# ENGAGING Teens In Their Learning – A Year Long PD Experience

The Athena High School Math Department (an amazing professional learning community) focused this year on engaging students in their own learning and ensuring that all students learn relevant mathematics. Using Dr. Vermette’s ENGAGING Framework, teachers (math and special ed) and an administrator (Mrs. Goodwine rocks!) collaborated and reflected on the various factors that produce high level learning experiences for students. The eight factors are: **E**ntice effort through positive relationships, **N**egotiate meaning, **G**roup collaboratively, **A**ctive learning, **G**raphic organizers, **I**ntelligence interventions, **N**ote making, and **G**rade wisely. More information on these factors can be found HERE.

Many Athena math teachers participated in a book study of Vermette’s (2009) book *ENGAGING Teens in Their Own Learning*. The teachers met seven times throughout the year to discuss their thoughts and reflections on the book. The book challenged many assumptions and beliefs that we had about education. The book promoted lively discussion around what is actually practical in education versus the utopia of education, specifically in math classrooms. Some ENGAGING activities that we discussed are listed here:

- Geo Partner Review on Locus – Val Derleth
- Proportions Lesson – Karrie & Jennifer Jones
- Three-Act Math Tasks – Dan Meyer
- Modeling Linear Relationships – Andy Maillet
- Differentiation Toolkit – Jason Gianotti

Earlier in the year, Dr. Vermette came to Athena to present to the Athena High School math and special education departments on the “ENGAGING Framework in Secondary Mathematics.” The workshop was filled with collaboration, reflection, activity, and discussion about the aspects of his “ENGAGING Framework.” Vermette also shared his thoughts on the age of standards, technology, 21st century skills, Common Core Curriculum, teacher accountability, standardized tests, and increased innumeracy.

In March, a group of Athena educators took a field trip to Niagara University to participate in a custom designed professional development by Paul Vermette, Karrie Jones, and Jennifer Jones. A general theme was to build with the knowledge in their heads, not yours. Vermette said that teaching is not telling; teaching is “sparking thinking.” One of the activities that we participated in was self-assessing a current lesson by answering the following questions:

- How do you build productive relationships with every student? How do their individual (and group) differences affect these efforts?
- How do you allow students to develop their own individualized understanding of the important content you teach them?
- Under what conditions would you use teams, peer interactions, cooperative learning and/or paired tasks? How do you do it?
- How do you use active learning strategies? How do you embed assessment into the instructional process?
- How do you use graphic organizers and reading strategies?
- How do you use multiple intelligences and other differentiation strategies?
- Note-making is one “writing to learn” strategy: what are some of the ones you use regularly?
- What are some of the factors that you consider in designing your grading system and determining individual grades?

It has been a great year of engaging professional development for the Athena High School Math Department. It is our hope that our work this year will help us to implement the Common Core Standards.

Posted on May 3, 2012, in Athena High Best Practices, Research & Strategies and tagged Common Core Math Standards, Engaging Framework, instruction, learning, Paul Vermette, professional development, professional learning communities. Bookmark the permalink. Leave a comment.

## Leave a comment

## Comments 0