How to Make Engagement a Top Priority When Lesson Planning – Whooo's Reading Blog
Relevant, meaningful activities that both engage students with a topic about which the student has been engaged are likely to Students need a personal connection to the material, whether that's When a teacher provides relevance for a student, the teacher helps the student perceive these two things. the kinds of instructional practices that make a difference in pre-service learning, and . elements that are linked to student engagement: (a) activities and as-. By Jessica Sanders Engaged students are more likely to understand and apply new information, according to the authors of Teaching.
How To Make Learning Relevant To Your Students (And Why It's Crucial To Their Success) | InformED
Most teachers would also agree that students may be more excited to learn when engaging teaching methods are used. However, assuming that engagement will happen automatically is a mistake. Without a little nudge from you, students likely stay in the passive role of listening and observing from their seats. This makes it easy to facilitate and maximize during class time, without taking away from your lesson.
When planning your lessons with engagement in mind, there are three important aspects to consider: Dive deeper into each one of these to find out how you can make engagement a top priority in your lessons. Click To Tweet 1. Define Engagement The definition of successful engagement is not only different for each classroom and teacher, but it may change from lesson to lesson. While planning, consider what would qualify a student as engaged in that particular situation, so you can ensure it happens.
Establishing relevance was the most prominent and often cited student response.
Relevance is a key component to intrinsically motivating student learning. By establishing both personal and real-world relevance, students are provided with an important opportunity to relate the course subject matter to the world around them, and to assimilate it in accordance with their previously held assumptions and beliefs. Relevance is a key factor in providing a learning context in which students construct their own understanding of the course material.
In the study, students pointed to four methods for establishing relevance: Discussing how theory can be applied in practice Making a link to local cases Relating subject matter to everyday applications Discussing and finding applications in current newsworthy issues and events.
Likewise, Wieman recommended that students be provided with intentional and explicit opportunities to discuss, for each topic covered, why this topic is worth learning, how it operates in the real world, why it makes sense, and how it connects to things the student already knows.
Here are a few tips for making learning engaging and personally relevant, according to Willis, Faeth, and Immordino-Yang: Use suspense and keep it fresh. Connect it to their lives and what they already know.
Making cross-curricular connections also helps solidify those neural loops. With no reference point and no intrigue, say Willis, Immordino-Yang, and Faeth, information is fairly likely to go in one ear and straight out the other. For example, physics tends to be less than fascinating to your average student, but for a student who wants to be an engineer, physics is interesting and can also hold great utility value.
Utility value provides relevance first by piquing students telling them the content is important to their future goals; it then continues by showing or explaining how the content fits into their plans for the future.
This helps students realise the content is not just interesting but also worth knowing. Relatedness is seen by many as having non-academic and academic sides.
Case Study: Student engagement and lesson planning | Education Council
The non-academic side of relatedness emphasises the relationship the instructor has with students: Now our shelf is too small for the books; what should we do? For example, "Think about when you receive birthday presents from your friends. You will be able to count them. Then, when your next friend arrives, you will be able to add one more.
You will be able to keep track of the number of presents you have. For example, "You should be able to add one more as you can keep track of what you have, so you'll know if you have lost one or if one has disappeared. Tell and show students what their classmates have produced. This is powerful because it's an extension of the authority of word of mouth. At the close of the lesson, teachers can recap by asking the learners to reflect on what they have learned, what they have gained from the lesson, how they will apply their learning in real life, and what they consider the value of what they've learned.
This approach means that learners critically think and reflect, instead of the teacher summarizing the lesson.
How to Make Engagement a Top Priority When Lesson Planning
For example, in a lesson about light and heavy objects, a student might say: In today's lesson, I learned how to separate light objects from heavy ones. I did this by estimating the weight. I picked up each object and said which I thought was light and which was heavy.
I asked my friends if they agreed. Then I weighed the objects on a scale to check if I was right.
We discussed what makes something light or heavy. I know that if an object is made of metal, it is often heavy. This is useful when we take a flight.
My mother always pays for overweight baggage at the airport. I can take responsibility to pack the suitcases, because I know which objects are light and which are heavy. I can estimate the weight and use the scales to weigh the suitcases before we go to the airport. When teachers have done the groundwork of building relationships with their learners, planning ways to authentically hook them into the lesson content, and fostering learners' critical thinking and reflection after the lesson, they help students develop responsibility for their own engagement and progress.
Fiona Baker is a teacher educator with an interest in responsive classroom professional development. She has more than 25 years of experience as a classroom teacher, workshop presenter, school consultant, and faculty member at universities and colleges, and she currently teaches at the Emirates College for Advanced Education in Abu Dhabi, United Arab Emirates.
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