Routines to improve student engagement.

1. Welcome to…
Presented by HISD Professional Support & Development © 2013

2. Session Norms
■ Be present in the work (actively engaged)
■ Monitor equity of voice (engage in purposeful talk, monitor air
time)
■ Practice consideration of colleagues (e.g., limit sidebars)
■ Take care of yourself (ask questions, give feedback, make yourself
comfortable)
■ Have fun!
2

3. What do you see?
• Independently brainstorm 3
reasons why these students
might seem disengaged. (1
minute)
• As a group, share your ideas.
• Find three common reasons
and record on chart paper
provided.
• Be prepared to share out
whole group.

4. Student engagement is affected when…
• Students do not understand what is being presented
(comprehensible input).
You’re not teaching me!
• Students are not interested in what is being
presented (personalization).
You’re not reaching me!

5. Objectives
CONTENT OBJECTIVE LANGUAGE OBJECTIVE
5
• Teachers will become familiar
with the Turn the Light On and
Do I Really Get It? literacy
routines.
• Teachers will infuse the
literacy routines into a model
lesson.
• Teachers will clarify their
understanding of the Turn the
Light On and Do I Really Get It?
literacy routines by:
 Participating in a funnel activity.
 Viewing exemplar videos.
 Participating in a Pictionary and
a Silent Vote activity.
 Revising a lesson plan using the
newly learned routines.

6. Funnel Protocol
Turn the Light On Do I Really
Most
important
sentence
Most
important
word
Get It?
• Read the “Why it Works”
paragraph on both coaching guides.
• Select a sentence from each guide that
resonates with you.
• Choose one word that seems most
important from each sentence.
Leave the tip of the funnel
blank for now.
Most
important
sentence
Most
important
word
Connection
Shoulder
Partner
4

7. Turn the Light On
As a table group, find one word that connects all three images together.
7

8. As teachers…
•Our goal is to help make content
comprehensible and minimize any
confusion that students may have.
•We must find innovative ways to ‘hook’
the students’ interests and capitalize on
the MAQ factors that influence Second
Language Acquisition. (Motivation,
Access to Language and Quality of
Instruction).

9. Coaching Guide
• Skim the back page of the coaching
guide to familiarize yourselves with the
elements of the routine.
http://houstonisdpsd.org/literacy-routines/
turn-the-light-on
9
5

10. Turn the Light On Model Video
You will also watch the video through three different
lenses and debrief your experience using the following
stems:
1. “As a student, I felt…”
2. “As a teacher, I felt that the lesson…”
3. “As an administrator, I felt that the lesson…”
Table
Group
10
6

11. Turn the Light On Pictionary
8
Play
Pictionary
• Independently, read the coaching
guide.
• As you read the second page,
draw/sketch/doodle an image that
represents each of the components
on separate index cards. (6 minutes)
• DO NOT SHARE your images!
Draw
• Let’s play: (4 minutes)
 Shuffle your index cards.
 Participant A, show your visual to
participant B.
 Participant B try to guess the
component represented.
 Participant A may provide clues.
 Switch and repeat!

12. Coaching Guide
• Skim the back page of the coaching
guide to familiarize yourselves with the
elements of the routine.
http://houstonisdpsd.org/literacy-routines/
do-i-really-get-it
12
5

13. Do I Really Get It? Model Video
You will also watch the video through three different
lenses and debrief your experience using the following
stems:
Table
Group
13
6
1. “As a student, I felt…”
2. “As a teacher, I felt that the lesson…”
3. “As an administrator, I felt that the lesson…”

14. Do I Really Get It? Speed Dating
9
• Revisit the coaching guide and
annotate using the following
symbols: (2 minutes)
! I currently do this in my
classroom
+ I want to do more of this in
my classroom
? I have questions or am
unclear about this
• We are going to ask you to create
two lines facing each other.
• Please make sure you are facing
another participant.
• You will each have 30 seconds to
share to one “!”. Wait for my signal
to move.
• You will now share one “+”.
• Finally, share one “?”.

15. Do I Really Get It?
1. Most of my questions and checkpoints should be planned in
advance.
TRUE
2. It is important to check for understanding of both the
content and the directions.
TRUE
3. Monitoring Teacher Talk is one of the elements of this routine.
FALSE
4. When you are monitoring students, you should stand in the
front of the room to get a better view of the whole class.
FALSE
5. The “Stretch It” technique is a way to extend superficial
responses.
TRUE
10

16. Now Let’s Practice
• Each table group has a brown
envelope with a sample lesson.
• As a group you will identify one
key opportunity to embed Turn
the Light On, and one key
opportunity to embed Do I
Really Get it?.
• You will have roughly 5 minutes
to complete this exercise.
• Take 30 seconds and select a
representative.
• Representatives, please be ready
to:
 State the two moments
selected
Why your group felt that those
were the most appropriate
places to insert the routines

17. Reflection
• Now, revisit your group’s list from the warm up activity.
• Think about the model/exemplar videos we viewed, and the
activities we engaged in.
• Quickly turn and talk to the person on your left about how these two
routines can remedy the reasons on your list.
13

18. Exit Ticket & Survey
• Independently, complete the funnel that you started earlier in the
session. Please post your response on the padlet using the following
sentence frame:
“Turn the Light On connects to Do I Really Get It? by____________.”
• You can access the padlet by scanning the QR code on your
participant’s guide or via the link below:
• Lastly, there is a short survey attached to your participant’s guide.
Please complete before leaving.

19. Beatrice Akala, Secondary ELA/ESL Teacher Development Specialist
bakala@houstonisd.org
Lois Barker, Secondary ELA/ESL Teacher Development Specialist
lbarker3@housotnisd.org
Donna Johnston, Secondary ELA/ESL Teacher Development Specialist
djohnst1@houstonisd.org
Sharmia Jones, Secondary ELA/ESL Teacher Development Specialist
sjones34@houstonisd.org
Georgina Castilleja, Secondary ELA/ESL TDS Team Lead
gcastil1@houstonisd.org