engagement
Ensuring Student Engagement Throughout the Learning
Brief Review of the Research

Learning is not a spectator sport. Teachers who engage students in the
learning find that students respond positively to learning situations and are
able to understand the content or skill at a deeper level. Voke tells us, A
growing body of research points to the essential role that student
engagement plays in the learning process . . . engaged students experience
greater satisfaction with school experiences, which may in turn lead to
greater school completion and student attendance rates, as well as lower
incidences of acting out behaviors.
Students need to be active participants in their learning and teachers need

to insist on their involvement. Too often, students are relegated to a
passive role, listening and observing to glean the main lesson points . . .
According to Algozzine Effective teachers make use of instructional
strategies that engage students throughout the entire lesson. The purpose
of the engagement strategies is to facilitate the mastery of the content or
skills. According . . . there is a direct relationship between the amount of
time students are actively engaged in learning and their achievement levels.
The extent to which students profit from instruction is directly related to the
degree to which they are actively engaged in the learning.
Engagement or a lack of it involves and affects both students and teachers.

According to Danielson . . . Successful instruction requires the active and
invested participation of all parties. Teachers also suffer when students are
disengaged. Intrator characterizes classrooms as dynamic settings that
launch dreams and delight minds, or arid places that diminish hope and
deplete energy. To create a dynamic setting and engage all students
throughout the academic learning, the classroom teacher must maintain a
high level of accountability and structure.
WestEd emphasizes that student engagement the continuous

involvement of students in the academic learning that the teacher
plans and facilitates is the teachers responsibility. This is important
because as Newman points out the engagement is the students
psychological investment in learning, comprehending, and mastering
knowledge or skills. Marzano asserts that learning requires engagement in
tasks that are structured and are sufficiently similar to allow for effective
transfer of knowledge. He finds that students are more likely to learn when
teachers plan and include the following techniques: identifying similarities

and differences, summarizing, note taking, using nonlinguistic
representations, and developing advance organizers.
The Teacher Demonstrates All of the Following Attributes
Directs student(s) to be engaged in the academic learning
Directs all the students to participate in the academic learning at the
same time.
Makes student engagement mandatory by ensuring that all of the
students are engaged throughout the academic learning.
When determining the percentage of students being engaged in their
learning the standard is set at 85% engagement. It is believed that 80% of
student participation comes from only 20 percent of the students (80/20
Principle).
The Teacher Can Direct Students to be Involved by Engaging Them
in the Following Activities
Responding orally through conversing, summarizing, sharing
similarities and differences, or responding chorally as a whole group.
Producing something on paper or a white board through note taking,
completing an advance organizer, completing or drawing a
nonlinguistic representation, writing a summary, or explaining in
writing the similarities or differences of a topic.
Signaling through a common gesture or displaying the white board or
response cards.
Demonstrating a response through movement.
Mentally processing information and sharing that processing through a
choral or written response or conversing with another student.
Additional Research
Newman points out that, Engagement is the students psychological
investment in learning, comprehending, and mastering knowledge or skills . .
. Therefore, all teachers must:
Plan in advance the student engagement strategies to engage all
students in all activities and how they will ask questions to ensure
every student will answer the questions, and
Implement the plan to engage all students during the lesson.
Student Engagement is the responsibility of the ___________________ to

make sure that the 80/20 Principle is not a reality in the classroom.
Students cannot have responsibility until we assure that they are provided
with learning opportunities that develop their abilities to respond.
First Attribute of Student Engagement

Directs student(s) to be engaged in the academic learning activity
This means the teacher:
__________________________________________________________
______________________________________________________________________________
Covert Strategies Overt Strategies
Covert Examples Overt Examples

Take a moment to remember the In your journal, write down the steps
steps of the process we learned of the process we learned yesterday.
yesterday.
On your white board, solve the
Think, what is the answer to the problem being displayed.
problem displayed?
Class, lets read the first two lines of
Read the first two lines of the poem the poem together using a choral
silently. read.
Activity: Put a C if the teacher is directing students to be

engaged covertly and an O if the teacher is directing students to
be engaged overtly. Change every identified covert strategy to an
over strategy.
__ Everyone point to the example in your textbook.
__ I want you to listen to your partner and be ready to share what he/she
said.
__ Students, write the answer to this question in a complete sentence.
__ Everyone take 10 seconds to think of the parts of an atom.
__ In your notes, draw and label the parts of a plant.
__ With your fingers, show me if the answer is 1, 2, 3, or 4.
__ Class think, is this statement true or false?
Second Attribute of Student Engagement

Directs all of the students to participate in the academic learning at the
same time.
__________________________________________________________
______________________________________________________________________________
Group Alert Definition
Instead of . . . Engage ALL Students at the Name the

Same Time Strategy
Students raising their Direct all students to write the
hands if they know answer to the question on a white
the answer to the board
question
One student going to Direct all students to create a
the board to create a picture of their learning in one
picture of the minute
learning
One student Directs all students to chorally
repeating the answer repeat the answer
Students sitting and The teacher directs all students to
waiting for the complete a task that is displayed
teacher to perform a as she performs a management
management function
function
Students shouting Directs all students to think of an
out the answer to the answer to the question and after
question five seconds of think time have
them pair and share their answers
Students sitting Directs all student to take notes
listening to the during the lecture and specifically
teachers lecture tells them what to write in their
and/or reading notes
Activity: Put a check by the following teacher statements that

indicate the teacher is directing all students to engaged at the same
time. For any teacher statement that is not directing all students to
be engaged at the same time, rewrite the statement so all student
would be engaged at the same time.
__ Jose, what is the answer to number 4?

__ Everyone look at number five. Think of an answer. After 3-5 seconds of
silence the teacher directs all students to write their answers on their
white boards.
__ Lets see, who hasnt answered yet?
__ Raise your hand if you know the answer to the next question
__ Everyone write a solution to the problem on your white board.
__ We will transition in about 5 minutes. You can sit and talk with your
neighbor or clean out your desk if you please.
__ With your fingers, everyone show me if the answer is 1, 2, 3, or 4.
__ Everyone think, is this statement true or false? Show me your red card if
it is false and your green card if it is true.
Benefits of Think Time

The benefits of think time are document by Row and Stahl. If think time lasts
at least 3 -5 seconds, the following benefits occur:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Activity: Read and discuss with a partner the following alternatives

to Round Robin (or Popcorn) Reading adapted from Opitz and
Rasinski. Select which strategies you will implement and write how
you will use them in your classroom.
Alternatives to Round Robin Reading Classroom Implementation
Echo Reading: The teacher reads first,
then students echo matching the fluency
and emphasis. Usually one sentence is
read at a time.
Choral Reading: Students read a portion
of the text together. This approach gives
less able readers a chance to imitate and
practice appropriate oral reading.
Impress Reading: This is similar to
choral reading except the teacher reads a
passage aloud with the students. The
students are simultaneously hearing a
good model and mimicking that model.
This direct, guided practice helps with
impression, pacing and fluency.

Everyone Reads to: The teachers tells
students we are going to read a portion of
text to look for specific information. The
teacher states what information to look for
and how much text to read. After reading
individually, students share and discuss
with a partner specific information they
found while reading.
Whisper Reading: While one student is
reading aloud, the other students whisper
read the same text.
Partner Reading: Partner #1 reads a
portion of text. Partner #2 listens and
underlines or highlights what they think is
important. After the partner #1 has read,
partner #2 shares what he/she highlighted
or underlines. Partners reverse roles and
continue reading in the same manner.
Triad Reading: the teacher states a
question students are to answer after
reading a portion of text. Partner #1
reads and partners #2 and #3 listen and
underline or highlight what they think is
the answer to the question. After reading,
partners #2 and #3 share the answer to
the questions. Partners rotate the roles
for the next questions.
Two Read, Then One Reads: Partners
read a passage chorally. Then one partner
rereads the passage.
Break-In Reading: the teacher starts

reading orally while all other students read
silently. The teacher then asks all
students to chorally read a portion of the
text. The teacher then asks a small group
of student (boys, first row, etc.) to orally
read a portion of the text and then asks all
students to chorally read. Pattern
continues.
Readers Theater: When reading a story
or play, students, pairs or triads are
assigned different parts to read aloud.
Three Ring Circus: The teacher assigns
a variety of reading arrangements. Some

students read in pairs, some individually,
and some in triads.
Third Attribute of Student Engagement

Makes student engagement mandatory by ensuring that all of
the students are engaged throughout the academic learning.
_________________________________________________________
______________________________________________________________________________
Maintaining Group Focus
What is the Difference Between Being Mean and Making

Engagement Mandatory?
Being Mean Making It Mandatory
Respectful Ways to Make It Mandatory

1. 2.
3. 4.
5. 6.
7.
Activity: Read the following lesson and highlight the words or

phrases the teacher uses to direct all students to be engaged in the
learning at the same time and circle where the teacher is making
student engagement mandatory.
While teaching the b sound, the teacher shows the students the letter card
Bb and says the sound repeatedly. She then asks all students to say the
sound this letter makes with her. During the choral response, the teacher
notices that five students did not respond. The teacher says, I did not hear
everyone. Lets do it again. Everyone look at the letter card Bb, and tell
me the sound it makes. All students chorally respond with the teacher while
she monitors their participation. Following the choral responses the teacher
says, Thank you. That was much better. Now I am going to say some
words, and if the word begins with the b sound, put your hands on your
head. The teacher says the word bat and all students put their hands on
their heads. She continues saying other words and the students continue to
put their hands on their heads when they hear a word that begins with the
sound of b. The teacher gives all students a blank piece of paper and tells
them to draw a picture of something that begins with the b sound. As the
students are drawing, the teacher approaches two students who are talking
and reminds them of the task they are to complete. The teacher continues
to walk around the classroom and monitor students participation and
responses.
Check for Understanding (CFU)

In which one of the two examples below is the teacher engaging all students
at the same time? How does the teacher make it mandatory?
Classroom Example #1:
Yesterday we were talking about Hitlers rise to power. Angel, tell me, in
your opinion what was the main reason Hitler was able to assume power?
The student responds, Because he was a good speaker. The teacher asks,
Who can help Angel out? Tara? Tara responds, Because of the depression
that hit Germany in 1930. The teacher says, Good. Brian, add to that.
What do you think? The student answers, Hitler appealed to the
workingman who was out of work and experiencing runaway inflation.
Classroom Example #2:
Yesterday we were talking about Hitlers rise to power. In your opinion,
what was the main reason Hitler was able to assume power? I want you to
do a quick write. You have two minutes to write. If you were absent read pp.
136-137 in your text and jot down some ideas. Teacher takes roll and walks
around looking at students papers. Okay wrap up our last thoughts and
read what you wrote to your partner.
Review the Three Attribute of Student Engagement

Attribute #1 Attribute #2 Attribute #3
Looks Like
Sounds Like
Feels Like
What is the
teacher
doing?
What are the
students
doing?
Define: Overt and Covert:
What is the standard (%) of Engagement?

Basic Student Engagement Strategies
Speaking Writing
Signaling Performing
Suggestions for Implementation:
Speaking
Speaking is:
____________________________________________________________________
______________________________________________________________________________
Activity: Read and discuss with a partner the following speaking

engagement strategies. Choose one you will use in your classroom.
Write a description of what that speaking engagement strategy
would look like, feel like, and sound like in your classroom when
implementing the speaking engagement strategy.
Think-Pair-Share: is a cooperative discussion strategy developed by
Lyman. This strategy gets its name from the three stages of student action
emphasizing what students should be doing at each of the stages. This
strategy structures discussion by having students follow a prescribed
process, which limits off task thinking and behavior.
Teacher Actions:
1. Poses a question or a prompt, directs all students to think and give
thinking time
2. Directs student to partner with designated partners and gives each
partner a role (Partner A will speak first, Partner B will listen and then
respond or paraphrase)
3. Directs students to talk or share their thinking
Test Protocol: gives students the opportunity to orally share their thinking
about the best answer and the most incorrect answer when answering a
multiple-choice question.
Teacher Actions:
1. Displays a multiple choice question
2. Has students individually choose the best answer and one that is most
incorrect
3. Pairs students to share answers
4. Shares the best answer and one that is most incorrect
Choral Responding: is ideal for curriculum content that can be answered
in a short (1-3 word) response, has only a single correct answer to the
question, and can be presented in a fast-paced manner.
Teacher Actions:
1. Asks a question
2. Gives a clear, consistent clue so all students respond orally in unison
Triad Activity: is a strategy that provides opportunities for students to
interact in a group of three where each person has a specific task to
complete and share orally with the others in the group. Academic and
language learning requires that students have opportunities to comprehend
what they hear and read as well as express themselves in meaning tasks.
Teacher Actions:
1. Places students in groups of three
2. Gives a number to each student either 1, 2, 3
3. Assigns a task for ones, twos, and threes
Example:
1s -- will orally read the text, while 2s and 3s highlight information
2s -- will facilitate the discussion on the highlighted information, while every
listens and orally responds by agreeing or disagreeing and justifying their
response
3s -- will summarize the information, while everyone listens and orally adds
to or revises the summary
Write the one speaking engagement strategy you will use in your
classroom and describe what it might look, feel, and should like in
your classroom.
Writing
Writing is when the teacher:
_____________________________________________________
______________________________________________________________________________
Activity: Read and discuss with a partner the following writing
engagement strategies. Choose one you will use in your classroom
and write how it might look, feel, and sound like.
Writing Engagement Strategy Use in Your Classroom (Select
Only One)
Quick Write or Draw
Teacher Action:
Directs the students to write or
draw a response to a question
in 1-2 minutes.
Underlining or Highlighting
Teacher Action:
Directs students to underline or
highlight content in notes or in
written text.
White Boards
Teacher Actions:
1. Gives students white boards
and materials
2. Directs students to write or
draw a response, write a
solution to a problem, or write
the correct answer (A, B, C, or
D) on the white board
White Boards Suggestions:

Remember to explain and model how
you want your students to use the
white boards. Give students a signal
when to display the white board. For

example you could say, On the
count of three, show me your white
boards. Remember to display your
white boards in front of your chest.
Think-Ink-Pair-Share is similar to
Think-Pair-Share; however, before
sharing the student either write or
draw the answer to the question.
Teacher Actions:
1. Poses a question or a prompt,
directs all students to think and
provides think time
2. Directs all students to write a
response to the question or
prompt
3. Directs students to partner with
designated partners and directs
them to read what they wrote
to each other
Activity: Read the excerpt from the article, The Engaged

Classroom, and answer this question:
How can a teacher experience the triumphs of teaching?
Classrooms are powerful places. They can be dynamic settings that launch
dreams and delight minds, or arid places that diminish hope and deplete
energy. The students I shadowed experience them as both, but they
generally described their academic experiences as listless and tedious.
Through my research I observed students experiencing class time several
different ways often drifting from one state of experience to another.
After sitting with students through hundreds of class sessions and engaging
in postmortem analysis of how they experience class time, Ive come to
believe that episodes of engagement represent formidable triumphs of
teaching. I believe they happened because a teacher made crucial
pedagogic decisions in the short term and cultivated a powerful classroom
ethos over the long term. Watching different teachers during these episodes
of potent teaching, I noted one commonality these teachers fought fiercely
to hold their students attention. The teacher who successfully held the
attention of students used a variety of approaches and techniques.
Generally, they practice anti-boredom pedagogy and were relentlessly
attuned to the attention-scape of their classroom.
Answer:
Note Taking
Note Taking is when the teacher:
______________________________________________________________________________
______________________________________________________________________________
Note Taking Examples:
Writing Engagement Strategy: 5-2-1
5 Minutes
2 Minutes
1 Minute
Signaling
Signaling is when the teacher:
____________________________________________________
______________________________________________________________________________
Activity: Take notes on the following signaling engagement
strategies and write how each of these techniques could be applied
in your classroom.
Signaling Engagement Strategy Classroom Use
Fingers
Colored or label cards
Response wheel
Ring of cards
Clickers, electronic signaling

devices
Performing
Performing is when the teacher:
__________________________________________________
______________________________________________________________________________
Activity: take notes on the performing engagement strategies and

write how each of these strategies could be applied in your
classroom.
Performing Engagement Strategy Classroom Use
Pointing in text
Sky or palm writing
Hand or body movement to

demonstrate the meaning of a
word, skill or concept
Think Stand and Find a Partner

Share
Check for Understanding CFU

Activity: Read the classroom scenario and highlight if the teacher is
eliciting a covert behavior and circle if the teacher is eliciting an
overt behavior.
The teacher says, I am going to define and give several examples of
metaphors. I expect you to take notes. Students, get out your notes on
figurative language. As the teacher states and writes the definition of a
metaphor on the smart board, she tells students to write it in their notes.
She then says, Everyone listen to this sentence and picture in your mind the
following metaphor. The road was a ribbon of moonlight over the purple
moor. Write that sentence in your notes and underline the metaphor. After
about 30 seconds, the teacher says, The metaphor is a ribbon of
moonlight. Visualize the metaphor and be ready to share your
understanding with your partner. Before you share with your partner make
sure you underline and label it as a metaphor in your notes.
Benefits of Student Engagement
Student Engagement is when you direct and maintain

ALL students engagement
in the academic learning
YOU
succeed!
B: 85 Ideas to Engage All Students at the Same Time in Academic Learning
C: Sample survey for evaluation in beta testing
Student Engagement Online Seminar Beta Testing Training Evaluation Form

Date:
Indicate your level of agreement with the statements listed below:

Strongly Agree Neutral Disagree Strongly
Agree Disagree
1. I found the material presented in this course

relevant
2. I would recommend that others take this course

3. The objectives were clearly defined

4. The computer interface is appropriate for the

audience
5. The directions for how to use the course were

clear and organized
6. The media included was helpful to my learning
experience
7. The time allotted for each lesson was adequate

8. The training objectives were met

9. What did you like most about this training?
10. To make this course better, I would:
11. How will you use this training in your

classroom?
12. What additional training do you require for

student engagement in the future?
D: Sample survey for summative evaluation
Student Engagement Online Seminar Beta Testing Training Evaluation Form

Date:
Indicate your level of agreement with the statements listed below:

Strongly Agree Neutral Disagree Strongly
Agree Disagree
1. This training was relevant to me.

2. Clear objectives were provided.

3. The objectives were met.

4. The directions for how to use the course were

clear and organized.
5. The media included was helpful to my learning
experience.
6. I will implement student engagement strategies

in my classroom.
7. How will student engagement strategies change
the way I teach?
8. How might student engagement strategies

impact student test scores?
9. What additional training do you require for

student engagement in the future?

Kirkpatrick Final

Cargado por

Información del documento

Título original

Derechos de autor

Formatos disponibles

Compartir este documento

Compartir o incrustar documentos

Opciones para compartir

¿Le pareció útil este documento?

¿Este contenido es inapropiado?

Copyright:

Formatos disponibles

Kirkpatrick Final

Cargado por

Copyright:

Formatos disponibles

Running Head: STUDENT ENGAGEMENT ONLINE LEARNING MODULE

Student Engagement Online Learning Module for EPI, LLC Consulting

Instructional Design Document

California State University, Monterey Bay

IST522 Instructional Design

Purpose, Goals, and Objectives ..... 4

Ethical Considerations ... 5

Timeline and Costs .... 6

Needs Analysis/Performance Gap Analysis... 7

Learner Analysis .... 9

Literature Review/Environmental Scan ..... 11

Content and procedures .. 13

Table 1: Task Analysis 14

Goals and instructional objectives ... 19

Table 2: Learning Analysis . 19

Test Instruments .... 27

Table 3: Instructional Strategies .. 27

Organizational, Deliver, and Management Strategies ... 30

Description of Tools Required for Development of Plan .. 32

Table 4: Development Process Costs and Timeline 33

Instructional Materials and Strategies Developed ..... 33

Formative Evaluation .... 35

Summative Evaluation ... 35

A: Caseys 2015 Student Engagement Handout Live Seminar 38

B: 85 Ideas to Engage All Students at the Same Time in Academic Learning 53

C: Sample survey for evaluation in beta testing 59

D: Sample survey for summative evaluation . 60

Purpose, Goals, and Objectives

Roy Casey of EPI, LLC provides face-to-face seminars focusing on instructional

participate in a coaching session around that observation. Caseys observations or conversations

seen as a useful service, rather than a stressful inconvenience.

Finding a learning management system that is affordable is another constraint. This

effective. If the cost of purchasing a learning management system is overwhelmingly expensive,

An additional possible constraint is maintaining participant engagement throughout the

very organized, succinct, interactive, and well-written plan.

Timeline and Costs

learning management system to fit the needs of the online seminar.

Needs Analysis/Performance Gap Analysis

still requesting content to be made available online.

There is a need for professional development centered around student engagement

Winters Joint Unified School District.

practices (Casey, personal communication, November 7, 2016).

there is an increasing demand for professional development centered on effective teaching

Winters Joint Unified School District is located in Winters, California, west of

engagement strategies. There is a deficit of knowledge. According to Caseys observations, not

mandatory for the students.

of Winters Joint Unified School District.

Teach4Success curriculum. He is also well versed in using technology as a tool in education.

reflective environment to work in.

Clear, open communication will be key for this design project.

Literature Review/Environmental Scan

academic achievement, perseverance through challenges, higher scores on standardized tests,

provide content regarding student engagement. However, it becomes unclear as to how to

promote and maintain effective student engagement in the classroom.

A search for importance of student engagement in Google Scholar resulted in

utilized in the development of this online seminar.

provides participants with a copy of 85 Ideas to Engage Students in Academic Learning

Content and procedures

New videos will need to be developed for this online seminar.

In the learner analysis of teachers, instructional coaches, and administrators at Winters

specific tasks under each major topic area.

chart will be displayed.

o Eight examples will be provided for participants to