Uses Engagement Strategies - Book Club

The instructor effectively implements participant engagement strategies.
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About this Micro-credential

Key Method

The instructor demonstrates his/her ability to effectively use engagement strategies during the Book Club segment by selecting a strategy that aligns with the objective(s) and interacting effectively with participants.

Method Components

The intention of this competency is to examine the degree to which the instructor effectively uses engagement strategies to aid participant comprehension of the relevant pedagogical practices and classroom implementation strategies during their training sessions. A logical place to demonstrate this competency would be during the Book Club segment, but that isn’t necessarily the only point where this competency can be demonstrated.

Components of Effective Implementation of Engagement Strategies in the Context of the Book Club

Part A. Selects interactive structures appropriate for the content

  • States the objective
  • Selects interactive structures and engagement strategies that highlight the standards and how they emerge in the reading
  • Aligns interactive structures and engagement strategies with the objective
  • Organizes materials and instructions effectively
  • Anticipates participant questions and misconceptions
Part B. Interacts effectively with participants

  • Asks purposeful questions that lead participants to connect the reading to the grade-level standards and SMPs
  • Effectively implements the selected interactive structures and engagement strategies to promote participant comprehension of relevant pedagogical practices and classroom implementation implications
  • Effectively engages the participants to make their thinking explicit by creating a visual to represent their thinking, reporting out to the whole group, and recording ideas on the Mining Mat
  • Stays within the 20-minute time frame

Research & Resources

Supporting Research

Instructor aligns interactions with the objective

Instructor interacts effectively with participants

  • Borko, H. (2004). Professional Development and Teacher Learning: Mapping the Terrain. Educational Researcher, 33(8), 3–15.)
    http://stanford.io/2aarVaH

Resources

  • National Governors Association for Best Practices & Council of Chief State School Officers. (2010). Common core state standards—Mathematics. Washington DC: Author.

The Common Core State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children’s cognitive development and by the logical structure of mathematics.

  • Rimbey, K. A. (2013). From the Common Core to the Classroom: A Professional Development Efficacy Study for the Common Core State Standards for Mathematics.
    https://repository.asu.edu/items/18088
  • Van de Walle, J. A., et al. (2014). Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades Pre-K-2. Pearson.
  • Van de Walle, J. A., et al. (2014). Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades 3-5. Pearson.
  • Van de Walle, J. A., et al. (2014). Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades 6-8. Pearson.

Submission Requirements

Submission Guidelines & Evaluation Criteria

The items in this following section detail what must be submitted for evaluation. To earn the micro-credential, you must receive a passing evaluation for each question in Parts 1 and 3, and a “Yes” for each component in Part 2.

Part 1. Overview Questions

(300-word limit for each response)

Part A

  • What grade level, domain, and chapters are covered in this Book Club review?
  • What was your objective for this Book Club meeting, and how did your interactive structure align with that objective?
  • How did you customize this Book Club to address specific needs of your participants (e.g., district resources, misconceptions, questions, etc.)?

Part 2. Work Examples/Artifacts

Instructor must submit an annotated PowerPoint sequence that explains how s/he prepared for the interactive book club discussion. The rubric focuses on the quality of the interactive structure(s) selected and on the accompanying written reflection.

Part B
To view the rubric associated with this part, please download the requirements doc at the bottom of the page.

Part 3. Educator Reflection

(300-word limit for each response)

Part C

  • How did you facilitate participant thinking during their small-group interactions (e.g., purposeful questions, etc.)?
  • How did you encourage participants to make their thinking visible to the rest of the group?
  • How effective do you think this Book Club was relative to your planning?

Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)
http://creativecommons.org/licenses/by-nc-nd/4.0/

Requirements

Download to access the requirements and scoring guide for this micro-credential.
How to prepare for and earn this micro-credential - in a downloadable PDF document

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