1. ECMECM
Lecture 3
Engaging students for learning

2. What is your definitionWhat is your definition
of learning?of learning?
TASK 1

4. A Definition of LearningA Definition of Learning
LEARNING
process
CHANGE
Individual
adapt perform
factual
information
meaning,
understanding,
insights, ideas
skills
values
beliefs
attitudes
degree of
meaningfulness
AUTONOMOUS
ACTION
is a of gaining
leading to
in the
enabling
him/her
to
which can
vary in
when
internalised
and
integrated,
enable

5. Theories of learningTheories of learning
Behaviourist Cognitivist Humanist Social
Theorist/s Skinner Piaget, Ausubel, Bruner and
Gagne
Maslow Bandura, Vygotsky, Freire
Learning Theory Leaning occurs through changes
in behaviour
Learning is an internal mental
action of processing information
Learning through a process of
natural growth where
learners realise their
potential in a supportive
environment
Learning is through social and
cultural interaction
Reason for learning Produce change in behaviour …..To develop skills and
understanding in order to learn
To develop an understanding
about how learning occurs
and to become autonomous
Learning is so that the
individual can participate in
the social and political
development of the
community
Role of teacher Controls learning so that the
desired outcome is reached
develops the learning activities Facilitates the development
of the person as a whole
Facilitates learning based on
the learners previous
experiences
Role of Learner To change their behaviours to
more positive actions that
promote learning
Each individual learner is a active
constructor of knowledge
To satisfy their own needs
such as belonging, self-
esteem, to grow
intellectually and spritually
Through social interaction
the learner can internalise
knowledge and
understanding

6. What is engagement?What is engagement?
We tend to think of students who are willing and enthusiastic, on task and
complete their work as being engaged.
According to Finn (1989) engagement is an on-going cyclical process where
students have a feeling of belonging and accept of the goals of education.
Engagement is not simply about being focused in class.
Fredricks, Blumenfeld and Paris (2004) argue that engagement is
multidimensional and can only be applied where all three components are
present.
It can be described as
◦ behavioural (involvement in academic and social/extracurricular
activities),
◦ emotional (positive and negative reactions to schools, classrooms,
teachers and peers)
◦ cognitive (thoughtfulness and willingness to comprehend complex ideas
and master difficult skills).

8. Engagement and Academic success.Engagement and Academic success.
Engagement has become a major focus of educational
research.
Academic success is dependent on the level of student
engagement. Students who are engaged are more likely
to learn and to value the process of learning. This is
especially the case when students demonstrate meta-
cognitive strategies for regulating their attention, levels
of effort, linking new information to prior learning and
the active monitoring their comprehension.
Conversely lack of engagement or disengagement
negatively affects achievement and begins or continues
“the downward spiral that may ked to dysfunctional
school behavior and ultimately culminate in some
students leaving school entirely “ (Marks, 2000 p.155)

9. Research shows:Research shows:
Engagement has a strong correlation with:-
student achievement (Marks, 2000; Voekl, 1997)
school retention (Zimmerman, 2001)
students at risk staying at school (Wehlage, 1992)
classroom behaviour, positive student
management, shared control, cooperation
between teachers and students, classroom
climate (encouraging student engagement)
(Fredricks, 2002; Marks, 2000)

23. EngagementEngagement
Levels of engagement
Procedural
Little ‘e’ (task engagement Munns)
Big “E” ( school is for me)
Interest
Sugar coating
Minimally transforming experience
Having fun
23

24. Factors affecting engagementFactors affecting engagement

25. Models of teaching that lead toModels of teaching that lead to
engagementengagement

26. Best times for engagementBest times for engagement

27. The 5Es….what is it?The 5Es….what is it?
A constructivist instructional
model of teaching and learning
designed to facilitate conceptual
change!

28. 5E’s5E’s

29. Draw a concept map that explains how aDraw a concept map that explains how a
light globe works?light globe works?
STRATEGY TO PROBE
UNDERSTANDING
Battery
electricity
wire
globe
circuit
heat
light

30. Guidelines for developingGuidelines for developing
concept mapsconcept maps
• Brainstorm all you know about a topic.
• Each concept can only be used once.
• The most important concept is usually placed in
the middle or top of page. Concepts work out
from the general to the specific.
• Linkages clarify and link concepts. They are the
labels on the arrows or lines.
• Linkage labels can be used more than once.
Examples: needs, helps, produces, can be, and,
requires, includes, may, is a, will

31. Concept MapConcept Map
Stage 3Stage 3
Battery
electricity
wire
connecting
circuit
light
provides
heat
moving through
globe
producing
In a

32. Concept MapConcept Map
Stage 4Stage 4
Battery
voltage
wire
connecting
circuit
light
provides
heat
through
globe
producing
In a
electrons
pushes
current
called
filament
resistance
containing
With low

33. EngageEngage
KWL
Student questions
Use of pictures
Get students to draw pictures

34. ExploreExplore
Hands-on experiment
Reviewing secondary data
Comparing similar or dissimiliar results
Critiquing different views about concepts

35. ExplainExplain
Students have an opportunity to
◦ Discuss
◦ Write
◦ Draw
◦ debate
what they have observed in an effort to clarify
their understanding

36. ElaborateElaborate
Apply their knowledge to another similar
but slight different situation to ensure
that they have the ideas well understood.

37. Evaluate by teachers and studentsEvaluate by teachers and students
Evaluate the evidence collected to
determine learning
Evaluate what has been learned
Evaluate how it was learned
Evaluate how the lesson/activity/unit
went in terms of outcome

38. StudentsStudents
Want teachers who know their stuff
Want teachers who respond to them as
individuals and show genuine interest (Smith
and Wilhelm, 2002).
Want classroom activities that are fun, but
challenging and achievable (Lingard, 2002)
Students are successful when close individual
monitoring of progress is made (Ofsted,
2003)
Positive outcomes occur when there is a
good relationship, respect, knowledge and
understanding, active listening, humour and
flexibility (Martin, 2002)

39. Ingredients for success
Tasks should be:
* Fun * engaging
* Student –centred * socially constructed
* Connected to student * challenging but achievable
prior knowledge * Fun
* Complex * culturally sensitive
* Connected to assessment * require high-order thinking
* Authentic * provide opportunities to
* Fun develop and apply skills
* Derived from students * Fun and engaging
questions

40. Lesson planningLesson planning
Opening
Middle
Closure

41. Lesson OpeningLesson Opening
5-10 minutes
Should
◦ not use precious time to mark the roll
◦ be student-centred not teacher talk
◦ introduce the purpose and scope of the
lesson

42. Lesson closureLesson closure
Not about handing out homework.
It is for drawing all the elements of the
lesson together and establishing what has
been/should have been learned.

43. referencesreferences
Downes, T., Arthur, L., Gregson, R., Munns, G., Power, A., Sawyer, W., Singh, M. &
Thistleton-Martin, J. (2005) Motivation and Engagement of Boys: Evidence-based
Teaching Practices. Canberra A Report submitted to the Commonwealth
Department of Education, Science and Training.
Loughran, J. (2010) What Expert Teachers Do: Enhancing professional knowledge for
classroom practice. Australia: Melbourne Allen and Unwin.
Lyons, T. (2006) Different countries, same science classes: students’ experiences of
school science in their own words. International Journal of Science Education 28(6),
591–613.
Marks, H. (2000) Student engagement in instructional activity: patterns in the
elementary, middle and high school years. American Educational Research Journal
37(1), 153–184.
Martin, A.L. (2002). Improving the Educational Outcomes of Boys. ACT, Education, Youth
and Family Services.
McFadden & Munns, (2002)School Education and the social relations of pedagogy. British
International Journal of Sociology of Education 23(3) 357-366
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