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Hoy, Yo estoy muy bueno.

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1. kajlajfjalfjlajfljajflajflkajlajfjf
Here's my explanation

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"The best evidence of student engagement is what students are saying and doing as a consequence of what the teacher does, or has done, or has planned."

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Busy vs. engaged
engaged lessons have: a beginning, middle, and end (time of reflection)
hands-on vs. MINDS-ON
Activities & Assignments are the centerpiece; what is the question/the objective(?)
grouping students: students can form their own groups, pear deck encourages collaboration

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Student engagement is looking at how and what scholars take from the text that has been chosen for the class. There are CFU's and essential questions that

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Supplement district materials with  materials that promote deeper learning in students.

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I realize that it is important that students aren't just busy but they are being challenged to extend their learning.

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Students' collaborative discussions and clear provided higher order questioning can be considered as engagement.

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Students' collaborative discussions and clear provided higher order questioning can be considered as engagement.

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I love the idea of selecting your own partner

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"The best evidence for students engagement is what the students are saying or doing as a consequence of what the teacher does,or has done, or has planed."

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"The best evidence for students engagement is what the students are saying or doing as a consequence of what the teacher does,or has done, or has planed."

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We have to keep them thinking because you know when they are engaged if you see and hear them discussing, debating, and asking “what if” questions.

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concerned about how to get the students engaged and do the predictions/critical info. How to get them to think outside of the box and reason.

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Emphasize depth over breadth, deep/critical thinking.  Really work with the material, don’t just get through it to say you did 

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Emphasize depth over breadth, deep/critical thinking.  Really work with the material, don’t just get through it to say you did 

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It's a new techniques that can be useful in my classroom

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It's a new techniques that can be useful in my classroom

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Engagement means students are saying and doing; they are "minds on.

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Engagement means students are saying and doing; they are "minds on.

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It is essential to pay close attention to the students and what they are doing.

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It is essential to pay close attention to the students and what they are doing.

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Critical question for an observer in determining the degree of the students engagement.

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Student engagement in his/her own capacity is a goal achieved. There is no one size fits all. I am delighted to see every student add his/her voice to the ongoing lesson.

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Student engagement in his/her own capacity is a goal achieved. There is no one size fits all. I am delighted to see every student add his/her voice to the ongoing lesson.

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I use multiple intelligences approach to share the same content.

I am generally aware of the various level of learning I have in my class, and I address most in one class session.

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I never new this software application exist and I'm honored to receive this wonderful opportunity. I would also like to thank the instructors for taking time to present this information. I wish I could learn this now instead of next month.

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I never new this software application exist and I'm honored to receive this wonderful opportunity. I would also like to thank the instructors for taking time to present this information. I wish I could learn this now instead of next month.

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intesresting

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it is essential  for the students to put their "minds on" in learning rather than just being  engaged and involved in the activity.

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it is essential  for the students to put their "minds on" in learning rather than just being  engaged and involved in the activity.

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The lesson has closure, in which teachers encourage students to derive the important learning from the learning task , from the discussion, or from what they have read

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The lesson has closure, in which teachers encourage students to derive the important learning from the learning task , from the discussion, or from what they have read

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Students derive important learning from tasks, discussion or from what they read

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Students derive important learning from tasks, discussion or from what they read

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The critical questions to determine if students are engaged is from What they are being asked to do, or if it involves thinking.

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Students may apply extensive thoughts to be able to develop analysis and apply previous skills developed. They may also share information with other students in groups.

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...students are developing their understanding through what they do.

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Students are developing their understanding through what they do.

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Students are developing their understanding through what they do.

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Just because students are compliant does not mean they are being challenged on a cognitive level.

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here's my response

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I love the fact the engagement is not only providing “hands-on” activities but providing “mind-on” activities.

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Plan “minds-on” lessons - students should be cognitively engaged!

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A lesson in which students are engaged usually has a discernible structure (beginning, middle and end).

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A lesson in which students are engaged usually has a discernible structure: a beginning, a middle, and an end, with scaffolding provided by the teacher or by the activities themselves.

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While students may be physically active with a hands-on activity, it dose not necessarily mean they are engaged. They need to be challenged to be "minds-on".

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While students may be physically active with a hands-on activity, it dose not necessarily mean they are engaged. They need to be challenged to be "minds-on".

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Engaged, active learning, saffolding. These are of the things pop out in the text teachers should focus on rather than multiple choice and fill in the blank. some of these old teaching methods bore students the death.

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Engaged, active learning, saffolding. These are of the things pop out in the text teachers should focus on rather than multiple choice and fill in the blank. some of these old teaching methods bore students the death.

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Structure and pacing are just as important as pulling my students into a lesson.

It's important to keep the lesson moving with a well-defined structure.

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I am thinking that this doc is a perfect cheat sheet to keep you mindful of the necessary components needed as a part of the lesson that ensures studnt engagement and participation.

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Lesson has structure: beginning, middle, and end.

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I feel happy today!

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When students are engaged, they show enthusiasm and students begin to explain their thinking through discussion.

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Hands on/ Minds on to help students engage in the lesson.

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Creating an intellectually active lessons are interactive and promote higher order thinking. It can Ben achieved through a constructivistic classroom and reflection on both the student and teacher student part

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The term “minds on” really struck me because we typically focus on “hands on” to verify or validate student engagement. However “minds on” is absolutely correct because you want to ensure that they are not just going thru the physical motions of the lesson but they are also actively mentally consumed with their learning. 

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The term “minds on” really struck me because we typically focus on “hands on” to verify or validate student engagement. However “minds on” is absolutely correct because you want to ensure that they are not just going thru the physical motions of the lesson but they are also actively mentally consumed with their learning. 

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It is so important to have students to be engaged! They will be much more likely to learn, really learn, the material! I agree that one must ACTIVELY be aware of students' engagement.

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The information that I felt stayed with me are...
1.  The students are intellectually active in learning important and challenging content.
2. The students are engaged in discussion, debate, and answering.

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Students are developing their understanding through what they are doing. They are engaged in debate, discussion, answering...

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Student engagement promotes thinking that emphasizes "depth over breadth" where students can reflect and explain their thinking.

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Student engagement promotes thinking that emphasizes "depth over breadth" where students can reflect and explain their thinking.

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When students are engaged in learning, they are not merely busy, rather they are intellectually active in learning important and challenging content.

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With student engagement, it is not necessarily essential for students to be "hands-on", but is essential for students to be "minds-on".

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With student engagement, it is not necessarily essential for students to be "hands-on", but is essential for students to be "minds-on".

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Students are "intectually active"... Although we want students to be active there is a difference in just being active and utilizing the skills taught while being active. 

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Students are "intectually active"... Although we want students to be active there is a difference in just being active and utilizing the skills taught while being active. 

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Map-making doesn’t always engage critical thinking.

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The discernible structure: beginning (opening), middle (work period), end(closing) stands out.

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The discernible structure: beginning (opening), middle (work period), end(closing) stands out.

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going deeper with those terms

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grouping of students whole group small groups ?

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grouping of students whole group small groups ?

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I agree that students assignments should   be cognitively engage in every class.  

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I agree that students assignments should   be cognitively engage in every class.  

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Students have to be cognitively engaged.

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Student engagement is what students are saying and doing as a consequence of what the teacher does, or has done, or has planned.

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learning the concept of minds on

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The best evidence for student engagement is what students are saying and doing as a consequence of what the teacher does, or has done, or has planned.

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A lesson should have a beginning, middle, and end. 5E lesson  plans are a good way to come up with something like this.

What are the students being asked to do? Teachers should ask this question whenever they are planning.

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"Hands-On" is different from "Minds-On"

Engagement can be gauged by student responses hopefully including high level thinking and metacognition.

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One thing that resonated with me is...