Module 1 The Inviting Classroom Engagement by Design

Objectives for Today Participants will learn � The different forms of engagement � How to intentionally create inviting classrooms � Elements of Invitational Education � Four types of teachers and the implications for student engagement � Research to support engagement � A model of “engagement by design” 2 Copyright © 2018 Corwin

Types of Engagement �Behavioral engagement �Easy to observe �Observed by the outward actions by student (teacher- pleasing) �Cognitive engagement �Easy to observe when there is discussion and dialogue �Thinking becomes evident as students interact 3 Copyright © 2018 Corwin

Elements of Intentionally Inviting Classrooms �Trust—the ongoing relationships between teachers and students �Respect—actions communicate a context where everyone is valued �Optimism—every member of the classroom has potential �Intentionality—everything carefully designed to convey trust, respect, and optimism 4 Copyright © 2018 Corwin

Let’s Think More About the Word Intentional Intended Calculat ed Purpose ful Definitio n:

Teachers Can Be. . . Intentionally • Uninviting • Inviting 6 Copyright © 2018

Characteristics of the Four Types of Teachers 7 Copyright © 2018 Corwin

Importance of Student Voice To effectively utilize their voice, students must learn to. . . �Listen. . . in a way that is thoughtful and considers other perspectives �Learn. . . with expectation that they will learn from others �Lead. . . taking responsibility to lead others to make the world a better place 8 Copyright © 2018 Corwin Quaglia, 2016

Model of Engagement by Design Relationships Clarity 9 Copyright © 2018 Corwin Challenge

Effective classrooms don’t just happen. They are led by teachers who deeply understand their craft and the essential nature of the interaction between student, teacher, and context. Engagement by Design, page 17 10 Copyright © 2018 Corwin