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Before providing feedback to senior students, I have them complete a self-reflection tool - this has them 'mark' their work and to write their own comments before then setting goals for development of their drafts. This approach puts them in the position of the teacher and helps them to take more ownership of their work (rather than the teacher being responsible for the marks). It also forces students to consider the criteria throughout the assessment process, not just at marking.

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As the students walk in, they are given a glossary word (High Achievers 2/3 words). This is a "Before Reading Activity". They are required to write the meaning of the word they have been gifted on the white board. I let them collaborate an ask other students if they want. Then as they sit down, we start a reading routine. Students are required to circle the words as we read them. At the end of the reading routine, we go back to the board to see if we now need to make changes or add to our vocab words. This is great in Food & Nutrition as with the English language there can be multiple meanings, and therefore students can clarify this during this process. They have also become engaged in the article because they are looking for the words, to check meaning. I will then follow this with some "After Reading" questions.

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In Music, students have a choice within set assessment tasks. They choose based on interest, with all assessment mapped to appropriate ability levels. This also provides opportunities for continuous/folio based assessment and multiple opportunities for assessment

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Instead of simply teaching from the front of the room for the topic of 'volcanoes' this lesson is based on chunking of activities, with the addition of videos and diagrams to explain concepts. The HIIT strategy of collaborative learning is introduced in the main task, set to get students to research a type of volcano as a group, then share what they have found with the others.

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Participating to Driving - Instrumental Music 2024

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Participating to Driving - Instrumental Music 2024

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Instrumental Music: Students are given a workbook at the beginning of the year. They are grouped with students of a similar instrument and level where appropriate. The workbook outlines the curriculum and assessment requirements for a full year of learning; this includes general knowledge, practical skills and soft skills. Students are given agency over their learning as they choose their assessment pieces from the booklet (all aligned with the national curriculum) from several options provided each term. Extension material is provided for students who wish to innovate.

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Raised garden beds built for edible gardens (M-Block courtyard)

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Participating to driving - classroom engagement activities 2024

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Participating to driving - classroom engagement activities 2024

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Industrial Technologies Skills (ISK11): Students work as a construction team. They coordinate resources, time and personal responsibilities. Students follow project plans, construction drawings and interpret technical information to achieve goals. Knowledge and practical skills are integrated in practical outcomes and documentation. Assessment for, as and of learning. Evidence also of self-regulated feedback.

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Participating to driving - classroom engagement activities 2024

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Participating to driving - classroom engagement activities 2024

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Design and technologies (DAT09): Students work in design teams. They collaborate with others to determine needs, wants and/or opportunities identified by the school community (including their peers). Students develop and manage project plans. A design process is followed. Students' proposals are put. Assessment for, as and of learning. Evidence also of self-regulated feedback.

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Using AI image generation to test out noun groups in a grammar lesson

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Engagement strategy for ICP student in elective subjects.

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Designing engaging assessment tasks that provide multiple opportunities for students to show their progress and achievement. Task design affords student agency in both choice of topic and mode of presentation of their learning

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Driving Faculty Wide Engagement Using Digital Technology - ATOMI Classroom Strategies "The Language of Engagement!" Engagement in HPE Lessons Engagement @ Balmoral SHS 'Engagement' Metalanguage use in Learning Goals and Success Criteria 'Engagement' Metalanguage use in lesson

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A template used for all lessons to ensure consistency between lessons and allow a location for minimum engagement of that activity using the accelerator.

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A set of accelerators with highlighted sections for use on digital resources

Open and scroll to see.

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7B Using the metalanguage of engagement each lesson

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Test your knowledge playing Engagement on Blooket

https://dashboard.blooket.com/set/6722bfddaa83847813812d27

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*** Can use markers, magnets, paper & blu-tack or ICT resources to simulate this strategy :)

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Student accountability | Drafting process

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Student accountability | Drafting process

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In my grade 7 English class, one of the engagement concepts discussed was staying accountable for their learning.

I decided to try this with my 7’s today as drafts are due in the coming week. I decided to use sticky men as something different, the idea is that they’re ‘swimming’ towards the finish line. I asked for feedback at the end of the lesson and they enjoyed it, especially moving up their swimmer to the next mark. They requested to have it up until the assignment has been submitted.

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Model behaviour on engaged students

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take our first 5 minutes to reflect on their engagement rather than learning goals straight away. Then incorporate it into the learning goals eg what behaviours would I see if you were participating in achieving this learning goal

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Give choices every timr you’re comfortable to do so

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Give choices every timr you’re comfortable to do so

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It doesn’t always have to be open slather like the T Chart, even basic choices in the classroom every lesson keeps it alive.

E.g Do you want to keep working or do you want a game of silent ball?

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Give students time to reflect on what went well for them and how they can improve their own engagement in the classroom.

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Using short form videos instead of verbal communication and humour.

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Rate lesson engagement over the lesson from 1-5 using fingers (use of feedback to gain information on where students sit on continuum)

Students nominate examples of model behaviour to celebrate and reward active learning

Use of Connect time to promote student voice (having cohort complete t charts in single period)

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Continuum discussion as part of the prelude to group work / revision time / peer conferencing sessions could help clarify expectations.

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Throughout lessons when students are working in pairs or groups, have group members assess the level of engagement of other members and suggest ways of improving within the context of their own group.

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Use continuum at start and end of lesson

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Use continuum at start and end of lesson

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Project the continuum at the start of the lesson and hand out markers for students to write their names on where they strive for their engagement level to be for the lesson. Take a photo. Project the continuum again at the end of the lesson for students to write their names on where they actually sat during the lesson. Aids in reflection of engagement and behaviour

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Stand on the continuum line where you were last lesson - blocks to represent

Move to where you want to be this/next lesson

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Not every classroom or every lesson is the same and what engagement looks like for one class/ lesson could change for the next. Spending a few moments on what engaging looks/ feels/ sounds like for this lesson may give students a guide for what we're looking for out of them

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Giving students a reason or goal to improving engagement. If students have shown improvement on the continuum or engagement, I acknowledge this and allow students to do work outside with a buddy. This works really well with my yr 7’s

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I ask students to rate their level of engagement and effort on a hand scale.

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Inform them of the journey. Let them see how each lesson fits into their learning.

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Every lesson, I show this page on our Class Notebook. I might complement students on their entry to the classroom as 'participating' by 'being on task' or remind students that calling out is 'disrupting' their learning and others. Lots of opportunities in 1 or 2 minutes... :)

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Students choose the skills they want to demonstrate within a project, so the task is at their ability level and caters to their interest. An example is designing a garment with certain construction techniques to achieve a desired shape.  

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Students choose the skills they want to demonstrate within a project, so the task is at their ability level and caters to their interest. An example is designing a garment with certain construction techniques to achieve a desired shape.  