Scholar engagement “refers to the degree of attention, curiosity, interest, optimism, and passion that scholars show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education.” 

Teachers enhance scholar engagement by scaffolding instruction, effectively using instruction time, extending scholar thinking, communicating with clarity, and uses a variety of instructional strategies. Scholar engagement peeks when instructional experiences involves GRIT and brain strain (i.e. complexity). The strategic use of technology and clear expectations will positively impact scholar performance.

According to Doug Lemov, scholar engagement equals high levels of both participation ratio and think ratio. Participation ratio (i.e. hands-on learning, access to learning and compliance), is the proportion of the class actively engaged in learning tasks, especially the percentage of scholars speaking or writing. Boosting the participation ratio builds engagement, confidence, and buy-in. Participation promotes a sense of shared ownership and identity. 

Think ratio (i.e. minds-on learning, rigor, complexity, intellectual, brain strain) is the depth of thinking that scholars are doing. High think ratio fosters rigor, autonomy, self-reliance, and critical thinking (DOK#3 or DOK#4).  If participation ratio is low and think ratio is high or think ratio is high and participation ratio is low scholar engagement does not exist.