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Engagement Party

Pennsylvania Convention Center, 115A

Explore and create: Exploratory Creation lab
Preregistration Required
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Digital Learning Resource Teacher
Caesar Rodney School District
Lauren Boulden is a Digital Learning Resource Teacher for the Caesar Rodney School District in Delaware. After using tech-integrated instruction in her middle school language arts classroom for eleven years, she transitioned into her current coaching and mentoring role, supporting digital learning across grades Pre-K-12. In this capacity, she designs and delivers professional development sessions to support best practices when using digital tools. She is a co-author of the new book, Next-Level Digital Tools and Teaching: Solving Six Major Instructional Challenges, K-12.
Digital Learning Resource Teacher
Caesar Rodney School District
Carrie Bush is a Digital Learning Resource Teacher for Delaware’s Caesar Rodney School District. With 28 years of experience, she leads her district of 8000 students to be 1:1 with Chromebooks, adopt Schoology as district-wide LMS, leverage Google productivity tools, and maximize student engagement with best blended learning practices.

Session description

Let’s celebrate how digital tools can elevate classroom engagement, bringing learning to the next level. Attendees will be immersed in an interactive session, making it impossible to be a wallflower. Our engagement party playlist will spotlight EdPuzzle, Classkick and Google Slides along with face-to-face games and activities.

Purpose & objective

The purpose of Engagement Party is to demonstrate how digital tools and Face-to Face strategies can elevate student participation so everyone is included in the learning process.

This presentation will begin with participants watching an EdPuzzle in Live Mode that addresses Phillip Schlechty’s Levels of Engagement. Using the embedded formative assessment included in EdPuzzle, we will have a whole class discussion as we proceed through the video based off of the purposely placed questions in the video. The very last question will prompt participants to use the handout in front of them of “Schlechty’s Level of Engagement” to determine where they were as a student. We then will ask the participants to discuss where they believe their current classroom falls in terms of Level of Engagement. Participants will share out with the group in which they will be sitting.

Next, participants will participate in a jigsaw while reading the “16 Strategies for Engagement” article. During this activity, participants will leave their “Home” table to go work with their “Expert” group. Each “Expert” group will be assigned four different strategies to read and discuss from the article. Each group will work together on a collaborative Google Doc to define and describe the four strategies assigned to them. Once time is up, the experts in each group will return to their “Home” Group and teach their other members about the strategies they discussed. We will use this article to model various engagement strategies throughout the rest of the presentation, having already modeled “class participation” and “cooperation.”

Once we have completed our share out session in our “Home” groups, participants will have the opportunity to take a brain break by standing up and playing “Would you Rather.”

Next, participants will be able to participate in the engagement strategy of “Educational Technology” through an accessible assessment that allows a read-to-option, the ability to voice record answers, and automatic feedback by using Classkick. This assessment will focus on showcasing all they learned about strategies for engagement from the beginning of the session.
Continuing on our journey of engagement strategies from our jigsaw article, participants will get to experience "Blended Learning" through the use of Peardeck. As a whole class we will read an article that will be on the participant’s desks. While we read, various questions will be launched through Peardeck that will require participants to underline, highlight, and respond to various questions about the article, thus allowing for total participation throughout the class all while giving the teacher immediate feedback on student understanding.

Next, participants will get to partake in the engagement strategy of “Gamification.” Students will get a worksheet that focuses on finding grammar errors in a writing piece. While playing the game of “Grudge,” participants will both be working on improving their grammar all while trying to win the game.

Once the game comes to an end, we will model the engagement strategy of “Personalized Learning.” Participants will be given a chance to dive into a variety of resources that support all we discussed earlier in the session. They can choose what topic they would like to most learn about, whether it be how to use a specific digital tool, how to level up that digital tool in the classroom or how to play various non-tech games. This is participants opportunity to make-and-take what they would like from the presentation.

In order to summarize the workshop, participants will play “Clothespin Bumper Cars” where they will have five minutes to work with their group to write as many summary questions about the day’s content. Each participant will get three clothes pins to wear. Once the actual game begins, participants will walk around the room trying to stump other participants with the questions they crafted. If a participant stumps another classmate, the classmate who did not know the answer to the question must turn over one of their clothespins. The person with the most clothespins at the end of the game, wins.

Finally, our participants will submit a Haiku exit ticket in which they share something pertinent they learned about engagement during the session. Both the game of clothespins and the exit ticket, along with the various formative assessments built throughout the session will allow us to see if our participants met the days objectives. Our attendees will leave our session with an experience of how much fun learning when they are actively engaged. By the end they will be able to:
*Create a learning environment that consists of “Active Engagement” per Phillip Schlechty’s definition
*Apply at least one of the 16 Engagement Strategies to their upcoming classroom
*Understand how to use various digital tools addressed and use them to enhance engagement
* Make a Copy of their own Engagement Party Slide Deck to save resources for future access

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First 60-90 minutes
Schlecty’s Research - 5 Levels of Engagement Video
EdPuzzle Activity for formative feedback
Turn and Talk
Jigsaw Collaborative Note Taking Activity for The 16 Best Student Engagement Strategies:
Student Reflection
Classkick Activity - highlight the sentence in the text that resonated with you. Use the microphone tool to explain
Brain Break- Would you Rather?

Next 60-90 minutes
Pear Deck Activity - Virginia teen creates surfboard out of litter
Grammar Grudge Match Game
Personalized Learning- Choose what you want to learn more about. Use resources in Google Slide
Review Game - Clothespin Bumper Cars
Haiku Exit Ticket - we will use Google Slides

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Supporting research

Schlecty’s Levels of Engagement

Jennifer Gonzalez - Jigsaw Method

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Session specifications

Instructional design & delivery
Grade level:
Skill level:
Coaches, Curriculum/district specialists, Teachers
Attendee devices:
Devices required
Attendee device specification:
Laptop: PC, Chromebook, Mac
Participant accounts, software and other materials:
Attendees should bring a charged laptop. They also should have a Google account that will be used for single sign on.
ISTE Standards:
For Educators:
  • Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.
  • Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
  • Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.