Student Engagement and Optimizing Learning
Teachers are constantly looking for ways to engage learners with the curriculum. When students are engaged academically, emotionally, and behaviorally, their learning experiences will be optimized.
Engaged Academically
Students who are engaged academically demonstrate a desire to learn and challenge themselves. They want to be challenged intellectually and approached as serious learners.
Engaged Emotionally
Students who are engaged emotionally feel a sense of belonging. When learning, they feel the emotions of enjoyment, excitement, and enthusiasm. Relationships become an integral part of learning and help create successful teamwork.
Engaged Behaviorally
Students who are engaged behaviorally demonstrate on-task behaviors. They persist and persevere when learning. They focus attention, concentrate intently, put forth effort, and process information cognitively to make meaning and transfer learning.
Did you know?
Student engagement has emerged as a multifaceted concept, encompassing academic, emotional, behavioral, and cognitive aspects, requiring engagement efforts that stress improving both students’ motivation to learn and their sense of connection (Stout & Christenson, 2009).
“Student engagement is the product of motivation and active learning. It is a product rather than a sum because it will not occur if either element is missing.”
— Elizabeth F. Barkley, Student Engagement Techniques: A Handbook for College Faculty
The information below is based on ideas in the PLS courses Classroom Management: Orchestrating a Community of Learners®, Classroom Management: Orchestrating a Community of Learners® Online, and Student Engagement and Standards-Based Learning™.
Read on for several strategies designed to engage students academically, emotionally, and behaviorally.
The opportunity to participate as a unified group creates a sense of belonging and helps students find common behavioral footing and connections to one another. They improve their communication and collaboration and their social/cross cultural skills.
End each day with an unfinished sentence for students to complete
Example: Students complete a statement, such as “I enjoyed…”, “I learned…”, “I realized…”, or “I’m looking forward to…” The unfinished sentence helps students engage with the material on an academic level by reflecting on the day.
Schedule the same special events year after year
Example: Each year after completing their unit of study on the Middle Ages, an forth-grade history class reenacts a medieval festival. Every student going into forth grade knows that he or she will participate in this special event. Make sure the special event is related to your curriculum.
Taking It Further
References
Hidi, S., & Renninger, A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–127.
Stout, K. E., & Christenson, L. (2009). Staying on track for high school graduation: Promoting student engagement. Prevention Researcher, 16(3), 17–20.
Yazzie-Mintz, E. (2007). Voices of students on engagement: A report on the 2006 High School Survey of Student Engagement. Bloomington: Indiana University, Center for Evaluation & Education Policy.
