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Enhancing Engagement for Low SES Students

The article discusses how to improve student engagement, particularly for those from low socioeconomic backgrounds, through the use of technology and literacy practices. It presents a framework called the Methodology and Student Engagement Framework that aims to increase cognitive, affective, and operative engagement through characteristics like the Fair Go Project. The summary will analyze an existing music class lesson plan and propose additions from the Fair Go Project and Framework to enhance teaching practices for these students.

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66 views1 page

Enhancing Engagement for Low SES Students

The article discusses how to improve student engagement, particularly for those from low socioeconomic backgrounds, through the use of technology and literacy practices. It presents a framework called the Methodology and Student Engagement Framework that aims to increase cognitive, affective, and operative engagement through characteristics like the Fair Go Project. The summary will analyze an existing music class lesson plan and propose additions from the Fair Go Project and Framework to enhance teaching practices for these students.

Uploaded by

api-525101317
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
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Word Count : 2015

Student engagement by using Technology and Literacy practices for students

from low SES communities

Research regarding the engagement of students is something necessary to make sure

children are continuously learning. In the research article “Enabling exemplary teaching:

a framework of student engagement for students from low socio-economic backgrounds

with implications for technology and literacy practices” (Carlow & Orlando, 2015) talk

about the issue of student engagement, in particular, students who come from low SES

backgrounds. Callow and Orland (2015) state that students should have the right to be

successful in their education whilst improving teachers pedagogies from using the Fair

Go Project (FGP) alongside the methodology and student engagement (MeE)

Framework. The three key characterisations that the framework is made up of includes

high cognitive, high affective and high operative, which are controlled to make a positive

impact in the classroom by engaging students from low SES backgrounds (Munns,

2007). A critical summary will be shown, the existing lesson plan for a music class will

also be described, along with additions from the FGP and the justification of implications

on teaching practice.

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