•Each day, Billy is given a sticky note to put on his desk. Every time he raises his hand or participates in some way, he is allowed to put down a tally mark. When he reaches five, he gets a treat from the treat basket.
•Everyday since my student has been given this challenge, he has succeeded. This has given me a better understanding of my student and allowed me to see that he is guided by extrinsic motivation. Therefore, I can inform further instruction based on this finding, and use rewards as motivation for him to be engaged and participate.
Claim 2: Enrichment activities lead to a greater level of engagement for my above level student.
Anthony was noticeably more engaged and intrigued after given the challenge to teach his classmates. He was more energetic and seemed less bored.
Claim 3: Differentiation increases engagement.
My cubing technique which differentiated according to student level resulted in students of all levels being engaged as well as performing well at the task at hand. All students were able to share meaningful information learned during the formative assessment portion of the activity.
Claim 4: The use of technology increases engagement for all students
Students raised hands more, showed obvious signs of excitement, and performed well in formative and summative assessment.