Every teacher wants engaged students. No student wants to be bored. So why isn’t every classroom teeming with discussion and purposeful activity centered on the day’s learning expectations?
Consistently finding a rhythm—where students progress through relevant and challenging content—isn’t easy. But not only is it possible, it can also seem effortless when teachers have the right design for genuinely engaging students.
Classroom dynamics are inherently complex, as multifaceted as the personalities in the room, so where should a teacher begin? Engagement by Design gives you a framework for making daily improvements and highlights the opportunities that will bring the greatest benefit in the least amount of time. You’ll learn about relationships, clarity, and challenge, including
- How getting to know each student a little better can fundamentally change the classroom dynamics—and how to do that
- What it means to be an 'intentionally inviting’ teacher, and how it gives you an advantage in creating an environment conducive to learning
- How to bring more clarity to key aspects of your work—and how it can reap substantial rewards for you and your students
- How opening the culture to student voice—listening to students—is linked to academic motivation, and how to use it to shape your day-to-day planning
- The best ways to increase learning for your students, boosting the proportional value of their school year
Understanding engagement—and actively pursuing it—can make all the difference between forging a real connection with students and having a classroom that’s simply going through the motions. Engagement by Design puts you in control of managing your classroom’s success and increasing student learning, one motivated student at a time.
Spis treści
List of Videos
Acknowledgments
About the Authors
Chapter 1. The Inviting Classroom
Are Students Engaged?
Intentionally Inviting Classrooms
Low-Hanging Fruit
Student Voice
Engagement by Design
Conclusion
Chapter 2. Relationships
Building Relationships With Students
The Invitational Aspect of Teacher-Student Relationships
The Equitable Aspect of Teacher-Student Relationships
How Teachers Communicate Expectations Differentially
The Advocacy Aspect of Teacher-Student Relationships
Conclusion
Chapter 3. Clarity
Clarity in Teaching
Know What Students Are Supposed to Learn
Know How Students Learn
Know How to Communicate What Students Will Be Learning
Know How to Develop Success Criteria
Conclusion
Chapter 4. Challenge
Inviting the Struggle
Fluency
Stamina
Strategic Thinking
Struggle That Builds Expertise
Conclusion
Chapter 5. Engagement
The Engagement Gap
Engagement: Overused and Misunderstood
Bringing It All Together
The Engagement Equation
Voice (V)
Self-Worth (SW)
Purpose (P)
Engagement
Engaged Students
Engaged Classrooms
Engaged Student Outcomes
The Ending of One Story Is the Beginning of Another
Conclusion
References
Index
O autorze
Dr. Lisa L. Lande has dedicated her professional endeavors to advocating for teachers and students around the globe. It is her aspiration that every classroom in every school is one that she would want her own three children to learn in—a lens through which she continually measures her research, writing, and professional development efforts. She is the executive director of the Teacher Voice and Aspirations International Center (TVAIC), an outgrowth of the Quaglia Institute. The mission of TVAIC is to amplify teacher voice to enhance the aspirations of all. As part of the Quaglia Institute team, Dr. Lande has provided professional development services to Pre K–12 schools throughout the United States, Canada, England, and the Middle East. Dr. Lande currently serves as a board member for the Aspirations Academy Trust in England. She is the co-author of Teacher Voice: Amplifying Success.
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