1. ENGAGEMENT WITH LEARNERS AND TUTORS Praxis Community Projects Wednesday, 24 th April, 2013 Riga PM

2. AIMS:  To discuss ways of engaging learners and tutors in enlarging the European vision of culture  To exchange ideas and experiences of effective learning and teaching  To produce a summary of the discussion

3. OBJECTIVES: By the end of the 50 minute session, participants will have:  provided a definition of ‘engagement’  discussed effective ways of engaging learners and tutors in enlarging the European vision of culture  shared good practice, including specific examples from their own teaching and learning

4. Engagement – some definitions Learners must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks “Students make a psychological investment in learning...They take pride not simply in earning the formal indicators of success (grades), but in understanding the material and incorporating or internalizing it in their lives.“(Newmann, F. (1992) Student Engagement and Achievement in American Secondary Schools. Teachers College Press. pp. 2–3). Learners are engaged when they are involved in their work, persist despite challenges and obstacles, and take visible delight in accomplishing their work

5. FACTORS IN ENGAGEMENT OR LACK OF IT Intrinsic and extrinsic motivation Age Gender Previous learning experiences Cultural factors Self-esteem Resources, including technology Technophobia Learning styles Emotional Intelligence

6. COMMUNICATIVE TEACHING AND LEARNING Learner-centred Focus on what learner knows, rather than gaps in knowledge Building confidence and self-esteem Personalisation/Differentiation/ILPs (Individual Learning Plans) Peer support, correction, teaching Minimal TTT (Teacher Talking Time) Use of new media

7. ACTIVE AND INTERACTIVE LEARNING

9. Learning Styles

10. MULTIPLE INTELLIGENCES

11. EMOTIONAL INTELLIGENCE/LITERACY

12. Bibliography Gardner, H (1983) Frames of Mind: The Theory of Multiple Intelligences Goleman, D (1995) Emotional Intelligence Kearsley, G (1997) The Virtual Professor: A Personal Case Study Kolb, D (1984) Experiential Learning: Experience as the source of learning and development Leu, Donald J. "Literacy and technology: Deictic consequences for literacy education in an information age." Handbook of reading research 3 (2000): 743-770. http://www.sp.uconn.edu/~djleu/Handbook.htmlhttp://www.sp.uconn.edu/~djleu/Handbook.html Newmann, F (1992) Student Engagement and Achievement in American Secondary Schools

13. Bibliography (cont’d) Jackson, R. (2007). The Promises and Challenges of Integrating Interactive Technologies into University Pedagogy, Campus Technology. Available from http://download.101com.com/CAM/conf/2007/T07.pdf Freeman, M. and Blayney, M. (2005). Promoting interactive in-class learning environments: A comparison of an electronic response system with a traditional alternative. Proceedings Of The 11 th Australasian Teaching Economics Conference; pp 23-33. Draper, S. (2005). Interactive Lectures. Available from University of Glasgow; Available from http://www.psy.gla.ac.uk/~steve/ilig/il.html http://www.qub.ac.uk/sites/CentreforExcellenceinActiveandInteractive Learning/BiosciencesProject/ActiveandInteractiveLearning