Running Head: STUDENT ENGAGEMENT ONLINE LEARNING 1

MODULE

CALIFORNIA STATE UNIVERSITY

DRAFT
MONTEREY BAY

Student Engagement Online Learning Module for EPI, LLC

Consulting

CAPSTONE PROPOSAL

Submitted in partial satisfaction of requirements of the

degree of

MASTER OF SCIENCE in
Instructional Science and Technology

Bobbie Kirkpatrick

February 21, 2017

Capstone Approvals: (At least one advisor and capstone instructor should approve)

___________________________ _____________
Advisor Name Signature Date

___________________________ _____________
Capstone Instructor Name Signature Date
STUDENT ENGAGEMENT ONLINE LEARNING MODULE 2

Table of Contents

Executive Summary...............................................................................................4

Introduction............................................................................................................5
Background..................................................................................................................5
Problem........................................................................................................................5
Target Audience...........................................................................................................8
Environmental/Literature Scan..................................................................................9

Solution Description.............................................................................................11
Goals/Objectives/Solutions........................................................................................11
Learning Theories and Instructional Principles......................................................14
Instructional Strategies.............................................................................................16
Media Components....................................................................................................17
Challenges..................................................................................................................17

Methods................................................................................................................18
Instructional Process Model.....................................................................................18
Procedures..................................................................................................................20

Resources..............................................................................................................21
Materials....................................................................................................................21
Instructional Materials and Strategies Developed..................................................22
Technical Skills Required..........................................................................................23

Timeline................................................................................................................24

Evaluation.............................................................................................................24
Formative Evaluation................................................................................................24
Summative Evaluation..............................................................................................25

References.............................................................................................................26

Appendices............................................................................................................27

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A: Caseys 2015 Student Engagement Advanced Organizer for Live Seminar.....27

B: Sample Survey for Beta Testing...........................................................................53
C: Sample Survey for Summative Evaluation.........................................................54

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Executive Summary
Roy Casey of EPI, LLC is a cognitive coach that provides professional
development opportunities to a range of different schools. Casey is currently
contracted with Winters Joint Unified School District, where there is a substantial
need for effective teaching practices. The academic scores of this school are
below grade level.
Casey has been approached by multiple different staff members at this
school, as well as other schools, to provide his professional development online.
Casey has realized that teachers cannot always attend live professional
development seminars due to time constraints. In the conversations that Casey has
had with a host of different teachers, most teachers would like an opportunity to
go back through the seminar on their own time and pace. Casey has not
previously created an online learning module, though, his consulting company has
received an increasing demand for online content.
The instructional designer of this capstone project will develop an online
professional development module concentrated on student engagement. This
online module will focus on defining student engagement, the three attributes of
student engagement, and cover four basic engagement strategies. The content of
this module will be delivered via a learning management system. The particular
module will be a trial run for the remainder of Caseys professional development
modules.

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Introduction
Background
Academic scores at Winters Joint Unified School District show that
students (stakeholders) are consistently scoring below grade level in English
language arts and mathematics. Teachers, instructional coaches, and
administrators (all target audience) have shown interest in changing their teaching
strategies to meet the needs of their students. The Local Control Accountability
Plan (LCAP) for Winters Joint Unified School District for the 2016-2017 school
year includes a goal to provide high quality instruction for their students. Access
to Winters Joint Unified School Districts LCAP report can be found through the
districts website, http://www.wintersjusd.org/. The first step in providing high
quality instruction is to provide professional development centered around high
quality instruction, such as student engagement. In Caseys observations of
teachers at three different schools under Winters Joint Unified School District, it
is clear that teachers are lacking the skills they need to effectively engage
students.
Roy Casey of EPI, LLC was hired by Winters Joint Unified School
District for the 2016 -2017 school year to provide professional development. This
professional development will improve teachers effectiveness, which will
improve academic scores. Due to the time constraints of teachers, it has been
requested by multiple different customers of EPI, LLC that the content of at least
student engagement is available via internet.

Problem
Roy Casey, owner of EPI, LLC, has been providing his consulting services
to a number of schools for the last 10 years. In the 2015-2016 school year, Casey

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was contracted with six schools throughout Northern California and Nevada. Staff
from all six of the schools requested that content be made available online. Prior
to 2015, Casey had also received multiple requests for content to be made
available online. Casey reports that many of the staff members that he has worked
with, love the opportunity to learn, practice in the classroom and school, and
then to revisit their original learning online, (Casey, personal communication,
November 7, 2016). EPI remains contracted with the six schools for the 2016-
2017 school year, in which these schools are continuing to request this content to
be made available online.
There is a need for professional development centered around student
engagement strategies. Research clearly states that those students who are
engaged in their learning are more apt to make more connections to their learning.
Student engagement directly affects student achievement levels. According to
Heather Voke with ASCD.org, student engagement also affects students
motivation levels and can promote a higher quality of learning (Voke, 2002).
Without teachers fully knowing and understanding the implications of student
engagement, they are doing a disservice to the students, and themselves.
According to Casey, without teachers knowing and implementing this highly
effective practice, teachers cannot move forward with student learning.
Furthermore, teachers will not rate above satisfactory on their yearly performance
evaluations (Casey, personal communication, November 7, 2016). The
performance gap is due to the teachers, administrators, and coaches lack of
knowledge and skill in this content area. Once the teachers, administrators, and
coaches are informed and provided examples of effective student engagement,
there will then be an increase with student engagement and achievement in
Winters Joint Unified School District.
Casey is currently working with Winters Joint Unified School District in
Winters, California. There are three schools within this district: Winters

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Elementary School, Winters Middle School, and Winters High School. While
observing teachers at these schools in September of 2016, teachers were not using
student engagement strategies or making engagement mandatory in their
classroom (Casey, personal communication, November 7, 2016). In turn, their
student achievement scores are suffering. Winters Joint Unified School District is
performing below state average on the California Assessment of Student
Performance and Progress (CAASPP) state assessment. The following data has
been provided by the California Department of Education CAASPP website. In
Winters Elementary, 37% of the students met or exceeded standards in English
language arts and 34% of students met or exceeded standards in math. In Winters
Middle, 31% of the students met or exceeded standards in English language arts
and 19% of the students met or exceeded standards in math. State averages for
students meeting or exceeding the standards in English language arts was 49%.
State average for students meeting or exceeding standards in math was 37%.
Winters Elementary School and Middle School are clearly below the state
averages on CAASPP scores. Casey has reported that the school district board is
not pleased with the schools performance and have sought out professional
development around effective teacher practices (Casey, personal communication,
November 7, 2016).
Presently, EPI, LLC charges $1,500 to $2,500 per day, which typically
includes beginner and advanced seminars. For one seminar session, the cost is
$350 per hour. According to Casey, there is an increasing demand for professional
development focused on effective teaching practices. In creating an online
seminar, Casey noted that initially the costs will be extensive (Casey, personal
communication, November 7, 2016). As the online seminar becomes available,
there will be more availability and accessibility for clients to contract with EPI,
LLC. This will result in more customers, with a higher monetary return that will
offset the initial costs. Casey decided to start with a single online seminar focused

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on one specific content area, student engagement. This project will become a trial
for the remainder of the effective practices.

Target Audience
Winters Joint Unified School District is located in Winters, California,
west of Sacramento. This school district serves approximately 1,500 students
between three different schools. Casey is working with 78 teachers, five
instructional coaches, six site administrators, and two district office administrators
(Casey, personal communication, November 7, 2016). The ages and genders of
the staff that are working with Casey are unavailable at this time. The entire staff
currently hold a Bachelors Degree or higher. According to Caseys initial
observations and seminars, the learners are eager and willing to learn. Casey
reports that all of the teachers at this school site are computer literate and
interested in learning about effective teaching practices. In an informal survey,
over half of the teachers surveyed said they would be interested in an online
seminar. As noted in the Problem section, it is clear that teachers in Winters Joint
Unified School are lacking effective practices, specifically with student
engagement strategies. There is a deficit of knowledge. According to Caseys
observations, not one teacher used an effective engagement strategy and teachers
did not make engagement mandatory for the students.
The audience for this online seminar would be learners who are computer
literate and willing to learn about student engagement. This course would be best
fit for a new teacher, who has taught five years or less, as the content provided is
based off of a beginner level seminar. At this time, the number of teachers who
have taught for five years or less is unavailable. The online seminar can be
applied to any teacher from kindergarten to twelfth grade. Specific grade levels
and content areas will not be limited. No prerequisite skills or knowledge will be

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needed before accessing this course as it will be presented at beginner level, based
on the needs of Winters Joint Unified School District.

Environmental/Literature Scan
EPI, LLC, a consulting firm, is owned and operated by Roy Casey. Casey
has held a variety of different educational positions from teacher, instructional
coach, to principal, and superintendent. Casey holds a Masters in Education and
has been trained by WestEd specifically for the Teach4Success curriculum. He is
well versed in using technology as a tool in education. Casey hosts a variety of
resources as well. In designing and creating an online seminar, Casey will be the
subject matter expert (SME) and provide a vast majority of the resources used in
the online seminar. In past experience with the instructional designer, Casey has
provided a supportive and reflective environment.
Casey currently resides in Carson City, Nevada, which is approximately
two hours away from the instructional designers location. This could be an
obstacle for face-to-face collaboration. Both sides, client and instructional
designer, will need to communicate clearly and effectively via phone, video
conference, email, and text messages. There may be times in which travel will be
required to meet face-to-face to design the online seminar. Another obstacle may
arise in the fact the instructional designer will have to rely heavily on Caseys
information. The instructional designer has not yet been to observe the Winters
Joint Unified School District. Clear, open communication will be key for this
design project.
In doing a search of the internet, there are a variety of articles, books, and
blogs that promote the use of student engagement, particularly in the K-12
classroom. Edutopia, a website and an online community, hosts a large portion of
these articles and blogs regarding student engagement. In one particular article,

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New Study: Engage Kids with 7x the Effect by Todd Finely, there are five
major benefits to student engagement. These benefits include increased academic
achievement, perseverance through challenges, higher scores on standardized
tests, improved social skills, and students are less likely to drop out of school
(Finely, 2015). Another website that is of value to the content of this online
seminar is the ASCD.org. There are an assortment of articles and professionals
that have provided information regarding student engagement. With these
websites and others, there is an abundance of literature available to provide
research and content regarding student engagement. However, it is unclear as to
how to promote and maintain effective student engagement in the classroom.
A search for importance of student engagement in Google Scholar
resulted in approximately 82,400 results, after the year 2015. A search for
increase student engagement performed using Google Scholar resulted in
approximately 71,900 results, after 2015. In searching for specific aspects such as
think-pair-share, wait time, and group management, a variety of articles also
surface. Particular articles like, Using Think-Time Behaviors to Promote
Students Information Processing, by Robert Stahl and The 80/20 Principle, The
Secret to Achieving More with Less, by Richard Koch appear. A plethora of
articles are offered. Not one specific article or document will be pulled from, but
rather pieces from multiple different articles and documents will be complied.
Along with Caseys resources, their information will be utilized in the
development of this online seminar.
The search for an online seminar focused solely on student engagement
produced minimal results. In the first five pages of the Google search results, no
online seminars stand out that focus specifically on student engagement. There is
a wide selection of online professional development courses that educators can
utilize, but none that are immediately apparent that concentrate specifically on

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student engagement. For the participants at Winters Joint Unified School District,
they need to start at the basics of effective teaching: student engagement.
Casey has already created a majority of the instructional materials that will
be used for the online seminar. These instructional materials are based on research
proven methods and from his training through WestEd. For the live seminars that
Casey already provides, he has created an advanced graphic organizer, for
participants to use. This graphic organizer will be integrated into the online
seminar. Casey also uses the advanced graphic organizer as a way to check for
participants understanding as well. Portions of this 18-page advanced graphic
organizer will be used in the creation of the online module (Appendices: A).

Solution Description
Goals/Objectives/Solutions
Roy Casey of EPI, LLC provides face-to-face seminars focusing on
instructional strategies that support teachers to be proficient and effective in the
classroom setting. An online learning module is needed to meet the needs of the
teachers who are unavailable during the school hours to attend professional
development and those that would like to review the course again.
The online seminar will focus solely on student engagement for this
project. A variety of instructional strategies will be used to engage the online
learner. Videos, forums, blogs, discussion postings, as well as a variety of articles
will be used during this seminar. By the end of this online seminar, the learner
will be able to list the three attributes that must be present in order to ensure that
students are engaged in their learning. The learner will also be able to recognize
each of these three attributes when given a written scenario and a classroom
video. There will be on-going formative assessment to allow the learner the

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opportunity to assess their newly acquired knowledge and skill sets. Finally, the
participants will learn multiple ways to plan for and provide instruction through
effective student engagement practices. The foci will be on speaking, writing,
signaling, and performing engagement strategies. The results of the online
seminar will be measured by classroom observations during informal and formal
evaluations.
Table 1
Student Engagement Online Module Objectives
Topic/Task Objective
Lesson 1
What is student engagement? Objective 1
From memory, participants will write
the three attributes of student
engagement.

Objective 2
Given a question stem, participants
will identify whose responsibility it is
to elicit student engagement.

. Lesson 2
First attribute of student Objective 1
engagement: directing students When given ten different examples,
to be engaged in the academic participants will classify between
learning activity. overt and covert engagement
strategies with 80% accuracy.

Objective 2
After viewing a video demonstrating
the first attribute of student
engagement, participants will identify
three out of the five actions the
teacher did that directed all students to
be engaged in academic learning.

Lesson 3
Second attribute of student Objective 1

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engagement: directs all student When given seven scenarios of

to participate in the academic
learning at the same time.
teacher statements, participants will
determine if all students have been
directed to be engaged in academic
learning at the same time with 85%
accuracy.

Objective 2
After viewing a video demonstrating
the second attribute of student
engagement, participants will select at
least two teacher behaviors that
directed all students to be engaged at
the same time, selecting from a list of
teacher behaviors.

Lesson 4
Third attribute of student Objective 1
engagement: makes student When given five scenarios,
engagement mandatory. participants will analyze the scenarios
to determine if student engagement
has been made mandatory for all
students with 80% accuracy.

Objective 2
After viewing a video demonstrating
the third attribute of student
engagement, participants will identify
three out of the four actions the
teacher did that made engagement
mandatory for all students.

Lesson 5
Four basic engagement Objective 1
strategies: speaking, signaling, From memory, participants will
writing, and performing. describe four basic engagement
strategies.

Objective 2
Given a content area, participants will
create examples for each of the four

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basic engagement strategies.

Assessment
Summative assessment of
student engagement.
Objective 3
Given a content area, participants will
plan a lesson using at least three
engagement strategies that can be
immediately applied in their
classroom.
Objective 1
Within five days of completion of the
online seminar, participants will teach
a lesson to their class using the three
attributes of student engagement.

Learning Theories and Instructional Principles

Cognitive learning theory supports this instructional design of the online
learning modules. For each teacher to participate in this professional
development, they must access their schema. Frederick Bartless, as cited in
Learning and Instruction: Theory into Practice, defined schema as an active
organization of past reactions that is assumed always to be operating in an
individuals response, (Bartless, as cited in Gredler, 2009). In order for the
participant to create meaning, connections to their schema must be made. New
learning should be meaningful to the participants in order to transfer new
knowledge from short-term memory to long-term memory, (Mergel, 1998).
Throughout the module, various tasks will ask the learner to reflect on their own
teaching and consider ways to implement aspects of student engagement in their
own classroom. By prompting the participant to apply their new learning in their
current environment, the likelihood of retention and application of new skills will
increase.
Behavioral models support this instructional design as well. This
instructional design will not just focus on imitating behaviors that use the

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effective student engagement strategies. In regards to the social-cognitive learning

theory, Gredler states participants can abstract a range of information from
observing the behavior of others, and make decisions about the behaviors to adopt
and enact, (Gredler, 2009). Multiple videos will be included as part of this
instructional design. These videos will give the learners an opportunity to observe
behaviors, then to make decisions about which aspects and behaviors they would
like to use for their own teaching and student engagement.
Robert Gagn published Conditions of Learning that must be achieved in
order for learning to take place. Greg Kearsly from InstructionalDesign.org, with
regards to Gagns Conditions of Learning, states, For cognitive strategies to be
learned, there must be a chance to practice developing new solutions to problems;
to learn attitudes, the learner must be exposed to a credible role model or
persuasive arguments, (Kearsly, 2015). Gagn mentions that human learning is
complex and the learners are diverse, (Gredler, 2009). Gagns Conditions of
Learning will influence the design of the online learning module.
Andragogy is commonly referred to as the adult learning theory. All of the
learners participating in this online module will be adult learners. There are five
assumptions of andragogy: the learner is self-directed, has life experiences to pull
from, has determined they have learning needs related to changing social roles, is
problem-centered, and is motivated to learn by internal factors (Merriam 2001).
These learners will have different incentives for participating in the module. Some
may feel more motivated by the incentives than others, which can affect the
attitudes of the surrounding learners. The online learning module take into
consideration andragogy. Special attention needs to be paid to application of skills
and providing opportunities to practice. Being an online module, self-directedness
is key to a successful online module experience.

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Instructional Strategies
The presentation of the learning module will be presented through an
online learning management system (LMS). Organization and sequencing will be
key to the course of learning. Robert Gagns Nine Instructional Events will be
utilized to address this need. These events are gaining attention, stating objectives,
activating background knowledge, presenting a stimulus, giving learning
guidance, performing, providing feedback, assessing performance, and
generalizing learning (Gredler, 2009). These Nine Instructional Events will
correspond to Gagns Conditions of Learning, providing a connection between
learning theory and instructional strategies. At the beginning of each lesson,
activation of background knowledge and a stimulus will be initiated. Scaffolding
will be present throughout the module. The later skills that participants will learn
will be based upon the previously learned skills. The module will constantly build
upon each concept. Immediate feedback will be provided as participants answer
questions and take quizzes at the end of each lesson.
Instructional strategies that support the social-cognitive learning theory
will be included as well. Opportunities for online discussions and blog postings
will be afforded. Use of videos will be implemented to provided examples of
effective use of engagement strategies. Though this module is created as an online
course, there will also be opportunities to meet with the cognitive coach, Casey, to
discuss any disparities the participants may have. Additionally, opportunities will
be presented for the participants to complete this module in a group setting. With
this, live discussions between the participants may occur. Other instructional
strategies include, advanced graphic organizers, notetaking, checks for
understanding, self-reflections, and as a summative assessment, employing
student engagement in their classroom.

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Media Components
The media incorporated in this instructional design will be web-based.
Computers, tablets, and smartphones with an internet connection will be able to
access the content of this module. Participants may bring their own devices or use
the school districts devices.
The student engagement module will be created in a learning management
system (LMS). At this time, the specific LMS is undetermined. Within the LMS, a
variety of other media components will be utilized. Required readings of the
module will be uploaded as PDFs or plain text to the module. Check for
understandings, quizzes, and other feedback be created and added to the LMS.
Interactive tasks, such as drag and drop, will be formatted within the LMS. Videos
will be created using a camera and video editing software. The videos will be
uploaded to YouTube, then embedded in the LMS. Student engagement checklist
will also be provided via PDF, plain text, or hand-out.

Challenges
For many teachers, time is always an issue. This online seminar cannot
feel like a burden to the teaching staff, instructional coaches, or administrators.
The online seminar must be a valued and respected tool to benefit the staff and the
school. At Winters Joint Unified School District, there are a certain number of
professional development days throughout the school year. Due to the hiring of
Roy Casey, an additional number of professional development days may be
needed. Teachers will need to be compensated for the time that this professional
development is performed outside of the regularly contracted school day. The
online seminar must be seen as a useful service, rather than a stressful
inconvenience.

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Finding a learning management system that is affordable is another

constraint. This learning management system must meet the needs of this online
seminar, but also be cost effective. If the cost of purchasing a learning
management system is overwhelmingly expensive, there will not be a financial
benefit to providing this online seminar. Providing this online seminar through a
learning management system must be affordable in order to have returns on
investment.
An additional possible constraint is maintaining participant engagement
throughout the online seminar. This could pose a challenge in the sense that the
environment for online learning and the environment for live learning are
different. When this seminar is taught live, the instructor utilizes the engagement
strategies with the participants. During a live seminar, a demonstration of the
student engagement strategies occurs. Ensuring participant engagement through
an online seminar will require a very organized, succinct, interactive, and well-
written plan.

Methods
Instructional Process Model
Gagns Events of Instruction will be implemented as follows:
1. Gaining attention: Sign on information is distributed to access the course.
As participants gain access, a pre-assessment is provided. This will assist
in data collection on the effectiveness of the course. After, a video will
open up the entire course showing a classroom with low student
engagement comparing to a classroom with high student engagement.
CAASPP data for the specific school district will be shared with
participants to demonstrate the need in professional development. A

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welcome video, greeting the participants to the course, will then be

provided.
2. Objectives: The goal for the entire course will be presented as part of the
introduction and gaining attention. The objectives will be presented at the
beginning of the individual lessons.
3. Access to Prior Learning: All participants have previous experience in
teaching. Throughout the lessons, checkpoints will ask the participants to
reflect back to their own teaching and classroom.
4. Presentation of Content: All content related to the student engagement
module will be made available through the LMS. All links, PDFs, text,
videos, and assessments will be accessible through the LMS. The module
will be set up in an organized, sequential manner.
5. Guided Practice: Participants will watch videos to identify engagement
strategies and attributes of engagement. After the participants watch the
video, feedback will be provided, explaining the correct descriptions of
each aspect of student engagement. Participants will be asked to practice
what they have learned in their classrooms. With the availability of
instructional coaches on campus, reinforcements will be provided.
6. Individual Practice: A variety of different tasks throughout each lesson
will prompt individual practice. Participants should continue to practice
implementing different aspects of student engagement in their classroom.
7. Provide Feedback: Feedback will automatically be provided on check for
understandings and quizzes. When individual, specific feedback is
required, Casey will provide feedback within 24 hours. If participants are
not meeting objectives, Casey will provide more scaffolding to those
specific participants.
8. Assessment: Multiple checks for understanding will be utilized
throughout this module. As a summative assessment, participants will
demonstrate their understanding of student engagement within their

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classroom, demonstrate three attributes of student engagement, and at

minimum three engagement strategies.
9. Enhance Retention: A summative assessment will occur at the end of the
module, along with an application assessment. Casey will still provide his
services to this school, regardless of implementation of the online
module, so continuous feedback on application of student engagement
will be provided.

Procedures
The website and login information to the LMS will be provided to the
participants. Participants will be prompted to take a pre-assessment, followed by
watching a video to gain attention. Objectives and goals will be presented at the
beginning of the module, as well as at the beginning of each lesson.
Five lessons will be produced:
Lesson 1: What is student engagement? This lesson will provide the
foundations of student engagement.
Lesson 2: First attribute of student engagement. This lesson will
inform the participants that teachers are to direct students to be
engaged in the academic learning activity.
Lesson 3: Second attribute of student engagement. Instruction will
inform the participants that teachers are to direct all students to be
engaged in the learning at the same time.
Lesson 4: Third attribute of student engagement. This lesson will
inform the reader that teachers are to make student engagement
mandatory in a respectful manner.
Lesson 5: Four basic engagement strategies. Instruction will provide
models of four basic engagement strategies: signaling, speaking,
performing, and writing.
Conclusion/Assessment will conclude the module and provide a brief
review. A summative assessment and reflective piece will be conducted in this

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section. The summative assessment will be compared to the pre-assessment to

determine the growth that occurred with the participants. A brief questionnaire
will also be given for suggestions and future improvement.

Resources
Materials
According to TD.org, in order to develop one-hour of training, much time
will be needed. For a highly interactive e-learning course, the low average number
of hours required is approximately 154 hours; the high average number of hours
required is approximately 243 hours (Kapp & Defelice, 2009). These averages
were based upon data in 2009.
Materials required to produce this project:
Devices with internet access
Learning management system (LMS)
Teacher (participant) roster to create logins
Video camera
Microphone
Video editing software
Table 2 provides the costs, as well as a timeline to complete the
development of this project.
Table 2
Development Process Costs and Timeline
Time Frame Step in Development Process EPI, LLCs Costs
May 2017 Purchase learning management software. Dependent upon the
Start recording videos for seminar. LMS purchase. Costs
range from free to $249
per month
June 2017 Start building the online seminar through the No cost to EPI

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LMS (Building may need to start earlier

based upon number of hours required to
develop one-hour of training)

July 2017 Beta testing of training Food provided at

testing and use of
devices and internet.
September 2017 Implementation of the online training with District cost for release
teachers time with substitutes or
cost for compensation
for completion of
module.
October 2017 Observation for summative assessment No additional costs
outside of EPIs
contract with Winters.
November 2017 Additional training sessions offered on No additional costs
student engagement outside of EPIs
contract with Winters.

Instructional Materials and Strategies Developed

Casey of EPI, LLC has conducted student engagement seminars
previously in live form. The content for the live seminar has already been created
and modified to fit Caseys objectives for the seminar. The content that is used in
the live seminars will be imported into the learning management system (LMS).
Modifications will be made to this content, such as changing formatting and
adding more room for written responses, rather than verbal. The assessments for
each lesson will be produced into a quiz format, where immediate feedback will
be given. Also, for written answers, the LMS will be set up to provide written
feedback from the trainer and subject matter expert, Casey. The online session
will include a variety of videos and examples for the learners to visualize and
internalize what the attributes of student engagement and four basic engagement
strategies look like, sound like, and feel like. Videos will be recorded, starting in
May of 2017.

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In order for the teachers to have time to participate, time will be allotted
during staff meetings and professional development days. Teachers will have
access to the schools computer labs, Chromebooks, or the computers in their
classrooms. However, these are not the only times that the teachers can connect to
the online seminar. If teachers wish, they may access the course from home with a
device that is connected to the internet. The environment in which the teachers
choose to complete this course is their choice, whether it is from school or their
own home. The major deliverables that will be completed will be submitted
online. The final observation, will be completed within five days of the
completion of the course and will be performed as a live observation.

Technical Skills Required

The online module will be highly interactive, so multiple skills will be required:
Learning Management System (dependent upon which LMS selected)
o Quiz creation
o Video embedding
o Uploading of text
o Activity tools
Filming
Video editing software Camtasia or Filmora
Logo Adobe Photoshop
PDF converter
YouTube

Timeline
Dates are undetermined as of February 21, 2017.

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Evaluation
Formative Evaluation
In the development of this online seminar, feedback will be needed
throughout each lesson. During the beta testing, participants will be asked to
completed a short survey. For a copy of the sample survey, see Appendices B. The
actual survey will be done within Google Forms in order for the data to be
tabulated and organized properly within a spreadsheet. The survey results will
inform the instructional designer on how effective they were at communicating
and meeting the objective. Survey results will also provide feedback on the
progression of the lessons and what needs to be modified. Through the survey, the
participant group will be asked if anything needs to be added to the online
seminar. This is especially important due to the fact that an online seminar is
much different than a live seminar, as addressed in the constraints. Also,
throughout the course, there are various formative assessments, or check points, to
check for the participants understanding of the content.

Summative Evaluation
Kirkpatricks Four Levels of Evaluation will be utilized as part of the
summative evaluation. A level one and two evaluation of the participants reaction
to the course and understanding of the objectives will consist of a survey. This
survey will be similar to the same survey given to the beta test group. The sample
survey can be seen in Appendices C. Data will be collected to determine the
participants attitude toward the training, as well as their basic understanding of
the content that was covered. The summative assessment will be compared to the
participants pre-assessment. Level three evaluation will be done in the form of an
observation. This observation will be performed within a few days of the
conclusion of the online seminar. During the observation, the observer will be

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looking for how the content has been applied to the learner in their classroom.
Finally, level four evaluation will be performed in the school years to come.
Student engagement strategies can be implemented and observed in a matter of
weeks. However, the effects of student engagement in the entire Winters Joint
Unified School District will take many months, if not multiple school years. State
assessments are only performed in the spring of school years, so to see how
student engagement has effected student test scores will be a matter of multiple
school years.

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References
Casey, R. (2016, November 7). Personal Interview. (B. Kirkpatrick, Interviewer)
Finley, T. (2015). New Study: Engage Kids With 7x the Effect. Retrieved from
Edutopia.org: https://www.edutopia.org/blog/engage-with-7x-the-effect-
todd-finley
Gagn's 9 Events of Instruction. (2016). Retrieved from UF Center for
Instructional Technology and Training: http://citt.ufl.edu/tools/gagnes-9-
events-of-instruction/
Gredler, M. (2009). Learning and Instruction: Theory into Practice . Columbus:
Merrill.
Kapp, K., & Defelice, R. (2009, August ). Time to Develop One Hour of Training.
Learning Circuits .
Kearsly, G. (2015). Conditions of Learning (Robert Gagn). Retrieved from
InstructionalDesign.org:
http://www.instructionaldesign.org/theories/conditions-learning.html
Kirkpatrick, D. (n.d.). The Kirkpatrick Model. Retrieved from Kirkpatrick
Partners:
http://www.kirkpatrickpartners.com/OurPhilosophy/TheKirkpatrickModel
Local Control Accountability Plan. (2016). Retrieved from Winters Joint Unified
School District: https://winsterjusd.org/LCAP
Mergel, B. (1998, May). Instructional Design & Learning Theory. University of
Saskatchewan.
Merriam, S. (2001). Andragogy and Self-Directed Learning: Pillars of Adult
Learning Theory. New Directions for Adult & Continuing Education (89).
Voke, H. (2002, February). Motivating Students to Learn. InfoBrief(28).

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Appendices
A: Caseys 2015 Student Engagement Advanced Organizer for
Live Seminar
Student Engagement

Ensuring Student Engagement Throughout the Learning

Brief Review of the Research

Learning is not a spectator sport. Teachers who engage students in the learning
find that students respond positively to learning situations and are able to
understand the content or skill at a deeper level. Voke tells us, A growing body
of research points to the essential role that student engagement plays in the
learning process . . . engaged students experience greater satisfaction with school
experiences, which may in turn lead to greater school completion and student
attendance rates, as well as lower incidences of acting out behaviors.

Students need to be active participants in their learning and teachers need to insist
on their involvement. Too often, students are relegated to a passive role,
listening and observing to glean the main lesson points . . . According to
Algozzine Effective teachers make use of instructional strategies that engage
students throughout the entire lesson. The purpose of the engagement strategies is
to facilitate the mastery of the content or skills. According . . . there is a direct
relationship between the amount of time students are actively engaged in learning
and their achievement levels. The extent to which students profit from instruction
is directly related to the degree to which they are actively engaged in the
learning.

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Engagement or a lack of it involves and affects both students and teachers.

According to Danielson . . . Successful instruction requires the active and
invested participation of all parties. Teachers also suffer when students are
disengaged. Intrator characterizes classrooms as dynamic settings that launch
dreams and delight minds, or arid places that diminish hope and deplete energy.
To create a dynamic setting and engage all students throughout the academic
learning, the classroom teacher must maintain a high level of accountability and
structure.

WestEd emphasizes that student engagement the continuous involvement of

students in the academic learning that the teacher plans and facilitates is
the teachers responsibility. This is important because as Newman points out
the engagement is the students psychological investment in learning,
comprehending, and mastering knowledge or skills. Marzano asserts that
learning requires engagement in tasks that are structured and are sufficiently
similar to allow for effective transfer of knowledge. He finds that students are
more likely to learn when teachers plan and include the following techniques:
identifying similarities and differences, summarizing, note taking, using
nonlinguistic representations, and developing advance organizers.
The Teacher Demonstrates All of the Following Attributes
Directs student(s) to be engaged in the academic learning
Directs all the students to participate in the academic learning at the same
time.
Makes student engagement mandatory by ensuring that all of the students
are engaged throughout the academic learning.
When determining the percentage of students being engaged in their learning the
standard is set at 85% engagement. It is believed that 80% of student
participation comes from only 20 percent of the students (80/20 Principle).

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The Teacher Can Direct Students to be Involved by Engaging Them in the

Following Activities
Responding orally through conversing, summarizing, sharing similarities
and differences, or responding chorally as a whole group.
Producing something on paper or a white board through note taking,
completing an advance organizer, completing or drawing a nonlinguistic
representation, writing a summary, or explaining in writing the similarities
or differences of a topic.
Signaling through a common gesture or displaying the white board or
response cards.
Demonstrating a response through movement.
Mentally processing information and sharing that processing through a
choral or written response or conversing with another student.
Additional Research
Newman points out that, Engagement is the students psychological investment
in learning, comprehending, and mastering knowledge or skills . . . Therefore, all
teachers must:
Plan in advance the student engagement strategies to engage all students in
all activities and how they will ask questions to ensure every student will
answer the questions, and
Implement the plan to engage all students during the lesson.

Student Engagement is the responsibility of the ___________________ to

make sure that the 80/20 Principle is not a reality in the classroom.

Students cannot have responsibility until we assure that they are provided with
learning opportunities that develop their abilities to respond.

First Attribute of Student Engagement

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Directs student(s) to be engaged in the academic learning activity

This means the teacher:

__________________________________________________________
__________________________________________________________________
____________

Covert Strategies Overt Strategies

Covert Examples Overt Examples

Take a moment to remember the steps of the In your journal, write down the steps of the
process we learned yesterday. process we learned yesterday.

Think, what is the answer to the problem On your white board, solve the problem being
displayed? displayed.

Read the first two lines of the poem silently. Class, lets read the first two lines of the poem
together using a choral read.

Activity: Put a C if the teacher is directing students to be engaged covertly

and an O if the teacher is directing students to be engaged overtly. Change
every identified covert strategy to an over strategy.
__ Everyone point to the example in your textbook.

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__ I want you to listen to your partner and be ready to share what he/she said.
__ Students, write the answer to this question in a complete sentence.
__ Everyone take 10 seconds to think of the parts of an atom.
__ In your notes, draw and label the parts of a plant.
__ With your fingers, show me if the answer is 1, 2, 3, or 4.
__ Class think, is this statement true or false?

Second Attribute of Student Engagement

Directs all of the students to participate in the academic learning at the
same time.
This means the teacher:
__________________________________________________________
__________________________________________________________________
____________
Group Alert Definition

Instead of . . . Engage ALL Students at the Same Name the Strategy

Time
Students raising their hands Direct all students to write the answer to
if they know the answer to the question on a white board

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the question
One student going to the Direct all students to create a picture of
board to create a picture of their learning in one minute
the learning
One student repeating the Directs all students to chorally repeat the
answer answer
Students sitting and waiting The teacher directs all students to
for the teacher to perform a complete a task that is displayed as she
management function performs a management function
Students shouting out the Directs all students to think of an answer
answer to the question to the question and after five seconds of
think time have them pair and share their
answers
Students sitting listening to Directs all student to take notes during
the teachers lecture and/or the lecture and specifically tells them
reading what to write in their notes

Activity: Put a check by the following teacher statements that indicate the
teacher is directing all students to engaged at the same time. For any teacher
statement that is not directing all students to be engaged at the same time,
rewrite the statement so all student would be engaged at the same time.
__ Jose, what is the answer to number 4?
__ Everyone look at number five. Think of an answer. After 3-5 seconds of
silence the teacher directs all students to write their answers on their white
boards.
__ Lets see, who hasnt answered yet?
__ Raise your hand if you know the answer to the next question

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__ Everyone write a solution to the problem on your white board.

__ We will transition in about 5 minutes. You can sit and talk with your neighbor
or clean out your desk if you please.
__ With your fingers, everyone show me if the answer is 1, 2, 3, or 4.
__ Everyone think, is this statement true or false? Show me your red card if it is
false and your green card if it is true.

Benefits of Think Time

The benefits of think time are document by Row and Stahl. If think time lasts at
least 3 -5 seconds, the following benefits occur:
____________________________________________________________
____________
____________________________________________________________
____________
____________________________________________________________
____________

Activity: Read and discuss with a partner the following alternatives to

Round Robin (or Popcorn) Reading adapted from Opitz and Rasinski. Select
which strategies you will implement and write how you will use them in your
classroom.
Alternatives to Round Robin Reading Classroom Implementation
Echo Reading: The teacher reads first, then

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students echo matching the fluency and emphasis.

Usually one sentence is read at a time.
Choral Reading: Students read a portion of the text
together. This approach gives less able readers a
chance to imitate and practice appropriate oral
reading.
Impress Reading: This is similar to choral reading
except the teacher reads a passage aloud with the
students. The students are simultaneously hearing a
good model and mimicking that model. This direct,
guided practice helps with impression, pacing and
fluency.
Everyone Reads to: The teachers tells students we
are going to read a portion of text to look for
specific information. The teacher states what
information to look for and how much text to read.
After reading individually, students share and
discuss with a partner specific information they
found while reading.
Whisper Reading: While one student is reading
aloud, the other students whisper read the same text.
Partner Reading: Partner #1 reads a portion of
text. Partner #2 listens and underlines or highlights
what they think is important. After the partner #1
has read, partner #2 shares what he/she highlighted
or underlines. Partners reverse roles and continue
reading in the same manner.
Triad Reading: the teacher states a question
students are to answer after reading a portion of text.

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Partner #1 reads and partners #2 and #3 listen and

underline or highlight what they think is the answer
to the question. After reading, partners #2 and #3
share the answer to the questions. Partners rotate
the roles for the next questions.
Two Read, Then One Reads: Partners read a
passage chorally. Then one partner rereads the
passage.

Break-In Reading: the teacher starts reading orally

while all other students read silently. The teacher
then asks all students to chorally read a portion of
the text. The teacher then asks a small group of
student (boys, first row, etc.) to orally read a portion
of the text and then asks all students to chorally
read. Pattern continues.
Readers Theater: When reading a story or play,
students, pairs or triads are assigned different parts
to read aloud.
Three Ring Circus: The teacher assigns a variety
of reading arrangements. Some students read in
pairs, some individually, and some in triads.

Third Attribute of Student Engagement

Makes student engagement mandatory by ensuring that all of the
students are engaged throughout the academic learning.
This means the teacher:
_________________________________________________________

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__________________________________________________________________
____________
Maintaining Group Focus

What is the Difference Between Being Mean and Making Engagement

Mandatory?
Being Mean Making It Mandatory

Respectful Ways to Make It Mandatory

1. 2.

3. 4.

5. 6.

7.

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Activity: Read the following lesson and highlight the words or phrases the
teacher uses to direct all students to be engaged in the learning at the same
time and circle where the teacher is making student engagement mandatory.

While teaching the b sound, the teacher shows the students the letter card Bb
and says the sound repeatedly. She then asks all students to say the sound this
letter makes with her. During the choral response, the teacher notices that five
students did not respond. The teacher says, I did not hear everyone. Lets do it
again. Everyone look at the letter card Bb, and tell me the sound it makes. All
students chorally respond with the teacher while she monitors their participation.
Following the choral responses the teacher says, Thank you. That was much
better. Now I am going to say some words, and if the word begins with the b
sound, put your hands on your head. The teacher says the word bat and all
students put their hands on their heads. She continues saying other words and the
students continue to put their hands on their heads when they hear a word that
begins with the sound of b. The teacher gives all students a blank piece of
paper and tells them to draw a picture of something that begins with the b
sound. As the students are drawing, the teacher approaches two students who are
talking and reminds them of the task they are to complete. The teacher continues
to walk around the classroom and monitor students participation and responses.

Check for Understanding (CFU)

In which one of the two examples below is the teacher engaging all students at the
same time? How does the teacher make it mandatory?
Classroom Example #1:

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Yesterday we were talking about Hitlers rise to power. Angel, tell me, in your
opinion what was the main reason Hitler was able to assume power? The student
responds, Because he was a good speaker. The teacher asks, Who can help
Angel out? Tara? Tara responds, Because of the depression that hit Germany in
1930. The teacher says, Good. Brian, add to that. What do you think? The
student answers, Hitler appealed to the workingman who was out of work and
experiencing runaway inflation.
Classroom Example #2:
Yesterday we were talking about Hitlers rise to power. In your opinion, what
was the main reason Hitler was able to assume power? I want you to do a quick
write. You have two minutes to write. If you were absent read pp. 136-137 in
your text and jot down some ideas. Teacher takes roll and walks around looking
at students papers. Okay wrap up our last thoughts and read what you wrote to
your partner.

Review the Three Attribute of Student Engagement

Attribute #1 Attribute #2 Attribute #3

Looks Like

Sounds Like

Feels Like

What is the
teacher doing?
What are the

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students doing?

Define: Overt and Covert:

What is the standard (%) of Engagement?

Basic Student Engagement Strategies
Speaking Writing
Signaling Performing

Suggestions for Implementation:

Speaking
Speaking is:
__________________________________________________________________
__
__________________________________________________________________
____________

Activity: Read and discuss with a partner the following speaking

engagement strategies. Choose one you will use in your classroom. Write a
description of what that speaking engagement strategy would look like, feel
like, and sound like in your classroom when implementing the speaking
engagement strategy.
Think-Pair-Share: is a cooperative discussion strategy developed by Lyman. This strategy gets
its name from the three stages of student action emphasizing what students should be doing at
each of the stages. This strategy structures discussion by having students follow a prescribed
process, which limits off task thinking and behavior.
Teacher Actions:

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1. Poses a question or a prompt, directs all students to think and give thinking time
2. Directs student to partner with designated partners and gives each partner a role (Partner
A will speak first, Partner B will listen and then respond or paraphrase)
3. Directs students to talk or share their thinking

Test Protocol: gives students the opportunity to orally share their thinking about the best answer
and the most incorrect answer when answering a multiple-choice question.
Teacher Actions:
1. Displays a multiple choice question
2. Has students individually choose the best answer and one that is most incorrect
3. Pairs students to share answers
4. Shares the best answer and one that is most incorrect
Choral Responding: is ideal for curriculum content that can be answered in a short (1-3 word)
response, has only a single correct answer to the question, and can be presented in a fast-paced
manner.
Teacher Actions:
1. Asks a question
2. Gives a clear, consistent clue so all students respond orally in unison
Triad Activity: is a strategy that provides opportunities for students to interact in a group of
three where each person has a specific task to complete and share orally with the others in the
group. Academic and language learning requires that students have opportunities to comprehend
what they hear and read as well as express themselves in meaning tasks.
Teacher Actions:
1. Places students in groups of three
2. Gives a number to each student either 1, 2, 3
3. Assigns a task for ones, twos, and threes
Example:
1s -- will orally read the text, while 2s and 3s highlight information
2s -- will facilitate the discussion on the highlighted information, while every listens and orally
responds by agreeing or disagreeing and justifying their response
3s -- will summarize the information, while everyone listens and orally adds to or revises the
summary

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Write the one speaking engagement strategy you will use in your classroom
and describe what it might look, feel, and should like in your classroom.

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Writing
Writing is when the teacher:
_____________________________________________________
__________________________________________________________________
____________
Activity: Read and discuss with a partner the following writing engagement
strategies. Choose one you will use in your classroom and write how it might
look, feel, and sound like.
Writing Engagement Strategy Use in Your Classroom (Select Only One)
Quick Write or Draw
Teacher Action:
Directs the students to write or draw a
response to a question in 1-2 minutes.
Underlining or Highlighting
Teacher Action:
Directs students to underline or
highlight content in notes or in written
text.
White Boards
Teacher Actions:
1. Gives students white boards and
materials
2. Directs students to write or draw a
response, write a solution to a problem,
or write the correct answer (A, B, C, or
D) on the white board

White Boards Suggestions:

Remember to explain and model how you want
your students to use the white boards. Give
students a signal when to display the white

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board. For example you could say, On the

count of three, show me your white boards.
Remember to display your white boards in front
of your chest.
Think-Ink-Pair-Share is similar to Think-Pair-
Share; however, before sharing the student
either write or draw the answer to the question.
Teacher Actions:
1. Poses a question or a prompt, directs all
students to think and provides think time
2. Directs all students to write a response
to the question or prompt
3. Directs students to partner with
designated partners and directs them to
read what they wrote to each other

Activity: Read the excerpt from the article, The Engaged Classroom, and
answer this question:
How can a teacher experience the triumphs of teaching?
Classrooms are powerful places. They can be dynamic settings that launch
dreams and delight minds, or arid places that diminish hope and deplete energy.
The students I shadowed experience them as both, but they generally described
their academic experiences as listless and tedious. Through my research I
observed students experiencing class time several different ways often drifting
from one state of experience to another.
After sitting with students through hundreds of class sessions and engaging in
postmortem analysis of how they experience class time, Ive come to believe that
episodes of engagement represent formidable triumphs of teaching. I believe they
happened because a teacher made crucial pedagogic decisions in the short term
and cultivated a powerful classroom ethos over the long term. Watching different
teachers during these episodes of potent teaching, I noted one commonality

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these teachers fought fiercely to hold their students attention. The teacher who
successfully held the attention of students used a variety of approaches and
techniques. Generally, they practice anti-boredom pedagogy and were
relentlessly attuned to the attention-scape of their classroom.
Answer:

Note Taking

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Note Taking is when the teacher:

__________________________________________________________________
____________
__________________________________________________________________
____________
Note Taking Examples:

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Writing Engagement Strategy: 5-2-1

5 Minutes

2 Minutes

1 Minute

Signaling
Signaling is when the teacher:
____________________________________________________
__________________________________________________________________
____________
Activity: Take notes on the following signaling engagement strategies and
write how each of these techniques could be applied in your classroom.

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STUDENT ENGAGEMENT ONLINE LEARNING MODULE 47

Signaling Engagement Strategy Classroom Use

Fingers

Colored or label cards

Response wheel

Ring of cards

Clickers, electronic signaling devices

Performing
Performing is when the teacher:
__________________________________________________
__________________________________________________________________
____________

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Activity: take notes on the performing engagement strategies and write how
each of these strategies could be applied in your classroom.
Performing Engagement Strategy Classroom Use
Pointing in text

Sky or palm writing

Hand or body movement to demonstrate the

meaning of a word, skill or concept

Think Stand and Find a Partner Share

Check for Understanding CFU

Activity: Read the classroom scenario and highlight if the teacher is eliciting
a covert behavior and circle if the teacher is eliciting an overt behavior.
The teacher says, I am going to define and give several examples of metaphors.
I expect you to take notes. Students, get out your notes on figurative language.
As the teacher states and writes the definition of a metaphor on the smart board,
she tells students to write it in their notes. She then says, Everyone listen to this
sentence and picture in your mind the following metaphor. The road was a ribbon

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of moonlight over the purple moor. Write that sentence in your notes and
underline the metaphor. After about 30 seconds, the teacher says, The metaphor
is a ribbon of moonlight. Visualize the metaphor and be ready to share your
understanding with your partner. Before you share with your partner make sure
you underline and label it as a metaphor in your notes.
Benefits of Student Engagement

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Student Engagement is when you direct and maintain

ALL students engagement
in the academic learning
YOU
succeed!

B: Sample Survey for Beta Testing

Student Engagement Online Seminar Beta Testing Training Evaluation Form
Date:

Indicate your level of agreement with the statements listed below:

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Strongly Agree Neutral Disagree Strongly

Agree Disagree
1. I found the material presented in this

course relevant
2. I would recommend that others take this
course

3. The objectives were clearly defined

4. The computer interface is appropriate for

the audience
5. The directions for how to use the course

were clear and organized
6. The media included was helpful to my
learning experience
7. The time allotted for each lesson was
adequate

8. The training objectives were met

9. What did you like most about this
training?

10. To make this course better, I would:

11. How will you use this training in your
classroom?
12. What additional training do you require
for student engagement in the future?

C: Sample Survey for Summative Evaluation

Student Engagement Online Seminar Beta Testing Training Evaluation Form

Date:

Indicate your level of agreement with the statements listed below:

Strongly Agree Neutral Disagree Strongly
Agree Disagree
1. This training was relevant to me.

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STUDENT ENGAGEMENT ONLINE LEARNING MODULE 52

2. Clear objectives were provided.

3. The objectives were met.

4. The directions for how to use the course

were clear and organized.
5. The media included was helpful to my
learning experience.
6. I will implement student engagement

strategies in my classroom.
7. How will student engagement strategies
change the way I teach?
8. How might student engagement
strategies impact student test scores?

9. What additional training do you require

for student engagement in the future?

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