: the action of engaging or being engaged Engagement Focus on the “action” and “being” Is engagement the action of being “withit” “present” in the moment and learning What does it mean to be “withit” or “present”? Examples – relevant, meaningful, connected : the action of engaging or being engaged

Quality Learning Environment Engagement is as close to the target of the QLE for improving learning for all students Teacher Practice and Student Learning

QLE TQS Essential Question: STUDENT ENGAGEMENT: TQS: KSA 7 (Instructional) (translate curriculum content and objectives into meaningful learning activities) What will I do to engage students Socio-Emotionally, Institutionally and Intellectually? understands what is expected; sees the content as relevant and meaningful for his or her future; believes he or she is capable of succeeding; feels accepted and supported by the teacher (Wiggins & McTighe, 2007 Student engagement is measured by the extent to which students identify with and value schooling outcomes, have a sense of belonging at school, participate in academic and non-academic activities, strive to meet formal requirements of schooling and make serious personal investment in learning (Alberta Education, 2011). Instructional Practices Identify with and Value school outcomes Sense of belonging Participate in all areas of the school environment Make personal investment in learning

QLE link to Engagement The link is hyperlinked to the QLE (fix this once links are up and working) Definition Connection to the QLE Indicators Scenarios Relationships Clearly Identified Outcomes Purposeful Instruction Personalization of learning Balanced Assessment

Engagement Indicators (not as entertainment) Socio-Emotional (belonging) Institutional (“do school”) Intellectual (Heart in Learning) How do I feel? Am I interested? Is this important? Can I do this? The Highly Engaged Classroom (Marzano and Pickering, 2011) How do I feel? Relationships Movement Pacing Intensity and enthusiasm Am I interested? Challenge Meaningful Connected to the learning Quality Questions Is this Important? Connected to student’s lives ambitions, curiosity and creativity Can I do this? Clearly identified outcomes, assessment and reporting is aligned Effective verbal feedback Self- Efficacy (student’s track academic progress, perceived levels of effort and preparation) Self-efficacy is the measure of the belief in one's own ability to complete tasks and reach goals (choices, behaviours, thoughts)

Take Away Strategies Daily Opportunistic Extended Use targeted supports as universal strategies for all students Physical Movement *Focused research in increase of engagement because of movement – action! (hand out) Cognitively challenging tasks – require students to apply information in authentic ways. Teacher Engagement Demonstrating Intensity and Enthusiasm Humour/Games/ Competition Problem solving, real-world issues, choice in cognitive complex processes, investigate Building relationships and connections Friendly controversy Project Based Learning Connect to learning goals Example: Literacy – works within the cycle of engagement Presenting Unusual Information Competencies/Skill based learning Effective Pacing Quality Questioning Individual student tracking and evaluating progress Self-efficacy Take Away Hand out for Looking Back/Looking forward Hand out for Engagement for movement

Looking Back/Looking Ahead Purpose: Provides an effective way to reflect and increase connection to new learning. Working individually, complete each column on the recording sheet Table group conversation – prompts: What strikes you as you share your reflection? What are some patterns you noticed in your thinking? What are some implications for your/our work? Use today for “grounding” our learning on engagement Can be used as a daily, opportunistic or extended strategy for engagement Where will you go from here?