Students demonstrate passion and show curiosity when taking advantage of the opportunity to actively participate and persevere through the challenge of learning, both independently and collaboratively. To do this, teachers believe that learners differ markedly in the ways in which they can be engaged or motivated to learn. There is not one means of engagement that will be optimal for all learners in all contexts; therefore, providing multiple options for engagement is essential. (Adapted from CAST 2022)
RANDA Connections: IA, IC, IIIA, IIIE
What the Research Says...
What the Research Says...
Research Proof Points – Better Student Engagement Improves Student Learning: A summary of research naming the connection between student engagement and student learning.
Learning for a Reason- 4 Levels of Engagement: An article that distinguishes the different types of engagement and how each affects the learning environment.
Student Engagement’s Three Variables: Emotion, Behavior, Cognition: This article describes the interplay between emotional, behavioral, and cognitive engagement.
The Glossary Of Educational Terms: Definitions of more kinds of student engagement
Coaching to Engage In Learning...
Coaching to Engage In Learning...
In order to develop a teacher's capacity to support students to Engage in Learning, the coach will use the continuum above, as well as available data sources, to facilitate reflection and identify next steps. One approach may be to turn the continuum bullet points into questions.
The following resources align with the continuum:
Supporting Students in Reflecting on Passions and Acting Upon Curiosities
20 Student Engagement Strategies for a Captivating Classroom (3P Learning)
Passion-Based Learning (TeachThought)
Tools to Help Students Follow Their Passions (Cult of Pedagogy)
Teaching Students to Take Advantage of Opportunities to Persevere Through Challenging Content
Teaching Perseverance (Responsive Classroom)
5 Ways to Make Rigorous Content Motivating to Students (Actively Learn)
Helping Students Reflect on Their Engagement
Treating Reflection as a Habit, Not an Event (Edutopia)
See also Engage in Learning Checklist (Developed by APS Coaching Cadre, 2021-22)
Additional Coaching Questions:
What do we (coach and teacher) believe about what engagement (adults and kids) looks like in your role?
How does this connect to the resource and expectations?
What’s the tension between the two?
How have your experiences contributed to creating the optimal learning environment?
How does this relate to your beliefs around students accessing grade level content?
Where are opportunities for extension/advanced work that might transfer beyond the classroom?
What does this look like for a variety of learners from diverse backgrounds and needs?
Related Teacher Practices, Student Actions, and Classroom Interactions...
Related Teacher Practices, Student Actions, and Classroom Interactions...
Connection to District-Wide Professional Learning
Connection to District-Wide Professional Learning
The indicator "Engage in Learning" supports teachers' ability to create opportunities for students to demonstrate passion, curiosity, and persevere through challenging content. This practice is supported through each component of discourse. The teacher must establish routines and structures for student discourse that allow students to explore their curiosities and persevere, related to grade level content. When utilizing discourse as an instructional move, it is imperative that a teacher provides the necessary supports for all students to access and interact with the work of the lesson as well as chances for students to reflect on their engagement.
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