jeff
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Post by jeff on Oct 15, 2015 20:57:53 GMT
Answer the following question and respond to two colleagues.
1. Engagement is characterized as a magnet that attracts learners' meandering attention—as something that captures their imagination and snares their curiosity. What are some other ways you might describe engagement? As you develop plans for teaching and learning, how do you ensure student engagement?
Chapter 5 Engaging a student with a lesson is to make it meaningful to the student. Students must "connect" with the content in order to learn it. What is being taught must matter to the student. There are several things I do to try to ensure student engagement. I can't say that I do all of these every day with every subject, but I try to do these things as often as possible. 1) One of the first things I do to engage students is to tell them why I am teaching the lesson and to explain how they will "need" the the content in the future. I briefly tell them why it matters. As the author stated in Chapter 4, a teacher should create a "sense of urgency" with the material being taught. 2) I attempt to tie the material to what they already know and to what they have already experienced. The students can see how the content builds upon previous material taught. 3) Being very organized and keeping the lesson moving is important. 4) Variety is the spice of life. Well, it is also the spice of teaching. I try to mix things up and avoid the same routine every day for the subjects I teach. 5) Asking students to think beyond the lesson is something I do a lot of. For example, I present the given math lesson, but then I take it a step farther and question the students about something that is related but not presented in the lesson. 6) Students like to be involved in decision-making with lessons. Give them an opportunity to make some choices with assignments, for example. 7) Use technology! Today's students can't get enough of it. It seems like technology makes everything easier and more fun for them; therefore, more engaging! I like the variety idea and try to do that as much as possible. Every group is a little different and finding their strengths is very helpful. |
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jeff
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Posts: 30
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Post by jeff on Oct 15, 2015 21:00:43 GMT
The basis of this chapter to me generally links engagement with the diagrams on p. 67 and p. 75. I matched my accounting course with the charts on both pages. The core of this chapter talks about content, process, and product. In my accounting class we follow the text exclusively. It is a language and skill that must be learned. The "content process" is the ability for students to know, understand and have the knowledge to make application to the standards used across this country in this area. Engagement in this phase is harder but I try to use examples that students can relate to in their everyday life. The next phase is the "process" which is the activities used so students can make sense off or own the content. In this phase students are engaged in a different way. Activities are generally hands on. Students are engaging in record keeping activities that are essential to keeping strong records that are in compliance with accounting standards and tax law standards. Activities would include making entries in journals, ledgers, preparing financial statements, etc. The "product" would be the ability to demonstrate what they have learned. Engagement in this phase would include completing a simulated set of books manually, using a computerized accounting package, or setting up an accounting system that could be used in a small business that may have, the farm, etc. It is easy to plan for student engagement in any skills class that I teach. The vast majority of time spent in any given business class will be hands on activities. It is very challenging for teachers to engage the imaginations and snare all students curiosity in the subject matter everyday. Students also have an equal part to play. They have to engage in a positive way everyday to make a class successful for them. Our classes are very similar in a lot of ways. You need to understand the basic principles of a topic, but you then get to apply and hone your skills in real life applications. |
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Post by alecia on Oct 18, 2015 3:30:58 GMT
I see I posted this question response in the wrong spot so here we try again! How would I describe engagement? I would describe it as children having fun and enjoying themselves at the task at hand. They are focused and not bored with what they are doing. When I plan my teaching and lessons, I try hard to make them more engaging for them however sometimes easier said than done. I try with activities such as games or other engaging tasks that may get them out of their seats and isnt necessarily a paper pencil task.
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Post by alecia on Oct 18, 2015 3:41:05 GMT
Chapter 5 Engaging a student with a lesson is to make it meaningful to the student. Students must "connect" with the content in order to learn it. What is being taught must matter to the student. There are several things I do to try to ensure student engagement. I can't say that I do all of these every day with every subject, but I try to do these things as often as possible. 1) One of the first things I do to engage students is to tell them why I am teaching the lesson and to explain how they will "need" the the content in the future. I briefly tell them why it matters. As the author stated in Chapter 4, a teacher should create a "sense of urgency" with the material being taught. 2) I attempt to tie the material to what they already know and to what they have already experienced. The students can see how the content builds upon previous material taught. 3) Being very organized and keeping the lesson moving is important. 4) Variety is the spice of life. Well, it is also the spice of teaching. I try to mix things up and avoid the same routine every day for the subjects I teach. 5) Asking students to think beyond the lesson is something I do a lot of. For example, I present the given math lesson, but then I take it a step farther and question the students about something that is related but not presented in the lesson. 6) Students like to be involved in decision-making with lessons. Give them an opportunity to make some choices with assignments, for example. 7) Use technology! Today's students can't get enough of it. It seems like technology makes everything easier and more fun for them; therefore, more engaging! I like the variety idea and try to do that as much as possible. Every group is a little different and finding their strengths is very helpful. These are all really good philosophies when describing engagement and one of those is technology HOWEVER that only works if the technology works...otherwise its pointless. |
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Post by alecia on Oct 18, 2015 3:44:37 GMT
The text says. that we need engagement and understanding as the two essentials for durable learning. One of the things I have used the past years is the lack of a seating chart. If a student is not interacting with the class discussion they will end up sitting next to me in the front so it is their choice. Either you contribute to the class or you get moved up. I try to ask everyone a couple questions and then the most important part is why did for example, Why Did Hitler hate the Jews? In what ways did he try to eliminate any history of these people. I try to everyday start with current events and how they may or will affect us.For example! California became the 5th state to allow doctor assisted deaths. So we discussed this and I tried to put them in the shoes of one who has a loved one and is suffering what would they do for example? I think the part in this chapter on key classroom elements in learning were, content, (curriculum) process and product. Content is what a student should come to know.(understand he concepts and principles) and be able to do (skills) as a result of a given segment of study. So content is imput. Process is the opportunity for students to make sense of the content. An activity is likely to be effective if it (1) has a clearly defined purpose (2) Focuses students squarely on one Key understanding (3)Causes students to use a key skill to work with key ideas (4) Matches the student's level of readiness (5) Helps students relate new understandings and skills to previous ones A product is the vehicle through which students show and (extend) what they have come to understand and can do. culminating products-align knowledge, understanding, and skill emphasis student understanding rather than repetition of knowledge Are accessiable to students with a range of learning needs. I have on occasion given a daily grade based on their output in class using a rubric scoring system. Totally engaged in class askes 4-5 questions and answers many questions. 5 pts. Answers a few questions and answers a few questions 4 pts. Less involved less points. I usually have them assign themselves a grade and we compare and come to a conclusion of what point they should receive. You need to walk around and get down and personal with them. If you hide behind the desk or podium they may do the same thing. I love the last comment here, if you hide behind the desk or podium they may do the same thing. YES you are right, YOU need to engage in your students learning as well. |
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lori
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Posts: 28 
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Post by lori on Oct 20, 2015 3:40:49 GMT
1. I would describe engagement as getting your students actively involved in the lessons you are teaching. In the younger grades, we are constantly using hands on activities and manipulatives to keep our students engaged. The kids need these interactions to relate to many of the lessons. This helps them make a more concrete picture in their mind. The students should be able to link new knowledge to the familiar things in their everyday lives to make learning more meaningful. Students need to connect to ideas they feel will make sense to them. They need important and real information that they can carry over in their daily lives.
Some ways I try to ensure engagement is to show them why the things they are learning are important. They apply these to their everyday lives and use their knowledge to problem solve. Through student engagement, we are preparing our students to be their own thinkers and gain independence.
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lori
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Posts: 28
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Post by lori on Oct 20, 2015 3:45:18 GMT
I like the variety idea and try to do that as much as possible. Every group is a little different and finding their strengths is very helpful. These are all really good philosophies when describing engagement and one of those is technology HOWEVER that only works if the technology works...otherwise its pointless. Lori- Technology sure seems to get the students engaged and excited. It would be nice if it always worked when we want to use it. |
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lori
New Member
Posts: 28
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Post by lori on Oct 20, 2015 3:51:29 GMT
The basis of this chapter to me generally links engagement with the diagrams on p. 67 and p. 75. I matched my accounting course with the charts on both pages. The core of this chapter talks about content, process, and product. In my accounting class we follow the text exclusively. It is a language and skill that must be learned. The "content process" is the ability for students to know, understand and have the knowledge to make application to the standards used across this country in this area. Engagement in this phase is harder but I try to use examples that students can relate to in their everyday life. The next phase is the "process" which is the activities used so students can make sense off or own the content. In this phase students are engaged in a different way. Activities are generally hands on. Students are engaging in record keeping activities that are essential to keeping strong records that are in compliance with accounting standards and tax law standards. Activities would include making entries in journals, ledgers, preparing financial statements, etc. The "product" would be the ability to demonstrate what they have learned. Engagement in this phase would include completing a simulated set of books manually, using a computerized accounting package, or setting up an accounting system that could be used in a small business that may have, the farm, etc. It is easy to plan for student engagement in any skills class that I teach. The vast majority of time spent in any given business class will be hands on activities. It is very challenging for teachers to engage the imaginations and snare all students curiosity in the subject matter everyday. Students also have an equal part to play. They have to engage in a positive way everyday to make a class successful for them. Lori- I agree that students also have to do their part. Teachers and students need to work together. |
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joel
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Posts: 20
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Post by joel on Oct 21, 2015 21:17:11 GMT
A number of teachers have mentioned making the lessons relevant, making them hands on or getting students to participate, and the idea that learning now will help in the future. I think all of these are good answers for engagement and even for motivation in some cases.
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Post by lindsey on Oct 22, 2015 21:13:17 GMT
Chapter 5 Question:
An engaging classroom to me is one that occupies the attention of all students & offers hands-on activities that allows students to actively participate. I try to ensure student engagement in my classroom by providing clear expectations in my lessons. I also try to use a lot of expression & excitement in my teaching to get children excited about the content & develop a positive attitude towards learning!
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Post by lindsey on Oct 22, 2015 21:16:10 GMT
Answer the following question and respond to two colleagues.
1. Engagement is characterized as a magnet that attracts learners' meandering attention—as something that captures their imagination and snares their curiosity. What are some other ways you might describe engagement? As you develop plans for teaching and learning, how do you ensure student engagement?
Chapter 5 Engaging a student with a lesson is to make it meaningful to the student. Students must "connect" with the content in order to learn it. What is being taught must matter to the student. There are several things I do to try to ensure student engagement. I can't say that I do all of these every day with every subject, but I try to do these things as often as possible. 1) One of the first things I do to engage students is to tell them why I am teaching the lesson and to explain how they will "need" the the content in the future. I briefly tell them why it matters. As the author stated in Chapter 4, a teacher should create a "sense of urgency" with the material being taught. 2) I attempt to tie the material to what they already know and to what they have already experienced. The students can see how the content builds upon previous material taught. 3) Being very organized and keeping the lesson moving is important. 4) Variety is the spice of life. Well, it is also the spice of teaching. I try to mix things up and avoid the same routine every day for the subjects I teach. 5) Asking students to think beyond the lesson is something I do a lot of. For example, I present the given math lesson, but then I take it a step farther and question the students about something that is related but not presented in the lesson. 6) Students like to be involved in decision-making with lessons. Give them an opportunity to make some choices with assignments, for example. 7) Use technology! Today's students can't get enough of it. It seems like technology makes everything easier and more fun for them; therefore, more engaging! Brenda- I agree technology is a big motivator!! My students seem to be more engaged & excited when technology is included in the lesson!!  |
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Post by lindsey on Oct 22, 2015 21:19:43 GMT
If your students are not engaged, your students are most likely not learning either. Below are some types of engagement that I could come up with. 1) Being able to connect the material with something in real life. I always get the question, "Why do we have to learn this?" question, so being to let the students know why we need to learn it is important. And sometimes it's not a fancy answer either, specially in higher math courses. Some responses are just plain and simple that they will need college algebra to graduate college and get their degree and this is something that will help you be successful in that class. 2) Getting the students up out of their seats. 3) Provide hands-on materials or tools that they can physically be involved with. 4) TECHNOLOGY! 5) Making connections to previous lessons or foreshadowing of something that may be to come. Some ways that I get students engaged is by having them coming up to the board to answer problems. Or if a student asks a question, call on another student to help answer that students question, rather than having me just answer them right away. And lastly, I've implemented the idea that I learned in the professional development day by asking the student to support their answer rather than just giving them a yes or no answer when they are right or wrong. In my first grade classroom, it is so important to get the students up out of their seats & provide hands-on materials to keep them involved!! Great post!! |
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Post by cyarndt on Oct 23, 2015 16:42:23 GMT
Answer the following question and respond to two colleagues.
1. Engagement is characterized as a magnet that attracts learners' meandering attention—as something that captures their imagination and snares their curiosity. What are some other ways you might describe engagement? As you develop plans for teaching and learning, how do you ensure student engagement?
Chapter 5 Engaging a student with a lesson is to make it meaningful to the student. Students must "connect" with the content in order to learn it. What is being taught must matter to the student. There are several things I do to try to ensure student engagement. I can't say that I do all of these every day with every subject, but I try to do these things as often as possible. 1) One of the first things I do to engage students is to tell them why I am teaching the lesson and to explain how they will "need" the the content in the future. I briefly tell them why it matters. As the author stated in Chapter 4, a teacher should create a "sense of urgency" with the material being taught. 2) I attempt to tie the material to what they already know and to what they have already experienced. The students can see how the content builds upon previous material taught. 3) Being very organized and keeping the lesson moving is important. 4) Variety is the spice of life. Well, it is also the spice of teaching. I try to mix things up and avoid the same routine every day for the subjects I teach. 5) Asking students to think beyond the lesson is something I do a lot of. For example, I present the given math lesson, but then I take it a step farther and question the students about something that is related but not presented in the lesson. 6) Students like to be involved in decision-making with lessons. Give them an opportunity to make some choices with assignments, for example. 7) Use technology! Today's students can't get enough of it. It seems like technology makes everything easier and more fun for them; therefore, more engaging! Excellent ideas, Brenda!! Using technology is great with engagement; managing technology is an ongoing learning process! |
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Post by cyarndt on Oct 23, 2015 16:58:04 GMT
Answer the following question and respond to two colleagues.
1. Engagement is characterized as a magnet that attracts learners' meandering attention—as something that captures their imagination and snares their curiosity. What are some other ways you might describe engagement? As you develop plans for teaching and learning, how do you ensure student engagement?
1. I get students for approximately 30 minute increments, so engagement is essential to keeping them on task! I question students often, finding connections in what we're learning and relating it to their own understandings, I also try to find materials that are intriguing to create interest. Recently, we finished reading a novel in which students had to write a paper, but they were able to choose topics that they found interesting relating the the novel. Additionally, they were responsible for completing a project based on various comprehension techniques. Students were again able to choose which projects they were able to complete. The students appeared to be engaged in their tasks and were able to produce great products that demonstrated their understandings of the novel and historical context around the story. |
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Post by cyarndt on Oct 23, 2015 17:02:04 GMT
1. I would describe engagement as getting your students actively involved in the lessons you are teaching. In the younger grades, we are constantly using hands on activities and manipulatives to keep our students engaged. The kids need these interactions to relate to many of the lessons. This helps them make a more concrete picture in their mind. The students should be able to link new knowledge to the familiar things in their everyday lives to make learning more meaningful. Students need to connect to ideas they feel will make sense to them. They need important and real information that they can carry over in their daily lives. Some ways I try to ensure engagement is to show them why the things they are learning are important. They apply these to their everyday lives and use their knowledge to problem solve. Through student engagement, we are preparing our students to be their own thinkers and gain independence. Lori, I love your comment about preparing our students to be their own thinkers and gain independence!! I believe that these two things in addition to the content are the essentials required to teaching life-long learners. |
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