Learning Intentions I am learning about historical and
Learning Intentions I am learning about historical and contemporary models of engagement. I am learning about functions and tools for distance learning.
I can design tasks that move students from “doing” to “driving. ” I can describe the functions for which I will select learning tools. Success Criteria I can evaluate tools for their usefulness. I can use the task design principles in distance learning situations. I can develop and implement a considerate schedule.
Use the Chat function to reply. How do you gauge student engagement in an online environment?
Dimensions of Engagement Behavioral Engagement Academic behaviors and actions • Attends and participates in class activities and discussions • Follows rules • Studies • Completes assignments p. 102
Dimensions of Engagement Behavioral Engagement Academic behaviors and actions • Attends and participates in class activities and discussions • Follows rules • Studies • Completes assignments Cognitive Engagement Psychological effort • • Desires challenge Seeks explanations Self-regulates Plans, monitors, and evaluates one’s thinking and learning p. 102
Dimensions of Engagement Behavioral Engagement Academic behaviors and actions • Attends and participates in class activities and discussions • Follows rules • Studies • Completes assignments Cognitive Engagement Psychological effort • • Emotional Engagement How students feel Desires challenge Seeks explanations Self-regulates Plans, monitors, and evaluates one’s thinking and learning • Engages in group learning tasks • Asks questions of teachers and peers • Interested, inquisitive, and curious about academic content p. 102
Berry, 2020 p. 104
Students self-assess and monitor their progress. p. 175
Use success criteria from earlier in the unit to self-assess. p. 117
Participating Driving
If you teach young children, examine the at-home learning menu on pp. 112 -113. How might you use approaches like this for engaging the child and the family?
Breakout Room Engagement is more than just active versus passive. What quality indicators do you use to sense when students are investing and driving their engagement? Use the Continuum of Engagement on p. 104 to guide your discussion.
How can you create tasks that allow students to drive?
The purpose of the task determines the tool, not the other way around.
p. 105
Use the Chat function to give and get great ideas!
Take inventory using the Note to Self on p. 110. What tools will students need? What tools will you need?
Design tasks with engagement in mind. pp. 110 -115
Multiple perspectives, multiple entry points. From closed task to open tasks. South Australia Department of Education and Child Development, 2019
Compare and contrast two phenomenon, identify rules and patterns, or develop metaphors. From acquiring information to gaining understanding. South Australia Department of Education and Child Development, 2019
Ask students what they think first, rather than telling them what they will need. South Australia Department of Education and Child Development, 2019
Move from procedure to problem-solving. South Australia Department of Education and Child Development, 2019
Use the Note to Self on p. 115 to catalog current online tasks you are using. What types should be strengthened?
Design a considerate schedule that students, families, and colleagues can use.
p. 118
Considerate schedules make it possible for colleagues to support students. p. 117
Use the selfassessment on p. 120 to prioritize your work.
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