Engagement Introduction


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Engagement Introduction

  1. 1. EC One-to-One Classroom Management Course Engagement Introduction
  2. 2. What is Engagement? • “Student Engagement is a process and a product that is experienced on a continuum and results from the synergistic interaction between motivation and active learning.” Barkley (2010)
  3. 3. What influences student motivation? Expectancy x value model The effort people are willing to expend on a task is the product of the degree to which they expect to be able to perform the task successfully (expectancy) and the degree to which they value the rewards as well as the opportunity to engage in performing the task itself (value). Barkley (2010)
  4. 4. What influences student motivation? Students’ motivations are strongly influenced by what they think is important and what they believe they can accomplish. Barkley (2010)
  5. 5. Expectancy Students must believe that they can succeed if they provide adequate effort. Without hope students have no motivation. Cross and Steadman (1996)
  6. 6. Expectancy A students’ belief about their ability to succeed at a learning task is more important than their actual skill level or the difficulty of the task. (Bandura, 1977, 1982)
  7. 7. I think I can….
  8. 8. Value Strategies that provide extrinsic rewards (high grades, bonus points, praise, etc.) may increase motivation for the short term but may also inhibit students from developing the intrinsic motivation to experience truly engaged learning. Barkley (2010)
  9. 9. Flow – Deep intrinsic motivation (Deep Engagement) Flow - When we are so absorbed in the task that it becomes worth doing for its own sake. Csikszentmihalyi’s (1993, 1997)
  10. 10. Helping students achieve a sense of flow 1. Goals are clear and compatible, allowing learners to concentrate even when the task is difficult; 2. Feedback is immediate, continuous, and relevant as the activity unfolds so that students are clear about how well they are doing; and 3. The challenge balances skills or knowledge with stretching existing capabilities. Wlodkowski (2008 pp. 267-268)
  11. 11. Engagement and Active Learning Active learning means that the mind is actively engaged. Its defining characteristics are that students are dynamic participants in their learning and that they are reflecting on and monitoring both the process and the results of their learning. Barkley (2010)
  12. 12. Active Learning • Active learning is fundamental to student engagement • Students make information or a concept their own by connecting it to their existing knowledge and experience. • Student examines, questions and relates new ideas to old to achieve learning that lasts. • Barkley (2010)
  13. 13. References: • Barkley, Elizabeth F.. Student engagement techniques: a handbook for college faculty. San Francisco: Jossey-Bass, 2010. • Cross, K. Patricia, and Mimi Harris Steadman. Classroom research: implementing the scholarship of teaching. San Francisco, CA: Jossey-Bass, 1996. Print. • Wlodkowski, Raymond J.. Enhancing adult motivation to learn: a comprehensive guide for teaching all adults. 3rd ed. San Francisco: Jossey-Bass, A Wiley Imprint, 2008. Print. • Csikszentmihalyi, M. (1997). Intrinsic motivation and effective teaching; A flow analysis. In Bess, James L.. Teaching well and liking it: motivating faculty to teach effectively. Baltimore: Johns Hopkins University Press, 1997. Print. • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(1), 191-215. • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147.
  14. 14. Connie White – Senior Collaborator Twitter: cwhitetech www.educollaborators.com