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Impact of Engagement
Engagement and Why It Matters 3:59
Planning for Engagement
Planning for Engagement 3:28
Peer Engagement 3:03
Engagement for Whole Group Direct Instruction
Beginning of Lesson/Unit of Study Strategies 2:33
Direct Instruction Strategies 8:49
Note-Taking Strategies 3:38
Reviewing/Recalling/Debating Information Strategies 7:44
Engagement During Artmaking Lessons
Bellwork Ideas 5:00
Temperature/Spot Checks 3:06
Exit Tickets 2:43
Engaging Reluctant Learners
Fear of Failure 2:16
Lack of Background Knowledge 1:38
Lack of Connection 3:14
Ending Lessons in Engaging Ways
Engagement Until the Bell 1:16
Lesson Conclusion Strategies 1:47
Unlock Certificate: 5 Questions
3 PD Hours
1 Identify and implement instructional strategies to boost student engagement throughout the class period from bell to bell.
2 Utilize a variety of teaching tools to promote individual and collaborative engagement and reflection.
3 Plan purposeful strategies throughout lessons to check for understanding, offer student choice, and support retention and application of learning.
Engaging students in artmaking is often everyone’s favorite part of art class. Keeping students interested and actively participating throughout, on the other hand, can sometimes be a challenge, especially when making may or may not be the lesson’s focus. Not only do we want to set our students up for success in artmaking, but we also want them to grasp context while making educational and personal connections. Join Chelsea Fleming in this PRO Pack as she shares engagement ideas for everything from getting students started right off the bat to keeping them with you during direct instruction, touching base and keeping engaged throughout artmaking, and wrapping lessons up powerfully and purposefully.
3. Assessment Design
B. Develops various assessment strategies for classroom use
4. Assessment Implementation
A. Monitors student learning and adjusts instruction as needed
B. Supports student reflection on learning through peer feedback and self-assessment
C. Develops questioning techniques to encourage higher-order thinking skills
D. Constructs opportunities for student choice and authentic learning
E. Selects technology resources to supplement instructional strategies
F. Designs opportunities for collaboration among students
B. Designs instruction to address student background knowledge and ability levels
K-12 Professional Development and Curriculum Specialist and PRO Facilitator
Chelsea is the K-12 Professional Development and Curriculum Specialist at The Art of Education University. After a dozen years in the middle school art room, she spent 5 years as an instructional coach for all content areas. Chelsea has a passion for the art of teaching and loves to collaborate with educators on instructional practices.