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WHITE PAPER

w w w . i a o . o r g

DEVELOPING

ENGAGEMENT PROGRAM IN

EDUCATIONAL INSTITUTES

STUDENT

Table of Contents

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Executive Summary

Introduction: Student Engagement

Importance of Student Engagement

Introduction to Engagement Based Learning and Teaching Approach (EBLT)

Key Elements of EBLT

Developing Relationships with student for EBLT program

Comparison of Classroom Management & EBLT

Conclusion

About IAO

Executive Summary

Executive Summary1

Several theories have appeared in the recent past discussing the relationship of student involvement and

engagement. Intensive research has been conducted which reflects the impact of student engagement on

their learning outcomes in university, schools, colleges etc . The essential assertion is that students must be

actively involved in their surroundings in order to learn effectively and grow in their specific field of education.

In this white paper we will review the in-depth need of student engagement and its importance. Main essence

revolves around understanding the student’s engagement application and how the teachers and institutes can

contribute towards effective learning. Most importantly discussed is the ability to identify and apply EBLT

theories to achieve maximum amount of student engagement.

Introduction: Student Engagement

Introduction2

In today’s world, students are mostly engaged in activities that appeal to their imagination, their competitive-

ness and their need to socialize . With the given technology: iPods, pocket PC’s, handheld devices, laptops, and

mobile phones, they are involved almost consecutively in the technology world around them.

Within this massive storage of data & information, students have learned several software programs and 101

ways to use their gadgets, thus expanding their knowledge and their ability to communicate and learn in

innovative ways.

The question then arises: Why do some students come to school essentially eager to learn and then become

disconnected inside their classrooms? What makes some young students who are naturally inquisitive, with

impressive creativity and enthusiastic minds “tune out” after they pass through the school gate? Why do other

children constantly view school as enjoyable medium of knowledge and remain excited at the possibilities

ahead of them? The answer lies in the basic fundamental of student engagement.

Student engagement occurs when "students make a psychological investment in learning”. Students aggres-

sively work hard towards learning the knowledge the school offers. Students take pride not simply in gaining

the traditional incentives of achievement (results or grades), but in indulging the material and incorporating it

in their daily routine or lifestyle lives.

Student engagement is increasingly seen as a sign of winning classroom environment, as well as a productive

result of school reform. Students are attentive when involved in their assignments, regardless of challenges and

hurdles, and take noticeable delight in achieving their work. Student engagement also refers to a "student's

eagerness, need, aspiration and duress to participate in, and be victorious in, the learning procedure promoting

advanced level thinking for long-term understanding.

An often overlooked reality is that students learn in different ways, and educational institutions must find

productive ways to tap students’ nature to instigate curiosity. Even more importantly, the bitter truth is that

students are anticipated to learn in ways that are contradictory (and frequently opposite) to how learning

happens. Moreover students, are required to learn in ways that are suitable for the schools and professor’s

rather than in ways that are brain-compatible and consistent with their “other” learning – learning that has

taken place since birth outside of school, without teaching professional, textbook, or worksheet.

Importance Of Student Engagement

Importance Of Student Engagement3

In the 21st century learning environment, for the traditional classroom and beyond, student engagement is

defined by representing self-direction and accountability involving immersion, enthusiasm, individualization,

experimentation, and an investment in the individual learning process.

It is an open fact that the lack of student engagement is a predictor for drop out students from schools even

after controlling for student background and academic achievements. Further more engaged students learn

more, retain more, and enjoy learning more than students who are not engaged during their learning sessions.

Few indicators of students who are engaged are as follows:Learning ability at high levels.

A profound grasp on their learning.

Engaged students retain what they learn.

Engaged students transfer information/knowledge onto new contexts

Yet, student surveys produced shocking results of fifty percent of students reported being uninterested in at

least one high school class every day. Up to Seventy-five percent of students stated that they were bored

because the material was not interesting or relevant to their daily lives or future interests. Overall, the percep-

tion is that education is boring and it was cited as one of the reasons kids drop out of school and do not pursue

their education.

Institutions are working towards identifying jobs that recognize the importance of student engagement in and

out of educational institutions and classrooms. These positions are established on the concept that students

who participate actively to their learning surroundings, through various understanding such as learning

communities, service-learning, first-year seminars, and undergraduate research, are more likely to succeed in

college.

Following are a few activities that may be practiced to achieve student engagement by educational institutes:

Develop programs for faculty to improve their advising skills

Coordinate peer-learning opportunities

Encourage light discussion among students and teachers

Create activities which allowing student-teacher interaction

Introduction To Learning And Teaching Approach (EBLT)

4

Just by telling or encouraging students to connect themselves in their class work is hardly

ever enough. Students usually register this as another task / assignment given by the teacher.

The engagement-based learning and teaching (EBLT) approach provides the

basis for building and strengthening student engagement in classrooms and the overall learning

procedure. This foundation is constructed through specific ideology, behavior, skills, and approaches.

All members of the school community, universities or other educational institutes can also unite forces to

develop worldwide performances that at the end of the day. Student engagement beliefs, principles, outlook,

enthusiasm, behavioral practices, and abilities that are at the crux of high standards of student engagement.

Student Engagement can broadly be categorized in three sections, that unfold in EBLT as follows:

Cognitive Category: Beliefs and values.

Emotional Category: Motivation and feelings.

Behavioral Category: Habits and skills.

In the EBLT approach, teachers and parents work methodically across all the above mentioned categories to

guarantee an incorporated approach to nurture and support student engagement at the maximum level

possible. The core practices of student achievement and other proficiency, such as organizational skills and

self-discipline, also will be developed in the student through this procedure of student engagement.

Introduction To EBLT



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We have already discussed the importance of EBLT, but the implementation of these practices play an equally

important role in an effective EBLT program. The EBLT approach encompasses the following six goals:

1. Nurture one-on-one relationships: The one-on-one relationship between student and

teacher is a significant element that can direct to improved student motivation and advanced

levels of engagement in educational and social activities.

2. Develop new skills and behavior. Teachers can learn innovative skills and adopt habits that help them to

expand, polish, and improve their existing natural tendency to motivate and engage

students.

3. Integrate systematic approach. Teachers can discover systematic strategies that assist

student engagement. Students can build up behavioral skills and habits that direct to

increased academic achievement and better participation in educational life.

4. Acquire responsibility for student engagement activities. It is basically the teacher’s

responsibility to connect the students, as opposed to the teacher expecting students to come

to class naturally and automatically engaged.

5. Encourage entire institute involvement culture. The best way to promote greater standards of student

engagement is to increase and maintain an institute wide initiative that is devoted to

developing a culture of student engagement. Involving students in school activities, and providing a

thorough and relevant education program for all students.

6. Professional development is an important part of increasing student engagement.Staff development, in combination with staff ownership and acknowledgment, is critical to developing

and managing a culture of successful student engagement.

Developing Relationships With Student For EBLT Program

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Strong optimistic relationships are significant to the education procedure. Students are more likely to

Adapt to a personal dedication to engage in thorough learning when they know their faculty, parents,

and fellow students care about how well they perform. Students are eager to peruse making the

investment towards learning when they are motivated, supported, and assisted.

Developing positive and strong relationships complements student engagement. For students to connect

completely in demanding learning, they should have greater levels of support from the people around them

such as teachers, families and friends.

Possibly what is required is a taxonomy to support educators identify and measure relationships that

develop learning. The International Center has developed such a similar method, called the Relationship

construction, which consists of seven levels of relationships.

Level A is Isolated. This is the lack of any optimistic relationships. The individual feels alone and

remote from social relationships that would improve learning.

Level B is Known. A person must know someone before a relationship is shaped. When

teachers approach towards developing positive relationships with their students, the first step is to get familiar

with them. This approach can also be extended to their families, hobbies, dislikes, goals, and most importantly

learning styles.

Level C is Receptive. Frequently, a developing relationship is explained in terms of providing the

support and encouragement a student needs. Nevertheless, an introduction step is showing that the teachers

are concerned and genuinely care about building a relationship. This comes from regular

interaction in multiple scenarios and taking a vigorous interest.

Level D is Reactive. In this type, a person receives direction or support from another. This

relationship develops personal support or cognitive information.

Level E is Proactive. On this level, people have made a proactive dedication to do more than

lend support when required and take an active interest in helping the other person.

Level F is Sustained. Positive support system is balanced from family members, friends, and faculty members.

It is a relationship that will continue over a long period of time. This is the level of relationship that productive

parents have with their children.

Level G is mutually Bene�cial. Although this is the upper most level in relations building, it is seldom in

education, because in this cast, both parties contribute support to one another for an extended period of time.

Such individuals are usually close people with similar approaches of learning.

Developing Relationships for EBLT Program

Phases of Faculty Development

Phases of Faculty Development7

The different level in the relationship building is to help recognize the changes that need to be made to

develop relationships. If a teacher notices that a student is isolated, the first step is to involve in interventions by

getting to know the student and accommodating activities among fellow students to increase what they know

about one another. Just because students “hang out” together does not mean that they really know much

about each other. Sometimes a student in a group can be just as isolated as one who sits alone in a school

during breaks. If a teacher notices that a particular student relationships at the “known” level, relationship

interventions can be the focal point on frequency of contact and displaying behaviors of receptivity. The next

level moves to behaviors that provide support to students.

Comparison of Classroom Management & EBLTThe teacher’s responsibility for imparting knowledge and developing learning in the classroom often is

distributed into instruction and classroom management. Instruction is referred to the content delivered in the

classrooms. Classroom management is used to refer to the teaching procedures and strategies that educators

use to provide efficient learning. A general misconception is that usually the term “classroom management”

mostly develops an impression that classroom is an industrial procedure rather than an integration of people.

Classroom managements encourages teachers to develop an environment and practice techniques without

any emotional engagement to make sure the classroom learning is done in the most effective manner.

Educational leaders have suggested that schools must abandon the word “classroom management” and

replace it with “relationship building.”

Conclusion

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In conclusion to discussed agendas, interaction on campuses for students is to get familiar with their peers.

Student-peer interaction is essential if partaking in campus activities and student organizations is to be

meaningful.

These involvements reinforce academic learning and also saturate into other areas of learning such as

questioning the policies of the educational institutes, politics, culture, religions, economy etc.

A powerful national economy depends in part on the educational achievement of its students. A nation that

values educational success of its citizens is a nation that is working to compete in the global economy.

Conclusion

About IAO9

About IAO

Accreditation and educational quality assurance are essential factors that complete the educational ecosystem.

While regional accreditation bodies have dutifully evaluated education providers on a regional scale; a body to

recognize and accredit education providers on an international scale was needed in the wake of growing

globalization. With more students studying at Educational Institutions or working for companies outside their

home country, it was imperative to create standards that are both regionally and internationally recognized

and accepted.

To accomplish the challenge, IAO created a unique Points Profile System by organizing the best global

practices in education in one place. IAO gathered educational quality assurance standards from around in

world in collaboration with various regional accreditation bodies and created evaluation criteria, that works as a

general basis of evaluation for any education provider, regardless of its regional location. The core focus of the

Points Profile System is to work as an additional international accreditation for education providers that will

supplement their regional accreditation.

The Points Profile System is a dynamic and evolving system that is continually updated in order to cater new

developments in the academic world. In relation to this, IAO is also working upon a Points Profile System for

students on an individual level that will increase individual acceptability and recognition of students in both

educational sector and the employer market.

IAO owes its success to its strong network and team of accreditation professionals spread in over 25 countries

around the world. IAO has also collaborated with regional accreditation bodies to supplement their strict

accreditation methods with its expertise of standardizing the educational environment internationally. IAO’s

expertise and services are also recognized by different global accreditation associations.

Phone1-866-2768-IAO (426)

[email protected]

Websitewww.iao.org

Contact OfficeIAO, 10685-B Hazelhurst Dr. #11524

Houston, TX 77043, USA