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The Quick Chat's on this page are organised according to the emotional, cognitive and behavioural factors that influence engagement with learning.
Each video will aim to include:
A summary of the issue, challenge, cohort and/or context.
An explanation of the behaviours, strategies or actions used in response to the summarised issue, challenge, cohort and/or context.
An overview of the impact or effect of these behaviours, strategies or actions.
Each video will be labeled using the following:
Sense of belonging and social connection (E)
Attitudes, interests and values (E)
Motivation (C)
Deep processing of information (C)
Persistence (C)
Interaction with others (B)
Participation in learning activities (B)
You can use these labels as search terms to search the site.
SHARE A QUICK CHAT
Affirming positive learning behaviours and attitudes
Affirming positive learning behaviours and attitudes
Sense of belonging and social connection (E)
Motivation (C)
Interaction with others (B)
Summary: Year 10 class with low self-confidence and low self-efficacy as learners
Explanation: Use of affirmational feedback to build rapport, and highlight positive learning behaviours and dispositions.
Overview: Increased engagement with learning activies and studenets' increased expression of self-worth.
Useful resources:
Communication skills to energise and engage with learning
Communication skills to energise and engage with learning
Sense of belonging and social connection (E)
Attitudes, interests and values (E)
Deep processing of information (C)
Interaction with others (B)
Summary: Low energy levels and engagement in class discussion in a year 10 class.
Explanation: Eliciting student voice to identify cause of low energy and explicitly teaching 'talk moves' to increase class discussion.
Overview: Increased energy, improved communication skills and connection between peers.
Agency, pathways and the purpose of education
Agency, pathways and the purpose of education
Attitudes, interests and values (E)
Motivation (C)
Participation in learning activities (B)
Summary: Former Year 10 students who were disengaged from classroom learning share their post school pathways.
Explanation: Collaborating with students to draw from their interests and aims to design learning experiences and environements that respond to their needs with authenticity.
Overview: Sustaining student connection with schools as a community and achieving positive life outcomes.
Whirlwind kids - knowing thier needs - safety and belonging
Whirlwind kids - knowing thier needs - safety and belonging
Sense of belonging and social connection (E)
Interaction with others (B)
Participation in learning activities (B)
Summary: Disengaged Year 7 students with social anxiety, trauma backgrounds and/or complex needs
Explanation: Trial of a withdrawl group for these students to develop 1 to 1 relationships, build trust and diagnose the source of disengagement.
Overview: Reducing background stimuli can help focus cognitive effort toward the learning task, building social skills helps build social confidence and alleviate social anxiety.
Addressing student behaviour away from peers
Addressing student behaviour away from peers
Attitudes, interests and values (E)
Interaction with others (B)
Participation in learning activities (B)
Summary: Year 8 students struggling to regulate behaviour and reflect on negative actions in the moment of learning.
Explanation: Trial of reflective conversations with students away from peers to determine actions to support self-regulation and drawing on an understanding that all behaviour is learned behaviour.
Overview: Reducing social distractions and the 'grandstage' of the classroom creates space to collaborate with students to determine ways of responding to unsafe, disruptive or disrespectful behaviours as a learning experience.
Negative internal dialogues and strengths based feedback
Negative internal dialogues and strengths based feedback
Sense of belonging and social connection (E)
Attitudes, interests and values (E)
Interaction with others (B)
Motivation (C)
Persistence (C)
Summary: Reflection on student wellbeing concerns highlighted the persistent and powerful internal negative dialogue that teenagers experience.
Explanation: Reinforcing the need to provide students with affirmational feedback that highlights what we value about them, thier learning, behaviours and attitudes.
Overview: Ensuring there is space in a lesson to circulate among studnets and connect in one-on-one ways can help elicit and respond to negative internal dialogues by providing specific strenghts based feedback to ofset these negative self-perceptions and build learning confidence.
Scaffolding and supporting student directed learning
Scaffolding and supporting student directed learning
Attitudes, interests and values (E)
Motivation (C)
Persistence (C)
Participation in learning activities (B)
Summary: Reflection on student voice in the classroom and how it can increase engagement by directing the focus of learning.
Explanation: A discussion about how students self-directed inquiry needs to be supported with access to quality resources and a framework of thinking to help scaffold student learning through the research process.
Overview: Inquiry learning is a disaster if we do not adequately scaffold and support student thinking and ensure they have adequate skills and resources to engage deeply in research. Smaller inquiry projects, where students have agency over what they learn and how they demonstrate their learning can increase engagement and help rehearse the thinking skills and processes that lead to effective research or inquiry based learning.
Effective and efficient feedback
Effective and efficient feedback
Deep processing of information (C)
Interaction with others (B)
Participation in learning activities (B)
Summary: Reflection on how to ensure the feedback we provide is effective and efficient.
Explanation: Hours spent on detailed feedback is not the most effective or effieicnt way of providing feedback for learning growth.
Overview: Creating an engaging learning experience and providing in the moment feedback is one of the most impactful ways of helping students improve. If feedback is provided without interacting with students or involving them in feedback as a learning activity, thier processing of this information is often superficial and rarely applied to future learning.
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