Engaging Students in Learning
What is component 3C?
Student engagement does not simply mean that students are busy. In fact, teachers should avoid busy work. Students are engaged when they are actively learning and practicing skills. The teacher can maintain the students' attention through activities and assignments, group work, diverse resources, and the structure and pacing of the lesson. A good lesson will have a beginning, middle, and end. Throughout the lesson, teachers should provide necessary scaffolding and encourage student reflection.
Why do you need it?
Students will not be able to learn if they are not focused and engaged. An engaged student will be learning in their zone of proximal development. The known zone leads to boredom, while the frustration zone students giving up, and both should be avoided. Reflection and closure in a lesson also helps student to find lessons more meaningful and likely to be retained over time.
What are the elements?
Activities and assignments: Activities and assignments determine what the student is asked to do during the lesson. Without activities and assignments, students are not doing anything, and therefore are not engaged. Teachers should be planning activities and assignments that align with lesson goals, encourage students to practice critical thinking, and allow for student choice when possible.
Grouping of students: Students can be grouped two ways; with similar students or with diverse students. There are also two ways to form these groups; having the teacher decide them or allowing students to form them. A teacher may choose different ways of grouping depending on the lesson.
Instructional materials and resources: In most cases, teachers do not have the liberty to select their own curriculum. However, teachers can find materials and resources to supplement the lesson.
Structure and pacing: Students should not feel that the lesson is rushed or being drawn out. The teacher should guide the lesson the lesson at a pace comfortable to a majority of the class, and within the structure. There should also be time allotted in the lesson for reflection and closure.
In the classroom:
*Teachers should look for resources and materials to supplement the curriculum. A teacher could find some ideas at pdesas.org, Pinterest, education blogs, and other online resource libraries.
*If you having students view a documentary or educational video as part of a lesson, the teacher could created guided notes or a worksheet that students complete while watching. This would prevent students from zoning out during the video.
*By using different activities during a lesson, teachers can increase student engagement. A teacher may choose to incorporate group discussion, a worksheet, and an educational game all in the same lesson.
What is component 3C?
Student engagement does not simply mean that students are busy. In fact, teachers should avoid busy work. Students are engaged when they are actively learning and practicing skills. The teacher can maintain the students' attention through activities and assignments, group work, diverse resources, and the structure and pacing of the lesson. A good lesson will have a beginning, middle, and end. Throughout the lesson, teachers should provide necessary scaffolding and encourage student reflection.
Why do you need it?
Students will not be able to learn if they are not focused and engaged. An engaged student will be learning in their zone of proximal development. The known zone leads to boredom, while the frustration zone students giving up, and both should be avoided. Reflection and closure in a lesson also helps student to find lessons more meaningful and likely to be retained over time.
What are the elements?
Activities and assignments: Activities and assignments determine what the student is asked to do during the lesson. Without activities and assignments, students are not doing anything, and therefore are not engaged. Teachers should be planning activities and assignments that align with lesson goals, encourage students to practice critical thinking, and allow for student choice when possible.
Grouping of students: Students can be grouped two ways; with similar students or with diverse students. There are also two ways to form these groups; having the teacher decide them or allowing students to form them. A teacher may choose different ways of grouping depending on the lesson.
Instructional materials and resources: In most cases, teachers do not have the liberty to select their own curriculum. However, teachers can find materials and resources to supplement the lesson.
Structure and pacing: Students should not feel that the lesson is rushed or being drawn out. The teacher should guide the lesson the lesson at a pace comfortable to a majority of the class, and within the structure. There should also be time allotted in the lesson for reflection and closure.
In the classroom:
*Teachers should look for resources and materials to supplement the curriculum. A teacher could find some ideas at pdesas.org, Pinterest, education blogs, and other online resource libraries.
*If you having students view a documentary or educational video as part of a lesson, the teacher could created guided notes or a worksheet that students complete while watching. This would prevent students from zoning out during the video.
*By using different activities during a lesson, teachers can increase student engagement. A teacher may choose to incorporate group discussion, a worksheet, and an educational game all in the same lesson.
Resources:
Girls on desk looking at notebook. (2017). [image] Available at: https://www.pexels.com/photo/girls-on-desk-looking-at-notebook-159823/ [Accessed 20 Oct. 2017].
PDE SAS. (2011). The Framework for Teaching Evaluation Instrument. [online] Available at: http://static.pdesas.org/content/documents/danielson_rubric_32.pdf [Accessed 05 Oct. 2017].
Girls on desk looking at notebook. (2017). [image] Available at: https://www.pexels.com/photo/girls-on-desk-looking-at-notebook-159823/ [Accessed 20 Oct. 2017].
PDE SAS. (2011). The Framework for Teaching Evaluation Instrument. [online] Available at: http://static.pdesas.org/content/documents/danielson_rubric_32.pdf [Accessed 05 Oct. 2017].