Presentation is loading. Please wait.

Presentation is loading. Please wait.

Module 5 Engagement Engagement by Design.

Published byἈριστόβουλος Καραβίας Modified over 6 years ago

Similar presentations

Presentation on theme: "Module 5 Engagement Engagement by Design."— Presentation transcript:

1 Module 5 Engagement Engagement by Design

2 Objectives for Today Participants will
Learn about the “engagement gap” Study the three types of engagement Explore the “engagement equation” Learn how applying all the facets of engagement results in enhanced student outcomes Copyright © 2018 Corwin

3 The Engagement Gap When it comes to tackling the achievement gap, there must first be an understanding that this is a symptom of a much greater challenge an engagement gap. Copyright © 2018 Corwin

4 Dimensions of Engagement
Behavioral Engagement Academic behaviors and actions Participates in school functions Attends and participates in class activities and discussions Follows school rules Studies Completes assignments Cognitive Engagement Psychological effort Desires challenge Self-regulates Plans, monitors, and evaluates one’s thinking and learning Emotional Engagement How students feel Is comfortable talking to peers Engages in group learning Asks questions of teachers Interested, inquisitive, and curious about academic content Copyright © 2018 Corwin

5 Dimensions of Engagement
Behavioral Engagement Academic behaviors and actions Participates in school functions Attends and participates in class activities and discussions Follows school rules Studies Completes assignments Cognitive Engagement Psychological effort Desires challenge Self-regulates Plans, monitors, and evaluates one’s thinking and learning Emotional Engagement How students feel Is comfortable talking to peers Engages in group learning Asks questions of teachers Interested, inquisitive, and curious about academic content Copyright © 2018 Corwin

6 Dimensions of Engagement
Behavioral Engagement Academic behaviors and actions Participates in school functions Attends and participates in class activities and discussions Follows school rules Studies Completes assignments Cognitive Engagement Psychological effort Desires challenge Self-regulates Plans, monitors, and evaluates one’s thinking and learning Emotional Engagement How students feel Is comfortable talking to peers Engages in group learning Asks questions of teachers Interested, inquisitive, and curious about academic content Copyright © 2018 Corwin

7 Dimensions of Engagement
Behavioral Engagement Academic behaviors and actions Participates in school functions Attends and participates in class activities and discussions Follows school rules Studies Completes assignments Cognitive Engagement Psychological effort Desires challenge Self-regulates Plans, monitors, and evaluates one’s thinking and learning Emotional Engagement How students feel Is comfortable talking to peers Engages in group learning Asks questions of teachers Interested, inquisitive, and curious about academic content Copyright © 2018 Corwin

8 Balanced Model for Optimal Learning
Copyright © 2018 Corwin

9 The Engagement Equation
S = Students R = Relationships T = Teachers TC = Teacher Clarity C = Content CH = Challenge P = Purpose SW = Student Worth V = voice Copyright © 2018 Corwin

10 Student Voice: Most Critical Component
Students want to be understood. Students deserve to be understood. Students must take responsibility for expressing thoughts and advocating for themselves and others. Teachers must afford opportunities to all students to turn their voices into meaningful action. Copyright © 2018 Corwin

11 Voice Copyright © 2018 Corwin

12 The Importance of Self-Worth
Self-worth occurs when students know they are uniquely valued members of the school community; have a person in their lives they can trust and learn from; and believe they have the ability to achieve— academically, personally, and socially. Quaglia and Corso, 2014 Copyright © 2018 Corwin

13 Self-Worth Copyright © 2018 Corwin

14 Purpose When students find purpose in their experience at school, they are 17 times more likely to be academically motivated to learn. Copyright © 2018 Corwin

15 Purpose Copyright © 2018 Corwin

16 Engaged Students Look Like? Sound Like? Feel Like?
Lose track of time and space Are not afraid to fail or succeed Are able to express their honest opinions and concerns Are emotionally, intellectually, and behaviorally invested in learning Copyright © 2018 Corwin

17 Engaged Students Copyright © 2018 Corwin

18 Engaged Classrooms Copyright © 2018 Corwin

19 Engaged Student Outcomes
Copyright © 2018 Corwin

Download ppt "Module 5 Engagement Engagement by Design."

Similar presentations

The art of teaching is the art of assisting discovery. -Mark Van Doren

The art of teaching is the art of assisting discovery. -Mark Van Doren
Developmentally Appropriate Practice

Developmentally Appropriate Practice
Modeling the Way.

Modeling the Way.
From Dr. Bob Marzano’s Dimensions of Learning. Acquiring and Integrating Knowledge Extending and Refining Knowledge Using Knowledge Meaningfully ATTITUDES.

From Dr. Bob Marzano’s Dimensions of Learning. Acquiring and Integrating Knowledge Extending and Refining Knowledge Using Knowledge Meaningfully ATTITUDES.
Current Model Current Mission: It is our mission.... to guide and inspire the youth of our community to develop the attitudes and life skills they need.

Current Model Current Mission: It is our mission.... to guide and inspire the youth of our community to develop the attitudes and life skills they need.
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved. 1 Chapter 11 Creating.

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved. 1 Chapter 11 Creating.
NAEYC Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8.

NAEYC Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8.
GOALS & GOAL ORIENTATION. Needs Drive Human Behavior  Murray  Maslow.

GOALS & GOAL ORIENTATION. Needs Drive Human Behavior  Murray  Maslow.
Southern Regional Education Board Welcome What Does Academic Integration Really Mean in the Career-Technical Classroom? Nancy Headrick, Director State.

Southern Regional Education Board Welcome What Does Academic Integration Really Mean in the Career-Technical Classroom? Nancy Headrick, Director State.
Interstate New Teacher Assessment and Support Consortium (INTASC)

Interstate New Teacher Assessment and Support Consortium (INTASC)
Bloom’s Cognitive and Affective Taxonomies Cognitive and Affective Taxonomies.

Bloom’s Cognitive and Affective Taxonomies Cognitive and Affective Taxonomies.
1 ©2012 Josephson Institute. Components of a Six Pillar Classroom OrderlySafe EngagingEncouraging Challenging.

1 ©2012 Josephson Institute. Components of a Six Pillar Classroom OrderlySafe EngagingEncouraging Challenging.
Secondary CLASS Observation Training

Secondary CLASS Observation Training
Therapeutic Communication

Therapeutic Communication
Planning for Assessment Taxonomies It is the classification of levels of intellectual behavior which is important to learning Formative Assessment Summative.

Planning for Assessment Taxonomies It is the classification of levels of intellectual behavior which is important to learning Formative Assessment Summative.
Social and Emotional Development Presented by: Rose Owens Kathleen Lee November 17, 2011 Room 412.

Social and Emotional Development Presented by: Rose Owens Kathleen Lee November 17, 2011 Room 412.
Minnesota Tackles Full Day K: More than Hours © FirstSchool 2014 Dr. Sharon Ritchie Juliana Harris Minnesota Department of Education.

Minnesota Tackles Full Day K: More than Hours © FirstSchool 2014 Dr. Sharon Ritchie Juliana Harris Minnesota Department of Education.
Behavior Management Plan Elementary classrooms can become better learning environments when teachers have rules, classroom management skills, and a belief.

Behavior Management Plan Elementary classrooms can become better learning environments when teachers have rules, classroom management skills, and a belief.
Preparing Novice Teachers in Classroom Management At The Elementary and Secondary Level By: Yelena Patish Charles Peck Elizabeth West Laura Rothenberg.

Preparing Novice Teachers in Classroom Management At The Elementary and Secondary Level By: Yelena Patish Charles Peck Elizabeth West Laura Rothenberg.
Teachers that matter Effective teachers Gingerlee Lackey Graduate Student University of Alabama A presentation based on chapter 3, “The argument: Visible.

Teachers that matter Effective teachers Gingerlee Lackey Graduate Student University of Alabama A presentation based on chapter 3, “The argument: Visible.

Similar presentations

Ads by Google