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Authentic Engagement For Student Success: OSII: High Schools That Work November 16, 2018

This document discusses the importance of authentic student engagement for success. It defines engagement as having behavioral, cognitive, and emotional dimensions. Behavioral engagement involves participation, but does not ensure deeper learning. Cognitive engagement means students are fully present and self-regulating their learning as they tackle challenges. Emotional engagement depends on relationships and a sense of belonging. The document advocates for "engagement by design" where teachers understand the roles of relationships, clarity of instruction, and appropriate challenge in intentionally inviting classrooms. Student voice provides insights into increasing engagement across these dimensions.

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37 views33 pages

Authentic Engagement For Student Success: OSII: High Schools That Work November 16, 2018

This document discusses the importance of authentic student engagement for success. It defines engagement as having behavioral, cognitive, and emotional dimensions. Behavioral engagement involves participation, but does not ensure deeper learning. Cognitive engagement means students are fully present and self-regulating their learning as they tackle challenges. Emotional engagement depends on relationships and a sense of belonging. The document advocates for "engagement by design" where teachers understand the roles of relationships, clarity of instruction, and appropriate challenge in intentionally inviting classrooms. Student voice provides insights into increasing engagement across these dimensions.

Uploaded by

shairazi sarbi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Authentic Engagement for Student

Success

Cathy J. Lassiter, Ed.D.

OSII: High Schools That Work


November 16, 2018
Targets for Today
• Develop a common
understanding of student
engagement
• Evaluate the role of
student voice and its
connection to engagement
• Explore the elements of
intentionally inviting
classrooms and the roles
relationships, clarity and
challenge play in creating
them
2
Student
engagement may
be the most
important
component of the
framework for
teaching.
Charlotte Danielson
“Engaging students
is the job of every
classroom teacher.”
Robert Marzano
Image popularized by philosopher
Ludwig Wittgenstein (1953)

What do
you see?
Distinguishing Between
Real and Fool’s Gold
The 3 Worlds of Learners

• The public world of


the teacher
• The highly influential
world of peers
• The student's own
private world and
experiences
Learning Activity

Table Talk

How do the 3 worlds of


learners as described
by Nuthall impact our
ability to increase
student engagement in
learning?
Understanding of Student Engagement
Engaged Students

Fisher, D., et.al. (2018) p. 155


Engaged Classrooms

Fisher, D., et.al. (2018) p. 155 11


At the Foundation

• As defined by Appleton
in 2008 based on the
student experience in
various sub contexts in
student life at school.
Dimensions of Student Engagement
Behavioral • Participates in school functions
Engagement • Attends and participates in class activities and
discussions
• Follows school rules
• Studies
• Completes assignments
Cognitive • Desires challenge
Engagement • Self-regulates
• Plans, monitors, and evaluates one’s thinking
and learning

Emotional • Is comfortable talking to peers


Engagement • Engages in group learning
• Asks questions of teachers
• Interested, inquisitive, and curious about
academic content

Fisher, D., et.al. (2018)


Behavioral Engagement

Students follow
school rules,
complete their
homework, listen to
the teacher. The are
compliant and well
behaved.
Cognitive Engagement

Students engage in the


learning process and are
fully present in their
learning. They engage
in metacognition and
self-regulate and self-
assess as they tackle
challenges.
Emotional Engagement
Based on students
general sense of
belonging in the
school community
and how they feel
about their
relationships with
teachers and peers.
Behavioral engagement can mask cognitive
engagement.
Learning Activity

Self-Reflect & Pair Share


Reflect on engagement in
your classroom. What kind
of engagement do you have
most often? How might you
increase student
engagement at 1 or more of
the 3 levels?
The Engagement Gap
Engagement by Design
“If we are serious about addressing the
achievement gap, we must tend to the crisis of
low engagement in far too many classrooms”
“Every student deserves a learning experience
that has high levels of engagement by design.”
Digging into the Voice Research
• Quaglia Student Voice Survey
• 2015-16
• Students have something to
teach us about schools
• 14 states
• 250 schools
• Gr. 3-5- over 12,000 responses
• Gr. 6-12-over 48,000 responses
Students can teach us
something about schools.
Learning Activity

Table Discussion
Responding to the
Student Voice Research
Creating Inviting Classrooms
Elements of Intentionally
Inviting Classrooms
• Trust—the ongoing relationships between
teachers and students
• Respect—actions communicate a context
where everyone is valued
• Optimism—every member of the classroom
has potential
• Intentionality—everything carefully designed
to convey trust, respect, and optimism

26
Trust Respect

Intentionally Inviting
Classrooms

Optimism Intentionality
Characteristics of the
Four Types of Teachers

28
Learning Activity

Self –Reflection
Are you an intentionally
inviting teacher?
What are some ways you
might create an inviting
classroom?

29
Effective classrooms don’t just happen. They are led by
teachers who deeply understand their craft and the
essential nature of the interaction between
student, teacher, and content.

30
Model of Engagement by Design

Relationships

Clarity Challenge

Fisher, D., Frey, N., Quaglia, R., Smith, D., Lande, L. (2018). Engagement by Design: Creating
Learning Environments Where Student Thrive. Corwin. Thousand Oaks. 31
Distinguishing Between

Fool’s Gold

Real Gold
Participant Evaluation

http://bit.ly/ACFeedback
Cathy J. Lassiter, Author/Consultant
[email protected]
757-353-5371

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