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ECMECM
Lecture 3
Engaging students for learning
What is your What is your definition of definition of learning?learning?
TASK 1
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
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
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).
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)
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)
EngagementEngagementLevels of engagementProceduralLittle ‘e’ (task engagement
Munns)Big “E” ( school is for me)InterestSugar coatingMinimally transforming
experienceHaving fun
23
Factors affecting Factors affecting engagementengagement
Models of teaching that lead Models of teaching that lead to engagementto engagement
Best times for Best times for engagementengagement
The 5Es….what is it?The 5Es….what is it?
A constructivist instructional model of teaching and learning designed to facilitate conceptual change!
5E’s5E’s
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
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
Concept Concept Map Map Stage 3Stage 3
Battery
electricity
wire
connecting
circuit
light
provides
heat
moving through
globe
producing
In a
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
EngageEngageKWLStudent questionsUse of picturesGet students to draw pictures
ExploreExploreHands-on experimentReviewing secondary dataComparing similar or dissimiliar
resultsCritiquing different views about
concepts
ExplainExplainStudents have an opportunity to
◦Discuss◦Write◦Draw◦debatewhat they have observed in an effort
to clarify their understanding
ElaborateElaborateApply their knowledge to another
similar but slight different situation to ensure that they have the ideas well understood.
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
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)
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
Lesson planningLesson planningOpening MiddleClosure
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
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.
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