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Slide 12 is collaborative research which means learning together and then working together to come up with a final project, Yes this could work in my English class easily.

Slide 13 is STEM Activity. This could work in my class as part of a unit or even as an ice breaker activity to get my students more comfortable with one another.

Slide 14 Working in Centers could easily be adaptable for high school English class. This aids students in many ways. Working in small groups to problem solve or finish a lesson agenda item would be beneficial for students.

All slides show all 3 areas of engagement. students need to feel like they are problem solving and want to work together to see what will happen. knowing that they will be able to show what they have done encourages them to try harder.

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Example #1 looks like students working together in groups in order to create the artifacts from the Taino Indians.  It appears to be a collaborative project that students needed to research some of the artifacts.  I see computers and different objects in each of the pictures.  I think perplexity is in this example because the students definitely look interested and have the tools necessary to complete the task.  I could also see curiosity.  They want to know more about the topic.  Also connection, in groups, each students input is valued and important to the group.
In example two I can see all three of components of engagement.  The students are broken into teams to build the tallest, most stable skyscraper.  Perplexity because they are interested in something they do not know about.  Curiosity because they want to know how to complete the activity and connection because each team members input is valued.
Example three is probably all three components again too.  In the QR code center video all three components are definitely visible.
I would say that in each example the role of the teacher is more of a facilitator. They give directions and are around to help, but students are taking responsibility for their own learning. I think in my classroom, for ninth grade students, these activities would definitely work. I think that the students need to learn how to be more independent learners and these activities will help.

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Example #1 looks like a good example of perplexity and connection. The students were not only researching, they were also working together in groups.
Example #2 shows all 3 components of engagement. Connection lets each group member have a say about what they know. Perplexity and curiosity guide the project by seeing what works and what doesn't, then putting what they learned into the final project.
Example 3 also seems to show all 3 components or curiosity. The students are definitely curious when creating QR codes, they are also making connection with their classmates. They are using perplexity when they are learning more about dinosaurs in the centers.
The teacher acts as a facilitator in each the three activities. I think that these activities could be used in all classrooms. Students love hands on activities that stray away from lecture or book learning.

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In Example 1-I see curoisity and engagment. They look like they are really enjoying what they are learning about. Learning that is hangs on is helpful because I think kiddos make more of a connection.
In Example #2-again curosity and engagement. They had to also work together .
In example #3 I have never made my own code before, but I would like to learn. Technology is present which brings in engagement-hands on engagement. Using technology can be fun too and engaging.

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Sorry-So my Jeopardy game plopped itself in the middle of the feed and someone's post-I am so sorry and of course I can't figure out how to delete it!  Dawn Gierschke

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Sorry-So my Jeopardy game plopped itself in the middle of the feed and someone's post-I am so sorry and of course I can't figure out how to delete it!  Dawn Gierschke

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Example #1 - I think this example is a good representation of connection.  When students work together to create something meaningful, they are, in essence, building a connection to the subject.  This is true for all grade levels of students, in all content areas.  Students need to make a connection to information to take it in.  A teacher's role in this is to provide the materials/guidance and allow the space for students to learn the connections.

Example #2 - I think this is a good example of curiosity and perplexity.  The students are given everything they need and are asked to create something unique.  They need to explore the materials they have and the options before them in order to complete their task.  This is also a good activity for all students and all content areas.  The teacher's role, again, is to provide the materials and stand back to let the students spread their creative wings.

Example 3 - I think this is a good example of perplexity. This lesson asks the students to take something they are unfamiliar with, like a QR reader, in order to discover some new information. I would have been nervous to try this with Pre-K students, but on second-thought, it might be really cool to introduce them to something like a QR reader at this age. I could see students thinking that it was magic! Depending on the grade-level, teachers will do alot of prep beforehand and for the younger grades, may need to walk through the process with the students. Older students can be left to explore on their own.

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Example 1 is an example of collaborative research; students work together to research and create a product.  Example 1 would involve the engagement strategy of connection because students are working as part of a structured group activity.  It might also involve perplexity as students are conducting research and likely learning new and interesting things about the Taino people.  The teacher spends time planning such an activity however students take the active role during the lesson.  There might be some times when this is an applicable activity for my students in Global History; time constrains can make it more difficult, but not impossible, to implement in high school.  Example 2 is a stem activity that would likely involve curiosity.  The participants in this activity are creating a skyscraper from given materials; they likely are unaware of the final product and experimenting during the building process.  The participants in this activity are activity involved while the teacher takes more of a facilitator role.  I’m sure that my students enjoy such an activity however it would be more difficult to fit into my curriculum.  It might work well as a beginning the school year team builder.  Example 3, working in centers, would likely be curiosity.  I get a permission error every time I attempt to view it but I can say more broadly that it likely actively engages students with technology.  As in the previous example, the lesson is primary teacher-centered.  I could probably use something like this example in my class if I have a classroom with 1:1 devices. – Grant Gillan.

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Example #1
I believe that curiosity and perplexity were incorporated into this activity because students could create their own artifact but also had to do research about it beforehand.  The teacher acted as a facilitator here by giving the parameters of the project but letting them use their own designs.  This makes the learning more authentic and students will be more likely to retain this information due to their high engagement and ability to create something of their own.

Example #2
I have used this type of activity as a team building activity at the beginning of the year.  The role of the teacher is more of a facilitator, where they are presenting the challenge and asking questions to each group as they work to enhance their thinking.  I believe that perplexity and connection are involved in this activity because students are only given a certain amount of materials and are expected to work together somehow to create a large structure.  They have to talk to each other to gather ideas about how to make the structure stand and when their plan fails how to start over or modify.

In example 3 students working independently for the most part  which can involve perplexity due to the fact that they must problem solve alone at
first.  I think that you can see that when one of the students can't quite scan the QR code at first but eventually gets it the second or third time without asking anyone for help. I also think that curiosity is involved with all the areas because each area is different and has a whole new set of "learning" to complete or attempt.  The students look actively engaged at each station!

I think that all three activities could be modified to fit into my third grade classroom; I think I would need to think about what accommodations my students with special needs might need and what connections to prior knowledge I might make for my ENL students.

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In Example 1, I see both connection and perplexity.  The students are able to research and all look very engaged in the lesson.  The students are making connections in collaborative groups.

In Example 2, I think all aspects of engagement are present. Each group seems to be very engaged and focused on the task.
I do think curiosity is the most evident in this example.

In Example 3, I also see all three aspects of engagement. Students are given the chance to make their own codes as well which increases engagement.  This is another example of of technology can be introduced and used even with our youngest students.

In each example, the teacher takes more of a facilitator role. Students are able to participate in student led groups, which increases engagement.

In my own classroom, I would be able to use any of these lessons. My students love hands on learning and are slowly becoming more comfortable in student led groups.

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In the first example the engagement strategy being used is connection. The students are all contributing to the final project and bringing their own strengths to the project.
In the second example the strategy being used is perplexity. The students are working together, using given tools to solve a problem and find an answer.
The third example shows curiosity. The students are looking for answers and trying things to find answers.
In all three activities the teacher is the facilitator. I could use any of the three strategies as a third grade teacher and it would be intereting to try different activities and experiments with these strategies in mind.

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Example 1
In example one I believe that the engagement strategy most prevalent is curiosity. I believe this because students have learned about the Taino Indians in class, and then they created artifacts through research. The students knew the background on the Indian tribe, and they had the tools to research the artifacts to create (as well as the supply) so they were waiting for the answer (completion of the artifact) to come. Being in 2nd grade this would activity would definitely work well and be very interesting and engaging to my students. They would be interested in working in groups, finding out what kind of tools or other artifacts the tribe use to use, and the ability to create the artifact (hands on) would strike their curiosity and want in learning more. I feel that the teacher in this activity would be more of check in and clarify misunderstanding. What I mean by this the students should be in control of what they choose to make/ research, the teacher should check in with each groups’ progress, supply needs, and ways to overcome the challenges faced with creating the artifact.

Example 2
I believe example # 2 shows the engagement strategies of perplexity and connection. I feel that the students are definitely going to be engaged in building (most would be familiar with working with construction blocks), but they may have not created a skyscraper or know what this term means. They have the tools and supplies to create the skyscraper they may just need to be exposed to pictures of skyscrapers or brainstorming about what the term means (perplexity).  I feel that the students would feel that their creation and working with the group to create the highest building would make them feel their input is valued (connection). Again this activity would work great with my grade level and students. I feel that they would know what a skyscraper was and they would be very engaged trying to create and problem solve into making it the tallest it can be. The role of the teacher would be to move from group to group and help students communicate. The teacher should demonstrate to students how to actively listen and accept and try each other’s ideas.

Example 3

In example #3 I observe the strategies of curiosity and perplexity. Students have a background of dinosaurs, they are learning/exploring it a new way through center work and the use of QR codes. I feel students would be engaged because of group work, hands on and an interesting way to self-monitor and check ones work/answers. I feel that this would work from my grade level and the students’ engagement in learning would be high. I think the role that I would take would be to explicitly teach how to use a QR code how to work through the stations and then release the students to try on their own. I would then take the role of moving from group to group to keep students on task and manage their time.

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The engagement strategies being used in example one are perplexity and connection. Students ar collaborating, which means they are providing input  and sharing ideas with their classmates.  The students are actively engaged in constructing their artifacts on Tiano Indians. In this lesson students are provided with all the necessary tools to complete the task.  I could see myself using this while teaching history in my classroom but I would have to break down the instructions and simplify the materials.  I think my students would truly enjoy working together to create something. The role of the teacher in example 1 is to provide students with the tools and allow them the freedom to work collaboratively with their peers. I think the teacher is there as a resource in that they are available to provide feedback and ask questions to keep students on task.I think all three engagement strategies are being used in example 2. The students begin with the curiosity for how to build a skyscraper with the materials provided to them. The students then work collaboratively with their peers and share ideas to come up with a plan. There is also suspense involved because students want to see who will be able to make the tallest tower. The motivation is the friendly competition between peers to be successful in creating the tallest tower. My students would absolutely love something like this. I did something similar this year during a science unit. Students had to work together with a peer to create a paper airplane that would fly the furthest. My kids had a great time with the project and loved the competition aspect of it.  The teachers role is to facilitate learning. The teacher acts as a resource and guide but it's up to the students to work together and be responsible for their own learning.In example 3, I also see all three engagement strategies being used. The students are highly engaged throughout the lesson and using technological tools to solve a problem. Students love using technology inside the classroom!  In this particular lesson, students are using technology to creating QR codes. They begin by being curious about the codes and eventually make a connection by solving problems and creating their own codes with the tools provided.  The role of the teacher is to monitor learning and again act as a resource. The teacher can ask questions and provide positive feedback to engage and help students remain on track.  I think this is a great tool to keep students engaged and promote higher level thinking. I could see myself incorporating this inside my classroom during my social studies lessons.-Julie Seemueller

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The engagement strategies being used in example one are perplexity and connection. Students ar collaborating, which means they are providing input  and sharing ideas with their classmates.  The students are actively engaged in constructing their artifacts on Tiano Indians. In this lesson students are provided with all the necessary tools to complete the task.  I could see myself using this while teaching history in my classroom but I would have to break down the instructions and simplify the materials.  I think my students would truly enjoy working together to create something. The role of the teacher in example 1 is to provide students with the tools and allow them the freedom to work collaboratively with their peers. I think the teacher is there as a resource in that they are available to provide feedback and ask questions to keep students on task.I think all three engagement strategies are being used in example 2. The students begin with the curiosity for how to build a skyscraper with the materials provided to them. The students then work collaboratively with their peers and share ideas to come up with a plan. There is also suspense involved because students want to see who will be able to make the tallest tower. The motivation is the friendly competition between peers to be successful in creating the tallest tower. My students would absolutely love something like this. I did something similar this year during a science unit. Students had to work together with a peer to create a paper airplane that would fly the furthest. My kids had a great time with the project and loved the competition aspect of it.  The teachers role is to facilitate learning. The teacher acts as a resource and guide but it's up to the students to work together and be responsible for their own learning.In example 3, I also see all three engagement strategies being used. The students are highly engaged throughout the lesson and using technological tools to solve a problem. Students love using technology inside the classroom!  In this particular lesson, students are using technology to creating QR codes. They begin by being curious about the codes and eventually make a connection by solving problems and creating their own codes with the tools provided.  The role of the teacher is to monitor learning and again act as a resource. The teacher can ask questions and provide positive feedback to engage and help students remain on track.  I think this is a great tool to keep students engaged and promote higher level thinking. I could see myself incorporating this inside my classroom during my social studies lessons.-Julie Seemueller

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Example 1: I observe perplexity and connection. I see the students engaged and are being involved with a hands on experience. I think students who are creating artifacts personally are experiencing high level of meaningful experiences. They are making connections and that is what sticks. When students are tasked to dig deeper in their understanding about a topic, it forces them to really try hard and it challenges them. This is where I see perplexity.  I think this would be a great activity to do with my class! My ELL’s especially would love to be exposed to this! All of my students love to be engaged and create a project of their own to demonstrate what they learned.

Example 2: I observe curiosity. Students are given a task to accomplish but are given materials which leads them to be highly engaged.  It seems as though the group is very curious and excited to find a solution to their challenge. All the students input is collective and collaboration is key. I could do this with my class using straws and have groups create shapes.

Example 3: I observe curiosity and perplexity. The students are working very hard to create their QR codes.  Technology realty incorporates multiple learning styles and makes learning fun and engaging. All students of any age enjoy working with technology! This would be a great activity to do because its hands on and engaging.

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Example #1 - This example contains a mix of curiosity and perplexity. Students are creating based on what they've learned. They've found a way to solve the problem of creating artifacts and now have a way to demonstrate what they've learned.
Example #2 - There is a mixture of curiosity and connection. Participants are interested to see who does build the tallest most stable structure and how they did it. Working with peers gives and opportunity to share thoughts about how the goal can be accomplished as a group.
Example #3 - This examples contains elements of all three forms of engagement. Students are learning more about dinosaurs and have the opportunity to learn more. They are involved in different centers giving them access to many tools to learn as much as possible. Students work in centers where they work individually and centers where they interact with classmates and the teacher.
My Classroom - All of these examples do work in my classroom. I'm looking to create a makerspace next year in the library and the first two activities are wonderful examples of what I could do. I can also do centers in the library that provide a mix of activities for students.
Teacher - The teacher is a facilitator in all of the examples. He/she does not get directly involved but lets the students do the learning on their one. In fact, we only see a teacher one time on all three examples. She is sitting with a small group as one of the centers.

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Example one is clearly collaborative research and working in centers activity therefore I believe that two of the terms of engagement are present, Perplexity and Curiosity.  Students are using different types of materials to create an artifact that would be similar to something they have learned in class for by researching the topic.  I see the role of the teacher in this type of activity as a consultant to the students.  Keeping students on task or being used as a resource.In the second example STEM activity and Working Centers all strategies of engagement are present, Connection, Perplexity and Curiosity.  Students are working in teams to create the tallest and most stable skyscraper using specific materials.  The teacher is hands on and acting as facilitator for the groups.  The teacher is probably asking questions to promote more questions and in turn prompting my discussion and better creativity.  These photos remind me of a class I took with MAKERSPACE.  This type of projects start with an idea and students use materials to complete the task.The last example is also and compilation of all of the strategies of engagement, Connection, Perplexity and Curiosity.   The kindergarteners are actively creating QR codes and they are learning digital literacy which is different from the first two examples.  The students enjoy the mystery of what they will find next and are motivated by the use of a different type of media.  As with all of the examples stated above the teacher is facilitating and engaging students in actively learning and inspiring them to discover more.These types of activity would not really be conducive to adult ed classrooms.  Although hands on activities are great in the K-12 grades in order to build background, adult learners work best with lessons that would contain more direct connections to everyday life.

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Example one is clearly collaborative research and working in centers activity therefore I believe that two of the terms of engagement are present, Perplexity and Curiosity.  Students are using different types of materials to create an artifact that would be similar to something they have learned in class for by researching the topic.  I see the role of the teacher in this type of activity as a consultant to the students.  Keeping students on task or being used as a resource.In the second example STEM activity and Working Centers all strategies of engagement are present, Connection, Perplexity and Curiosity.  Students are working in teams to create the tallest and most stable skyscraper using specific materials.  The teacher is hands on and acting as facilitator for the groups.  The teacher is probably asking questions to promote more questions and in turn prompting my discussion and better creativity.  These photos remind me of a class I took with MAKERSPACE.  This type of projects start with an idea and students use materials to complete the task.The last example is also and compilation of all of the strategies of engagement, Connection, Perplexity and Curiosity.   The kindergarteners are actively creating QR codes and they are learning digital literacy which is different from the first two examples.  The students enjoy the mystery of what they will find next and are motivated by the use of a different type of media.  As with all of the examples stated above the teacher is facilitating and engaging students in actively learning and inspiring them to discover more.These types of activity would not really be conducive to adult ed classrooms.  Although hands on activities are great in the K-12 grades in order to build background, adult learners work best with lessons that would contain more direct connections to everyday life.

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Jenn Previty

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#1: I observe both perplexity and connection. The students are working in groups to meet a goal.
The goal being a replica of an artifact of the Tiano Indians. The perplexity of the project is that they can use the materials however they like to meet their goal.
#2: I observe all three of curiosity, perplexity, and connection. They are working as a group, they seem genuinely engaged with their curiosity of constructing the skyscapers. We did something similar in my class with 100 legos the students tried to see who could make the tallest skyscraper. They were very into it and worked great in their small groups.
#3 I see perplexity in the QR code activity. We use QR codes often in 5th grade and the students love it to check their answers in centers, connect to padlets on the board, or just as a link to an article. They just seem to enjoy it.

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Example # 1 I see connection because I assume the students will talk about their artifacts with each other when they are done. I also see perplexity because they are building something they haven't yet.
Example #2 I see curiosity because they are competing to see who will make the tallest tower so there is suspense there. The teachers are engaging the students because they are able to both work alone or with a group.
Example # 3 I see perplexity because again they are building something and using them, the QR codes.

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Example 1: In this activity I believe the engagement strategies would be perplexity and connection. All of the students seems to be actively involved creating an artifact of the Early Taino Indians. The students are researching artifacts and facts about the Taino Indians, selecting an artifact of interest and as a group creating the artifact collaboratively. The project is meaningful to them by letting them explore artifacts and creating one with given material/resources. In addition, they are making connection while completing their project.

Example 2: This activity has the engagement strategies of all three (curiosity, perplexity and connection). This is also a student centered activity where the students seem to be highly engaged. The students start off with curiosity of how to build a skyscraper with given material. As they are working in groups collaboratively, each opinion and assistance is needed to try to build the best skyscraper and the tallest. The completion among the groups is definitely a great motivation for the students to work together to have the tallest.

Example 3: In my opinion, all three engagement strategies could be seen during this activity. The students are highly engaged as they are creating and using QR codes.  Students of all ages seem to love work with technology and it gives them a hands on activity while learning.

Role of  the Teacher: The teacher in all examples is to create the engaging lessons that are meaningful to the students. Although, these activities are student centered, the teacher should be monitoring work progress, guide the students when needed, give positive feedback and engaging the students/groups in higher learning questions.

Within my classroom: I can see all three activities being used within the classroom that I am in with modifying a few things. I am mainly in the math classroom as the special education teacher and I can definitely see how numbers, measurements and many more concepts could play a part of all the activity. All students love hands on activities and majority love working with peers. Technology being brought into a lesson seems to only enhance an activity. QR codes really looks interesting to me and I would love to try it one day. First, I would definitely have to do my own research and learn more about it.

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In example 1 I believe this is an example of connection and perplexity. The students all seem to be engaged in the lesson/activity. They are making connections by creating artifacts. They also need to solve problems while creating their artifacts with the tools that they have. I can definitely use this in my classroom. I had students do a hands on activity with the volume of three-dimensional figures. My students were engaged the entire time and I think really enjoyed the activity.

In example 2 I see curiosity. The students are waiting to see which design creates the tallest, most stable skyscraper. The students seem to be engaged in this activity. My students would like to have a friendly competition to see which group can create the tallest, sturdiest, or whatever fits with the activity. I might even have a small prize for the group that “wins”.

In example 3 I see all strategies of engagement. The students are curious about how to create a QR code. They are also making connections by creating their own codes, and are solving problems with tools they have (perplexity). I like using stations. I think that keeps the students engaged in the activity as well.

I think in all 3 examples, the teacher is a facilitator. These lessons are student centered-the teacher is there to answer questions and help solve problems that arise.

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EXAMPLE #1--The first example seems to be connection and perplexity.  In this task, students have to work together to create artifacts.  This requires them to collaborate and likely give input to the task.    Each member of the group can offer valuable input in the creation of the product.  At the same time, this example also involves perplexity since students have the tools to be successful and can use their tools to solve a problem that they are interested in.  EXAMPLE #2--This example really hits student curiosity.  Students have to test various methods to determine how to build the tallest building.  Also by working together, they have the aspects perplexity and connection, as well.  EXAMPLE #3--This task really hits the idea of perplexity and curiosity as students must use the technological tools they are given to solve a problem.  In all examples, the teacher serves as a facilitator.  They design the lesson, but the students really do the work to solve a novel or authentic problem.  This enables the students to apply their knowledge and use the available technology to create or solve a problem. Working at the secondary level teaching history, I think the activity shown in example #1 (creating artifacts) would work best with my students. I definitely believe they would enjoy using their creativity to design and create an artifact of an ancient civilization. This could be suitable for a Global 9 history class.

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In example #1 I see the engagement strategies perplexity and connection being used. The students are actively engaged in constructing their artifacts on Tiano Indians. They are using the materials provided (IPads and construction scraps) to create a replica artifact, where all their input is collectively being taken into consideration. I could use this in my class during science (but simplified) when planting and growing flowers. In example #2 I believe they're using the engagement strategy of curiosity, perplexity, and connection. The student centered activity is highly engaging and all student input is collectively gathered in order to construct the tallest skyscraper. I also like how it is made into a competition where student groups are competing against each other. I could use this in my class with Geo-blocks . The students could be given a bucket and with each table group come up with a structure to design and then build it. Then they could share with class what they did and how they made it. In example #3 the engagement strategies I see are curiosity, connection, and perplexity.  The students are actively engaged in creating their own QR codes.  My students love when they are given the opportunity to use technology rather than just paper and pencil work.
The teachers role in all 3 examples is create meaningful activities that engage the students and lead them to constructive conversations. The teacher should also ask their groups higher order thinking questions to steer them into thinking outside of the box.

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Example 1: I believe this is an example of perplexity and connection. When students are creating artifacts themselves, they are making it meaningful and memorable to them. They are investigating into the subject deeper with tools they have been given. This represents perplexity. I could do an activity like this in my class. My special education 9-11 students would enjoy creating a product to demonstrate what they've learned.
Example 2: This is an example of curiosity. Students are given supplies and a task to accomplish. They are anxious to find a solution to their problem and to discover new meaning. I could do this with my class however it would have to guided and modified to make sure students take something away from it.
Example 3: I believe this is an example of curiosity and perplexity. Students are curious to see what is at the next station to accomplish a given task. Students are also working hard to solve the problem given to them by using technology. My students would love using QR codes. Anything that uses technology they would enjoy and learn from.
The role of the teacher is to create engaging lessons and to be the guide on the side to motivate students as well as push them to a deeper understanding of the content.

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Example 1: Making artifacts would use the engagement strategy of perplexity and connection. The students needs to know they can make an artifact and that their artifact will be valued by the teacher and the class. I do something similar to this with my Global 9 students. Each student creates a Feudal Manor. The students are really engaged in these projects. During these projects, the teacher is a facilitator. I am there to assist in getting the students started and for any questions throughout the project, but the students play the main active role.
Example 2: As with example 1, this project is student centered. The teacher's role is to set up and facilitate student learning. The students are engaged due to curiosity and perplexity with their team. Competition also allows for engagement of the students. In my class, I could add the team competition part of this project is creating something social studies related.
Example 3: This project uses the engagement strategies of curiosity, connection and perplexity. Students are interested in using technology and creating their own QR codes. In my classes, QR codes could be implemented into my classroom during social studies information. My role as teacher is to set up the lesson and then assist students as needed.