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I see the most engagement during hands-on labs. Students are excited about doing something different and getting to use the resources in lab. I am able to work between the different groups to make sure they are on task and asking guiding questions. I knew they were engaged by actively participating, working on filling out the lab report as they went and then working together in their lab group to answer the lab questions. Some aspects of this would be difficult to replicate in different lessons considering it is a lab, but I do try to utilize group work when possible to push students to collaborate together.

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We did a lab about single celled organisms vs multicellular organisms. To start, the students worked alone, doing everything as a single cell, while a timer was running. They found it was more difficult to accomplish all tasks alone. When they were in a group as multicellular organisms, they were really able to strategize, pick a task for each member, and carry out things more efficiently. They were completely engaged, were able to talk with each other, make a plan, carry out the plan, and reflect on what they could do better for the next round. This was a very good team building activity!

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Students are engaged when they answer questions correctly after giving a lesson. My students love to come up to the board and answer questions.

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Students are engaged when they answer questions correctly after giving a lesson. My students love to come up to the board and answer questions.

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Student's love to participate and collaborate in class.

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Our science curriculum is not one of my favorite curriculums to work with and use with my students. We were learning about life cycles, and the last lesson of that particular unit was all on fossils. Instead of going through and reading it word-for-word, I brought in different kinds of fossils and shells to let them hold and look at throughout the lesson while we related it back to our lives.

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We were playing a sight word memory game.
The students each had a chance to come up to the board and flip two cards to make a match. They were able to practice their sight words by saying them when they flipped the cards. The students were super excited when they got a match. Each student was patiently waiting for their turn to come and flip the cards to see if they could make a match. It was a fun way to practice our sight words in a game like style.

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When my students play "I have...Who has?" This is a game that we play on the rug in the mornings. We play it with the alphabet, numbers, sight words, and letter sounds. My students are basically running the game while I am making sure they read the card correctly.

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When we learn about archery in school. They are excited about it. They focus on the task at hand. They are excited about the opportunity to do archery. Some haven't shot a bow before so it is something new for them.

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When we study classical composers, we talk about the basics. Then relate their lives to ours. We sing a song about the composers (using a familiar melody), then explore their music: listening, tapping, playing instruments, dancing. They come back each day excited to learn about the new composers and how they are similar or different to those they've already learned.

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Students were actively working and asking questions.
I was facilitating their learning.
I could tell the students were engaged because the work and questions pertained to the lesson.
To replicate this situation for a different lesson, it needs to be presented in a way in which students see value in it.
It makes it challenging to create this scenario daily because sometimes students don't want to see the value even when we are letting them know how/why it is important for them to learn/know.

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Monopoly game for my Gilded Age unit in U.S. History.
1. Students were actively playing the game in small groups of 2-4.
2. I was only observing, answering questions, and applying rules of the game.
3. The students were actively taking their turns, strategizing ways to achieve their goals, regulating actions of other students.
4. - 5. The challenge with an activity like this is that is requires a lot of time and planning to prep. Once it is created it can be used every year but it is the kind of lesson that is difficult to replicate daily.

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-Test prep/review
-answering questions on study guide/review
-they were answering questions, communicating with peers, justifying answers when they didn't agree
-provide students with material and opportunity to work together as well as individually.

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When teaching Abstract and Concrete nouns the students were listening. I was writing on the board. The students were engaged by writing answers on their little white boards when asked to. They were talking among themselves about why they thought it was Abstract or concrete.

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Proior to breaking off into smaller groups, students were asking great questions, some of which I had to go and find the answers for and we looked it up on google together.
Once in small groups, students worked well together and I could see that they were being very creative and wanted to do more than was even being asked. They wanted to impress the other groups and myself. In the end they created great poster and tought the class about the assigned topic.

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When I do my plays (drama), my students are motivated during this unit. We listen to the play, watch the movie and act out parts of the play.

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When I do my plays (drama), my students are motivated during this unit. We listen to the play, watch the movie and act out parts of the play.

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I have added more creativity to my assignments. Students are more motivated to think outside the box such as wearing a costume when presenting.