Increasing Pupil Engagement
Engagement Cards
For my first post on this blog, I thought I'd start with a (rather lengthy,yet) positive post about something that has happened in one of my lessons recently.
Note: The below post isn't necessary for the resource, use them as you please - I have attached my template and photos. Just make sure you print one-sided, they don't align when printed double sided (double-sided would be great as they can choose both sides then). And also, all credit for the initial idea goes to Academically More Able (AMA) Team at Rossett School, Harrogate.
Note: The below post isn't necessary for the resource, use them as you please - I have attached my template and photos. Just make sure you print one-sided, they don't align when printed double sided (double-sided would be great as they can choose both sides then). And also, all credit for the initial idea goes to Academically More Able (AMA) Team at Rossett School, Harrogate.
I have a high ability Y8 class in which I wanted to further increase pupil engagement, and to do this with more hands going up as opposed to answering questions by shouting out. I have implemented and adapted an idea I received at a CPD event whilst training to be a teacher last year.
The idea is essentially a pack of cards called 'Engagement Cards'. These engagement cards contain different cards each with a different task for each pupil to complete by the end of lesson.
It works like this:
1. Each pupil receives only one (random)* card at the start of the lesson.
2. The pupil has to complete the task asked of them on the card for me to collect their card.
3. I make a note of the pupils who have handed their card in each lesson.
4. At the end of the first half term the pupil with the most cards handed in receives a gift card of their choice.
Firstly, I've only had one lesson so cannot report on the long term benefits (if any) of this idea. However, during the first lesson I implemented this, every single person had completed their tasks, and it was refreshing to see even more pupils wanting to answer questions I or others posed in lesson.
Secondly, there are reasons I chose to use these in the way I have listed above.
The idea to only give one card is twofold - it prevents the more confident and able (or those tricky clever) pupils from the ability to complete a bigger share each lesson, the other reason being that it makes the idea work long term, if they don't engage in every lesson they'll lose their place in the rankings quickly.
The idea of giving the prize to pupil with the most cards handed in was one that I did feel a little conflicted with, as if people are engaging then everyone should stand a fair chance of winning. Initially, I thought of drawing it as a raffle with the number of cards they hand in being the number of times their name goes in the 'hat', however, this also had its downfalls - the pupil who engaged least could win and all others would see a decline in value of even 'competing'.
So I decided that whilst the person who hands the most cards in may restrict who can win, it will ensure everyone is engaging more. I will be keeping the information about who is in the 'lead' confidential and by how much. This way all pupils will continue engaging without losing hope (I'm making it sound more important than it actually is here - haha!)
* Whilst I say random here, there may be a need to target pupils using certain cards. You can see how when you scroll to the picture below.
Below is a photo with each of the cards I've created, I recommend laminating them..
My template is available via TES: https://www.tes.com/teaching-resource/mathematics-engagement-cards-11980932
Feel free to edit as you choose or for other subjects
You can use these cards as you like but I do explain to them how each one may be used.
Put your hand up in class: this requires an active contribution after such as asking/answering a question etc, not just 'putting your hand up in class'
Ask a question in class: this requires a question directed in front of the class, about the subject, not just 'What day is it?'
Answer 1/2 questions: these are questions asked by me or others in the class. This again has to be in front of the class as opposed to answering the person next to them for example.
Answer somebody else's question: again, this must be a question directed in front of the class.
Offer to explain your answer to the class: pretty self explanatory.
Use a mathematical term: this is used to encourage the use of formal language in lessons.
The linking cards can be them just: areas of maths/real life application can be used any time in the lesson, but generally it's better when everyone has started their work.
Class teaching assistant: I've not used this card yet, but the idea is they offer to walk around and check up on others in lesson.
I'll update on any further progress as time goes on, and report back on any changes in pupil engagement!
Mat
It works like this:
1. Each pupil receives only one (random)* card at the start of the lesson.
2. The pupil has to complete the task asked of them on the card for me to collect their card.
3. I make a note of the pupils who have handed their card in each lesson.
4. At the end of the first half term the pupil with the most cards handed in receives a gift card of their choice.
Firstly, I've only had one lesson so cannot report on the long term benefits (if any) of this idea. However, during the first lesson I implemented this, every single person had completed their tasks, and it was refreshing to see even more pupils wanting to answer questions I or others posed in lesson.
Secondly, there are reasons I chose to use these in the way I have listed above.
The idea to only give one card is twofold - it prevents the more confident and able (or those tricky clever) pupils from the ability to complete a bigger share each lesson, the other reason being that it makes the idea work long term, if they don't engage in every lesson they'll lose their place in the rankings quickly.
The idea of giving the prize to pupil with the most cards handed in was one that I did feel a little conflicted with, as if people are engaging then everyone should stand a fair chance of winning. Initially, I thought of drawing it as a raffle with the number of cards they hand in being the number of times their name goes in the 'hat', however, this also had its downfalls - the pupil who engaged least could win and all others would see a decline in value of even 'competing'.
So I decided that whilst the person who hands the most cards in may restrict who can win, it will ensure everyone is engaging more. I will be keeping the information about who is in the 'lead' confidential and by how much. This way all pupils will continue engaging without losing hope (I'm making it sound more important than it actually is here - haha!)
* Whilst I say random here, there may be a need to target pupils using certain cards. You can see how when you scroll to the picture below.
Below is a photo with each of the cards I've created, I recommend laminating them..
My template is available via TES: https://www.tes.com/teaching-resource/mathematics-engagement-cards-11980932
Feel free to edit as you choose or for other subjects
You can use these cards as you like but I do explain to them how each one may be used.
Put your hand up in class: this requires an active contribution after such as asking/answering a question etc, not just 'putting your hand up in class'
Ask a question in class: this requires a question directed in front of the class, about the subject, not just 'What day is it?'
Answer 1/2 questions: these are questions asked by me or others in the class. This again has to be in front of the class as opposed to answering the person next to them for example.
Answer somebody else's question: again, this must be a question directed in front of the class.
Offer to explain your answer to the class: pretty self explanatory.
Use a mathematical term: this is used to encourage the use of formal language in lessons.
The linking cards can be them just: areas of maths/real life application can be used any time in the lesson, but generally it's better when everyone has started their work.
Class teaching assistant: I've not used this card yet, but the idea is they offer to walk around and check up on others in lesson.
I'll update on any further progress as time goes on, and report back on any changes in pupil engagement!
Mat
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