lecture 3 engaging students for learning 2013

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Page 1: Lecture 3 engaging students for learning  2013

ECMECM

Lecture 3

Engaging students for learning

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What is your What is your definition of definition of learning?learning?

TASK 1

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A Definition of LearningA Definition of Learning

LEARNING

process

CHANGE

Individual

adapt perform

factual information

meaning, understanding, insights, ideas

skills

valuesbeliefs

attitudes

degree of meaningfulness

AUTONOMOUS ACTION

is a of gaining

leading to

in the

enabling him/her to

which canvary in

when internalisedand integrated, enable

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Theories of learningTheories of learningBehaviourist Cognitivist Humanist Social

Theorist/s Skinner Piaget, Ausubel, Bruner and Gagne

Maslow Bandura, Vygotsky, Freire

Learning Theory Leaning occurs through changes in behaviour

Learning is an internal mental action of processing information

Learning through a process of natural growth where learners realise their potential in a supportive environment

Learning is through social and cultural interaction

Reason for learning Produce change in behaviour …..To develop skills and understanding in order to learn

To develop an understanding about how learning occurs and to become autonomous

Learning is so that the individual can participate in the social and political development of the community

Role of teacher Controls learning so that the desired outcome is reached

develops the learning activities Facilitates the development of the person as a whole

Facilitates learning based on the learners previous experiences

Role of Learner To change their behaviours to more positive actions that promote learning

Each individual learner is a active constructor of knowledge

To satisfy their own needs such as belonging, self-esteem, to grow intellectually and spritually

Through social interaction the learner can internalise knowledge and understanding

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What is engagement?What is engagement?We tend to think of students who are willing and enthusiastic,

on task and complete their work as being engaged.

According to Finn (1989) engagement is an on-going cyclical process where students have a feeling of belonging and accept of the goals of education.

Engagement is not simply about being focused in class.

Fredricks, Blumenfeld and Paris (2004) argue that engagement is multidimensional and can only be applied where all three components are present.

It can be described as ◦ behavioural (involvement in academic and

social/extracurricular activities), ◦ emotional (positive and negative reactions to schools,

classrooms, teachers and peers)◦ cognitive (thoughtfulness and willingness to comprehend

complex ideas and master difficult skills).

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Engagement and Academic Engagement and Academic success.success.

Engagement has become a major focus of educational research.

Academic success is dependent on the level of student engagement. Students who are engaged are more likely to learn and to value the process of learning. This is especially the case when students demonstrate meta-cognitive strategies for regulating their attention, levels of effort, linking new information to prior learning and the active monitoring their comprehension.

Conversely lack of engagement or disengagement negatively affects achievement and begins or continues “the downward spiral that may ked to dysfunctional school behavior and ultimately culminate in some students leaving school entirely “ (Marks, 2000 p.155)

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Research shows:Research shows:Engagement has a strong correlation with:- student achievement (Marks, 2000; Voekl,

1997)school retention (Zimmerman, 2001)students at risk staying at school

(Wehlage, 1992)classroom behaviour, positive student

management, shared control, cooperation between teachers and students, classroom climate (encouraging student engagement) (Fredricks, 2002; Marks, 2000)

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EngagementEngagementLevels of engagementProceduralLittle ‘e’ (task engagement

Munns)Big “E” ( school is for me)InterestSugar coatingMinimally transforming

experienceHaving fun

23

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Factors affecting Factors affecting engagementengagement

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Models of teaching that lead Models of teaching that lead to engagementto engagement

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Best times for Best times for engagementengagement

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The 5Es….what is it?The 5Es….what is it?

A constructivist instructional model of teaching and learning designed to facilitate conceptual change!

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5E’s5E’s

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Draw a concept map that explains Draw a concept map that explains how a light globe works?how a light globe works?

STRATEGY TO PROBE UNDERSTANDING

Battery

electricity

wire

globe

circuit

heat

light

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Guidelines for developing Guidelines for developing concept mapsconcept maps

• Brainstorm all you know about a topic.• Each concept can only be used once.• The most important concept is usually

placed in the middle or top of page. Concepts work out from the general to the specific.

• Linkages clarify and link concepts. They are the labels on the arrows or lines.

• Linkage labels can be used more than once. Examples: needs, helps, produces, can be, and, requires, includes, may, is a, will

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Concept Concept Map Map Stage 3Stage 3

Battery

electricity

wire

connecting

circuit

light

provides

heat

moving through

globe

producing

In a

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Concept Concept Map Map Stage 4Stage 4

Battery

voltage

wire

connecting

circuit

light

provides

heat

through

globe

producing

In a

electrons

pushes

current

called

filament

resistance

containing

With low

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EngageEngageKWLStudent questionsUse of picturesGet students to draw pictures

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ExploreExploreHands-on experimentReviewing secondary dataComparing similar or dissimiliar

resultsCritiquing different views about

concepts

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ExplainExplainStudents have an opportunity to

◦Discuss◦Write◦Draw◦debatewhat they have observed in an effort

to clarify their understanding

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ElaborateElaborateApply their knowledge to another

similar but slight different situation to ensure that they have the ideas well understood.

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Evaluate by teachers and Evaluate by teachers and studentsstudentsEvaluate the evidence collected

to determine learningEvaluate what has been learnedEvaluate how it was learnedEvaluate how the

lesson/activity/unit went in terms of outcome

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StudentsStudentsWant teachers who know their stuffWant teachers who respond to them

as individuals and show genuine interest (Smith and Wilhelm, 2002).

Want classroom activities that are fun, but challenging and achievable (Lingard, 2002)

Students are successful when close individual monitoring of progress is made (Ofsted, 2003)

Positive outcomes occur when there is a good relationship, respect, knowledge and understanding, active listening, humour and flexibility (Martin, 2002)

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Ingredients for success

Tasks should be:* Fun * engaging* Student –centred * socially constructed* Connected to student * challenging but achievable

prior knowledge * Fun* Complex * culturally sensitive* Connected to assessment * require high-order thinking* Authentic * provide opportunities to * Fun develop and apply skills * Derived from students * Fun and engaging

questions

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Lesson planningLesson planningOpening MiddleClosure

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Lesson OpeningLesson Opening5-10 minutesShould

◦not use precious time to mark the roll

◦be student-centred not teacher talk◦introduce the purpose and scope of

the lesson

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Lesson closureLesson closureNot about handing out

homework. It is for drawing all the elements

of the lesson together and establishing what has been/should have been learned.

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referencesreferencesDownes, T., Arthur, L., Gregson, R., Munns, G., Power, A., Sawyer, W.,

Singh, M. & Thistleton-Martin, J. (2005) Motivation and Engagement of Boys: Evidence-based Teaching Practices. Canberra A Report submitted to the Commonwealth Department of Education, Science and Training. 

Loughran, J. (2010) What Expert Teachers Do: Enhancing professional knowledge for classroom practice. Australia: Melbourne Allen and Unwin.

Lyons, T. (2006) Different countries, same science classes: students’ experiences of school science in their own words. International Journal of Science Education 28(6), 591–613.

Marks, H. (2000) Student engagement in instructional activity: patterns in the elementary, middle and high school years. American Educational Research Journal 37(1), 153–184.

Martin, A.L. (2002). Improving the Educational Outcomes of Boys. ACT, Education, Youth and Family Services. 

McFadden & Munns, (2002)School Education and the social relations of pedagogy. British International Journal of Sociology of Education 23(3) 357-366