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Student Engagement

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Golden Rules for Engaging Students in Learning Activities. When we think of student engagement in learning activities, it is often convenient to understand engagement with an activity as being represented by good behavior (i.e. behavioral engagement), positive feelings (i.e. emotional engagement), and, above all, student thinking (i.e. cognitive engagement) (Fredricks, 2014).

Golden Rules for Engaging Students in Learning Activities

This is because students may be behaviorally and/or emotionally invested in a given activity without actually exerting the necessary mental effort to understand and master the knowledge, craft, or skill that the activity promotes. In light of this, research suggests that considering the following interrelated elements when designing and implementing learning activities may help increase student engagement behaviorally, emotionally, and cognitively, thereby positively affecting student learning and achievement. 1. Make It Meaningful In aiming for full engagement, it is essential that students perceive activities as being meaningful. 2. 3. 4. 5. 6. Research Ames, C. (1992). Are Your Students Engaged? Don’t Be So Sure.

By David Price It might be time we re-thought student engagement.

Are Your Students Engaged? Don’t Be So Sure

Are we measuring the right things? Are we taking disengagement seriously enough? January is a time for resolutions. Perhaps educators, in 2014, need to resolve to better understand student engagement, challenge the myths around it, and make it a higher priority in their relationships with students. Let’s deal with the issue of the importance of engagement first. But for these findings to translate into actions, we have to re-think what we mean by engagement.

Myth #1: “I can see when my students are engaged.” Don’t be so sure. “But why didn’t any of your teachers spot this?” He replied, “I learned how to fall asleep with my eyes open.” Students are learning to modify their behavior in class so that they appear to be engaged while, in reality, they’ve intellectually checked-out. Myth #2 : “They must be engaged — look at their test scores!” 10 Ways to Inspire a Love of Learning. In 2008, Jessica Seinfeld released a cookbook for parents called “Deceptively Delicious.”

10 Ways to Inspire a Love of Learning

At the time, I was a newly-minted mother of a solid-food eating child. Seinfeld’s book was all the rage among the other new mothers in my mama tribe. The recipes were “stealthily packed with veggies hidden in them so kids don’t even know!” Yeah, I ordered a copy faster than a new parent can say “Amazon Prime.” But one day, as I watched our young daughter polish off yet another bag of organic Just Peas, it occurred to me – the girl loved vegetables. Seven years later, we have a second grader who has never met a fruit or vegetable she won’t taste, picks Saag Paneer at Ambar to celebrate every birthday and packs salads for school lunch.

Could a similar, intentional approach to learning have the same results? Guided by those questions, “The intentional weekend” was born. Here are 10 recommendations for being intentional about inspiring lifelong learners, based on experiences from our family. Engaged Learning. My friends at Mindshift asked me to do a guest post on their blog.

Engaged Learning

Once again, you should see it in its original form (not least because you’ll see loads of connecting posts) but if you’d rather see it here, continue reading: 5 ways to gauge student engagement. Student engagement... a topic that is commonplace in schools and school districts around the world.

5 ways to gauge student engagement

The goal being that we want to have highly engaging classrooms where our students are intimately and passionately engaged in whatever task they are working on. Engaged classrooms are where learning occurs and one of the defining characteristics of a great teacher is the ability to have his/her students engaged in learning. But...I find student engagement to be a tricky and slippery slope at times because how we define student engagement can vary from educator to educator. For example, when looking at a student who is working and doing what they are supposed to be doing, can we automatically assume they are engaged? Are they cognitively engaged or are they merely compliant and obedient? My point is simple... student engagement and the gauging of student engagement really aren't as easy or straightforward as some would think.

Also worth noting... 1).