Capstone Proposal Draft 2

Running Head: STUDENT ENGAGEMENT ONLINE LEARNING MODULE 1
CALIFORNIA STATE UNIVERSITY

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
September 12, 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 .......................................................................................................................3
Introduction ....................................................................................................................................4
Background ............................................................................................................................................. 4
Problem ................................................................................................................................................... 4
Target Audience...................................................................................................................................... 7
Environmental/Literature Scan ............................................................................................................ 7
Solution Description.......................................................................................................................9
Goals/Objectives/Solutions .................................................................................................................... 9
Learning Theories and Instructional Principles ................................................................................ 12
Instructional Strategies ........................................................................................................................ 15
Media Components ............................................................................................................................... 16
Challenges ............................................................................................................................................. 17
Methods .........................................................................................................................................17
Instructional Process Model ................................................................................................................ 17
Procedures ............................................................................................................................................. 19
Resources ......................................................................................................................................20
Materials ................................................................................................................................................ 20
Instructional Materials and Strategies Developed............................................................................. 21
Technical Skills Required .................................................................................................................... 21
Timeline ........................................................................................................................................22
Evaluation .....................................................................................................................................22
Formative Evaluation ........................................................................................................................... 22
Summative Evaluation ......................................................................................................................... 23
References .....................................................................................................................................24
Appendices ....................................................................................................................................25
A: Caseys 2015 Student Engagement Advanced Organizer for Live Seminar .............................. 25
B: Sample Survey for Beta Testing ..................................................................................................... 46
C: Sample Survey for Summative Evaluation ................................................................................... 47
Capstone Proposal - Kirkpatrick

Executive Summary
Roy Casey of EPI, LLC is a cognitive coach that provides professional development
opportunities to a range of different schools. Casey currently holds a contract with Winters Joint
Unified School District, where there is a substantial need for effective teaching practices. The
school is consistently scoring below the standards and scores have not been increasing.
Multiple different staff members at this school, as well as other schools, to provide his
professional development in online platform, have approached Casey. Casey realized that
teachers are not able to always attend live professional development seminars due to time
constraints. In the conversations Casey has had with a host of different teachers, most of them
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 to meet the needs of Winters Joint
Unified School District and EPI, LLC. This online module will focus on defining student
engagement and the three attributes of student engagement. The content of this module will be
delivered via a learning management system. This particular module will be a trial run for the
remainder of Caseys professional development modules. By developing this online student
module, Winters Joint Unified School District will experience an increase of student
engagement. Additionally, EPI, LLC will experience an increase of demand of professional
development services, concentrating on student engagement.

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 and 2017 2018 school years to provide professional development. This professional
development will improve teachers effectiveness, which will improve academic scores. This
professional development will also increase the instructional coaches understanding of student
engagement for more effective coaching. Due to the time constraints of teachers, instructional
coaches, and administration, it has been requested by multiple different customers of EPI, LLC
that the content of at least student engagement be 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 and 2016 2017 school years, Casey was
contracted with six different schools district 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). All of the schools that Casey was previously and currently
contracted at have requested 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 of 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 ascribed to the
teachers, administrators, and coaches lack of knowledge and skill in this content area. Once
teachers, administrators, and coaches are informed and provided examples of effective student
engagement, there will then be an increase of 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 four schools within this district: two Winters Elementary Schools, Winters
Middle School, and Winters High School. While observing teachers at these schools in 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.
Table 1
2015 and 2016 CASSPP Test Results
*Percents represent percent of students performing at standard or exceeding standard
ELA Math
2015 2016 2015 2016
State Average 44% 49% 33% 37%

District 29% 35% 21% 25%

Elementary 28% 37% 26% 34%
Middle 23% 31% 16% 19%
High 56% 58% 23% 25%
Source: California Department of Education: caaspp.cde.ca.gov
Winters Elementary School and Middle School are clearly below the state average on the
CAASPP English language arts assessment. All four schools are performing below the state
average on the CAASPP mathematics assessment. 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).
By implementing an online seminar centered on student engagement, the level of student
engagement strategies will increase at Winters Joint Unified School District. Student engagement
strategies will be observable on walk-throughs by Casey and the instructional coaching staff.
With an increase in student engagement strategies, the number of students meeting or exceeding
standards on the CAASPP assessment will increase. The percent of students that are performing
at or above grade level standards should continue to grow in 2017 and be observable to the
CAASPP assessment scores.
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 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 four different
schools. Casey is working with 89 teachers, five instructional coaches, six site administrators,
and two district office administrators (Casey, personal communication, November 7, 2016). The
entire staff currently hold a Bachelors Degree or higher. As of September 2017, there are 37
teachers that have taught for five years or less, eight teachers that have taught six to ten years, 17
teachers that have taught for 11 to 15 years, 13 teachers that have taught 16 to 20 years, and 19
teachers that have taught over 21 years. It should be noted that instructional coaches are included
as part of the teaching staff. According to Caseys initial observations and seminars, 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. 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 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 consulting firm is owned and operated by Roy Casey. Casey has held a variety
of different educational positions including teacher, instructional coach, principal, and
superintendent. Casey holds a Masters in Education and has been trained by WestEd,
specifically in the Teach4Success curriculum. He is well versed in using technology as an
educational tool. In addition, Casey hosts a variety of resources. In designing and creating an

online seminar, Casey will be the subject matter expert (SME) and provide a vast majority of the
curriculum 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 that the instructional designer will have to rely heavily on Caseys information.
The instructional designer may not be able to observe Winters Joint Unified School District
teaching practices. Therefore, 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, 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 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 evidence and content regarding student engagement. However, there are minimal
articles, websites, and online professional development that supports promoting and maintaining
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 strategies 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 use, but none that are immediately apparent that
concentrate specifically on student engagement. Online modules are found that concentrate on
online student engagement: boosting student engagement with eLearning. However, not one
website or module was found that provides an online seminar or professional development that
concentrates on student engagement in a classroom setting. Based upon prior observations,
participants at Winters Joint Unified School District need to start at the basics of effective
teaching: student engagement.
Casey has already developed a majority of the instructional content that will be used for
the online seminar. The content is based on research proven methods and from Caseys training
through WestEd. For the live seminars that Casey already provides, he has created an advanced
graphic organizer for participants to use. This advanced 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). In Caseys live seminars, he teaches
using the effective teaching practices and models using engagement strategies with the
participants. Due to the content being in an online environment, the use and modeling will not be
able to be performed. Videos will be created to demonstrate and model the use of student
engagement and engagement strategies. Casey does not have videos available. Videos will be
developed that specifically address content areas.
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. Additionally, an online learning module will provide content to more customers.
The online module 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 opportunity to assess their
newly acquired knowledge and skill sets. Finally, the online module will include a summative
assessment. The results of the online seminar will be measured by classroom observations during
informal and formal evaluations. However, due to time constraints of the project, the
observations are outside of the scope of this project.
Table 2
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
engagement: directs all student When given seven scenarios of teacher
to participate in the academic statements, participants will determine
learning activity at the same if all students have been directed to be
time. engaged in academic learning at the
same time with 85% accuracy.
Objective 2
the second attribute of student
engagement, participants will select at
least two teacher behaviors that direct
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: make 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
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.
Assessment
Summative assessment of Objective 1
student engagement. After completing four lessons of the
online module, participants will
determine which attribute of student
engagement is being used when given
a scenario.

Learning Theories and Instructional Principles

Cognitive learning theory supports the instructional design of the online learning module
and lessons. For each teacher, instructional coach, and administrator to participate in this
professional development, they must access their schema and experiences with classroom
settings. 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 the instructional design as well. This instructional design will
not just focus on imitating behaviors that use the 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. B. F. Skinner explains, Learning is not doing it is changing what we do,
(Gredler, 2009). Initially, imitating behaviors that elicit student engagement will be beneficial,
but then the behaviors should start coming from within the participants based on their personal
decisions. An effective online module will prompt participants to change their behaviors in their
classrooms with regard to student engagement strategies. To encourage the change in behaviors,
reinforcement must be given throughout the online module, as well as in informal observations
performed by Casey, instructional coaches, and administrators. As noted in Gredlers book,
Skinner heeds that reinforcement will strengthen and increase the frequency of the behavior
change (Gredler, 2009).
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). To promote the participants
diverse learning and necessity for practice, a variation of practice problems will be implemented
throughout the online module. Additionally, Gagns research promotes the use of prerequisite
knowledge in order to progress into higher learning (Gredler, 2009). In connection to Gagns
research, David Ausubel supports direction instruction that supports and fosters meaningful
learning. In order to do this, instruction should link new ideas and concepts to the students
existing knowledge through advance organizers, (Gredler, 2009). Participants must have prior
knowledge in classroom environments and providing instruction to students. To promote the
connection of their prior knowledge, advanced organizers will be applied throughout the course.
Referencing prior knowledge and using advanced organizers throughout the online module will
be beneficial to the outcome of the participants. Gagns Conditions of Learning will be an
influence the design of the online learning module.
Lev Vygotskys research of cognitive development will have considerable impact on the
course. Vygotskys Zone of Proximal Development must be kept in mind throughout the course.
Zone of Proximal Development (ZPD) is the distance between the learners actual developmental
level and the level of potential development with assistance from peers or an instructor
(Vygotsky, 1978). The instruction of this course must fall within the ZPD of the target audience.
The course cannot be over simplified, but it also cannot be above the learners developmental
level. As noted previously, though this course will not be withheld from any participants, the
course will be targeted to those who have been teaching for five years or less. The ZPD and
experience level of these participants must be reached. Pre-assessments will be implemented
prior to the course to determine the ZPD. In addition to the various other theories that mention
the significance of imitation, Vygotsky notes that the behavior to be imitated should fall within
the ZPD. The basic path in the individuals mastery of his or her behavior is imitation,
(Gredler, 2009). In creating the various videos needed for this online module, the instructional
designer needs to be aware of the ZPD level of the participants. Also, in filming scenes for the
videos, to promote imitation, the skill or strategy being implemented needs to be attainable to the
participants.

Albert Banduras social-cognitive theory continues to promote imitation and reproduction

of the observable characteristics. According to Gredler, Banduras social-cognitive theory
consists of three assumptions: 1) the learning process requires both cognitive processing and
decision-making skills, 2) learning is a three-way interlocking relationship with the
environment, personal factors, and behavior, and 3) learning results in the acquisition of verbal
and visual codes of behavior that may or may not be performed later, (Gredler, 2009).
Throughout the online module, learners must be able to practice the content and strategies that
are being presented and determine which engagement strategy would be best for implementing in
that setting. An assortment of scenarios will be offered to participants to allow them to determine
the different attributes of student engagement being implemented or best to be implemented.
Further, the environment online, as well as the environment at school, must be one to foster
putting student engagement strategies into practice. Online, the environment needs to be
presented just as an instructor is talking to the participant. At the school, instructional coaches
and administrators must support the use of the online module and allow teachers time to practice
and receive feedback. Bandura notes the importance of feedback and consequences. The
consequences of behavior are essential to learning in social-cognitive theory, (Gredler, 2009).
Constructive feedback must be given throughout the online module. Additionally, participants
must understand the benefits of student engagement and the importance in the long run of
implementation. New behaviors cannot be acquired unless the observer attends to and
accurately perceives them, (Gredler, 2009). After showing a video or given a scenario, feedback
must be given to the participants to either confirm or refute their thoughts and connections.
All of the previously stated learning theories lead us to, andragogy, 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.

Edwin Guthries Contiguity theory will be used as part of the instructional strategies. The
Contiguity theory can be defined by, a combination of stimuli which has accompanied a
movement will on its recurrence tend to be followed by that movement, (Culatta, 2015). In
order to be an effective online module, participants will have to respond to interactive stimuli in
order to move through the module. Participants must be engaged and actively responding with
the interactivity of the online learning environment. Guthrie also emphasizes that learning must
occur correctly the first time, in order to avoid having to relearn the content (Culatta, 2015). The
content must be presented clearly and practice opportunities to ensure the participants understand
must be afforded throughout the module.
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.
The Analysis, Design, Develop, Implementation, and Evaluation (ADDIE) model will continue
to be used as a guide to the instructional design process. The Analysis phase is included as part
of this report. Portions of the Design phase are also included as part of this report. Furthermore,
Robert Gagns Nine Instructional Events will be utilized to address the need of organization and
sequencing. The Nine Instructional Events include 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.
Dr. Richard Mayers book Multimedia Learning will be a valuable tool in the designing
of this online module. Mayer encourages the use of twelve multimedia principles. These
principles include coherence principle, signaling principle, redundancy principle, spatial
contiguity principle, temporal contiguity principle, segmenting principle, pre-training principle,

modality principle, multimedia principle, personalization principle, voice principle, and image
principle (Mayer, n.d.). All twelve principles will be implemented during the developing of the
online module. For example, the online module will be presented in a conversational style text
and narration (personalization principle) and images and narration will be utilized over
animations and on-screen text (modality principle). Using Mayers principles will ensure that
there are no extraneous distractions or obstructions from the learning.
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
coaches and 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.
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). In order to minimize costs, the LMS that the SME and instructional designer has selected
is Canvas. Canvas is a free learning management system that allows instructors to build their
course material. 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 Canvas. 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 Canvas.
Student engagement checklist will also be provided via PDF, plain text, or hand-out. The
Winters Joint Unified School District utilize GSuite for Education. Google Drive will be used to
store additional readings, advanced organizers, and other resources as needed.

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 limited number of professional development days throughout the school year.
Due to the continued work to implement effective teaching practices, 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.
Finding a learning management system that is affordable, yet effective 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. As of September 2017, Canvas has been selected as the LMS attributable
to there being no additional cost. However, it is unclear if Canvas will meet all of the
instructional needs of the course.
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 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 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
In conjunction with Casey, an LMS will be selected. Users will need to be set up through
the LMS. 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.
The assessment will conclude the module. A brief review of the content will be provided
prior to the summative assessment. A summative assessment and reflective piece will be
conducted in this section. The summative assessment will be compared to the pre-assessment to
determine the growth that occurred with the participants. A reflective written piece will allow the
participants to reflect on their learning throughout the module. A brief usage 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
to develop the content. 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 (Up to 30 at one time)
Learning management system (LMS) (1)
Teacher (participant) roster to create logins (1)
Video camera (1)
Microphone (1)
Video editing software (2 Filmora/Camtasia)
Table 3 provides the costs, as well as a timeline to complete the development of this
project.
Table 3
Development Process Costs and Timeline
Time Frame Step in Development Process EPI, LLCs Costs
September 2017 Purchase learning management software. No cost if using
Start recording videos for seminar. Canvas
October 2017 Start building the online seminar through the No cost to EPI
LMS.
November 2017 Participant group test run of training Food provided at

testing and use of
devices and internet.
November 2017 Implementation of the online training with District cost for
teachers release time with
substitutes or cost for
compensation for
completion of module.
December 2017 Additional training sessions offered on student No additional costs
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 September 2017. Editing for videos will need to be completed by September 30, 2017.
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 school 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
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
Table 4 provides a timeline for the major deliverables and milestones of the online
module.
Table 4
Timeline for Major Deliverables/Milestones
September 12, 2017 Secure learning management system (LMS)
September 26, 2017 Storyboard finalized
September 30, 2017 Filming of videos completed
October 15, 2017 All lessons developed
October 31, 2017 Finalize project for use
November 10, 2017 All assessment results and usability testing complete
November 20, 2017 Capstone completed
Evaluation
Formative Evaluation
In the development of this online seminar, feedback will be needed throughout each
lesson. At the end of the module, 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 after the conclusion of the online seminar.
During the observation, the observer will be looking for how the content has been applied to the
learner in their classroom. As mentioned previously, level three evaluation is outside of the
extent of this project due to time constraints and SME availability. 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.

References
Casey, R. (2016, November 7). Personal Interview. (B. Kirkpatrick, Interviewer)
Culatta, R. (2015). Contiguity Theory (Edwin Guthrie) . Retrieved from InstructionalDesign.org:
http://www.instructionaldesign.org/theories/contiguity-theory.html
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
Mayer, R. E. (n.d.). 12 Multimedia Principles. Retrieved from University of Hartford: Faculty
Center for Learning and Development:
http://hartford.edu/academics/faculty/fcld/data/documentation/technology/presentation/po
werpoint/12_principles_multimedia.pdf
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).
Vygotsky, L. S. (1978). Interaction Between Learning and Development. Readings on the
Development of Children, 34-40.

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.
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).
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

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.
__ 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 Direct all students to write the answer to

hands if they know the the question on a white board
answer to the question
One student going to the Direct all students to create a picture of
board to create a picture their learning in one minute
of the learning
One student repeating the Directs all students to chorally repeat the
answer answer
Students sitting and The teacher directs all students to
waiting for the teacher to complete a task that is displayed as she
perform a management performs a management function
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 Directs all student to take notes during the
to the teachers lecture lecture and specifically tells them what to
and/or reading 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

__ 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
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. 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: _________________________________________________________
______________________________________________________________________________
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.
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:
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
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:
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

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.
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 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 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
Note Taking is when the teacher:
______________________________________________________________________________
______________________________________________________________________________
Note Taking Examples:

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.
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:
__________________________________________________
______________________________________________________________________________
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 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

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:

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.

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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Running Head: STUDENT ENGAGEMENT ONLINE LEARNING MODULE 1

CALIFORNIA STATE UNIVERSITY

Student Engagement Online Learning Module for EPI, LLC Consulting

Submitted in partial satisfaction of requirements of the degree of

September 12, 2017

Executive Summary .......................................................................................................................3

Capstone Proposal - Kirkpatrick

Capstone Proposal - Kirkpatrick

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Capstone Proposal - Kirkpatrick

District 29% 35% 21% 25%

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three out of the five actions the teacher

Capstone Proposal - Kirkpatrick

Learning Theories and Instructional Principles

Capstone Proposal - Kirkpatrick

Capstone Proposal - Kirkpatrick

Albert Banduras social-cognitive theory continues to promote imitation and reproduction

Capstone Proposal - Kirkpatrick

Capstone Proposal - Kirkpatrick

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Capstone Proposal - Kirkpatrick

Capstone Proposal - Kirkpatrick

Capstone Proposal - Kirkpatrick

November 2017 Participant group test run of training Food provided at

Capstone Proposal - Kirkpatrick

Instructional Materials and Strategies Developed

Technical Skills Required

Capstone Proposal - Kirkpatrick

Video editing software Camtasia or Filmora

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Capstone Proposal - Kirkpatrick

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Ensuring Student Engagement Throughout the Learning

Brief Review of the Research

Capstone Proposal - Kirkpatrick

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First Attribute of Student Engagement

Covert Strategies Overt Strategies

Covert Examples Overt Examples

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

Second Attribute of Student Engagement

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

Capstone Proposal - Kirkpatrick

Students raising their Direct all students to write the answer to

Capstone Proposal - Kirkpatrick

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

Benefits of Think Time

Capstone Proposal - Kirkpatrick

Impress Reading: This is similar to choral reading

Capstone Proposal - Kirkpatrick

Break-In Reading: the teacher starts reading orally

Third Attribute of Student Engagement

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Respectful Ways to Make It Mandatory

Capstone Proposal - Kirkpatrick

Check for Understanding (CFU)