Full Description
Build strong partnerships that fuel student motivation and drive their learning
Humans are social creatures, yet schools don't always embrace the way social interactions and connections can facilitate learning. Likewise, student engagement has become a buzzword, but what does it really mean? Despite decades of research and initiatives, student engagement continues to decline as learners progress through the school years.
In her new book, Amy Berry argues that the key lies in partnership. She challenges the traditional view of engagement as a top-down process and reframes it as a collaborative effort between students, teachers, and peers. Filled with student and teacher voices, this guidebook provides a new, more empathetic way to think about and tackle the persistent challenge of student disengagement.
This book provides:
The all-new Continuum of Learner Engagement, a practical tool for developing a shared language around engagement and disengagement
Evidence-based strategies for building effective engagement partnerships
Actionable tips for cultivating a classroom environment where students feel safe, supported, and empowered to drive their own learning
A strengths-based approach to understanding and addressing the root causes of disengagement
Learn how to empower children and young people with the skills and knowledge needed to effectively drive their learning and growth not only in schools, but also throughout their lives.
Contents
ACKNOWLEDGMENTS
INTRODUCTION
CHAPTER 1: WHAT IS ENGAGEMENT, AND WHY DO WE CARE ABOUT IT?
WHY DO WE CARE ABOUT ENGAGEMENT IN OUR SCHOOLS?
SPOTLIGHT ON THE RESEARCH: The Challenge of Student Engagement
WHAT DO WE MEAN BY ENGAGEMENT?
MOTIVATION IN ACTION
HOW DO RESEARCHERS DESCRIBE ENGAGEMENT?
HOW DO TEACHERS DESCRIBE ENGAGEMENT?
A CONTINUUM OF ENGAGEMENT
ENGAGEMENT IN CLASSROOM LEARNING EXPERIENCES
SPOTLIGHT ON THE RESEARCH: Understanding Influences on Situational Engagement in Science
STUDENT AGENCY, VOICE, AND ENGAGEMENT IN LEARNING
STUDENT VOICE AS A PYRAMID OF INCREASING AGENCY
STUDENT VOICE ABOUT LEARNING AND ENGAGEMENT
CHAPTER 2: BUILDING BLOCK #1: THE LANGUAGE OF LEARNER ENGAGEMENT
DEVELOPING A SHARED LANGUAGE OF ENGAGEMENT
LEARNER ENGAGEMENT OR STUDENT ENGAGEMENT
FOCUS ON LEARNING
THE CONTINUUM OF LEARNER ENGAGEMENT
STUDENT EXPERIENCES OF ENGAGING IN LEARNING AT SCHOOL
WHAT DID WE FIND OUT?
NEW INSIGHTS
BUILDING A LANGUAGE FOR LEARNER ENGAGEMENT
SPOTLIGHT ON THE RESEARCH: What Makes a Good Learner?
DEVELOPING A SHARED LANGUAGE FOR TEACHERS
DEVELOPING A SHARED LANGUAGE WITH STUDENTS
CHAPTER 3: BUILDING BLOCK #2: THE PARTNERSHIP
ENGAGEMENT AS "SECRET TEACHER BUSINESS"
ENGAGEMENT AS A "PROBLEM TO FIX"
ENGAGEMENT AS A BATTLE
ENGAGEMENT AS A PARTNERSHIP
WHAT DO WE MEAN BY PARTNERSHIP?
THE BENEFITS OF PARTNERSHIP
SHARED KNOWLEDGE AND DECISION-MAKING
THE RECIPROCAL EFFECTS OF ENGAGEMENT
HOW DOES PARTNERSHIP SUPPORT MOTIVATION?
BUILDING THE CAPACITY TO DRIVE
"GO-TO" PEOPLE
ROADBLOCKS TO PARTNERSHIP
LOW TEACHER EXPECTATIONS FOR SOME
LOW CLASS-LEVEL EXPECTATIONS
COMPLIANCE MODE
CONTROLLING BEHAVIORS
COMMITTING TO PARTNERSHIP
CHAPTER 4: THE LEARNER
EVERYONE IS A LEARNER IN OUR ENGAGEMENT PARTNERSHIP
BEING AN EFFECTIVE DRIVER OF LEARNING
BEING AT THE DRIVING LEVEL VS. BEING AN EFFECTIVE DRIVER
DRIVERS NEED AGENCY AND AUTONOMY
DRIVERS CREATE OPTIMAL LEARNING ENVIRONMENTS FOR THEMSELVES
ACT WITH AGENCY
LOOK FOR WAYS TO CHALLENGE THEMSELVES
USE EXISTING STRUCTURES TO SUPPORT THEMSELVES
CULTIVATE A NETWORK OF ENGAGEMENT PARTNERS
DRIVERS ARE SKILLED LEARNERS
WHAT SKILLS ARE NEEDED FOR ENGAGEMENT?
EFFECTIVE DRIVERS KNOW HOW AND WHEN TO PARTICIPATE
EFFECTIVE DRIVERS KNOW HOW AND WHEN TO INVEST
EFFECTIVE DRIVERS KNOW HOW AND WHEN TO DRIVE
EFFECTIVE DRIVERS KNOW HOW AND WHEN TO REENGAGE
THE DISPOSITIONS OF EFFECTIVE LEARNERS
THE DISPOSITIONS OF EFFECTIVE DRIVERS
EFFECTIVE DRIVERS ARE CONFIDENT IN THEIR CAPACITY TO LEARN
EFFECTIVE DRIVERS ARE COMMITTED TO IMPROVING
EFFECTIVE DRIVERS ARE CURIOUS AND OPEN-MINDED
EFFECTIVE DRIVERS ARE STRATEGIC AND SELF-AWARE
EFFECTIVE DRIVERS ARE COLLABORATIVE AND CONNECTED
SUMMARY
CHAPTER 5: THE TEACHER
HAVING A SHARED VISION FOR SUCCESS
SPACE INVADER #1: FOCUSING ON TEACHING AT THE EXPENSE OF LEARNING
SPACE INVADER #2: PERFORMANCE
SPOTLIGHT ON THE RESEARCH: Classrooms Reward Performance
SPACE INVADER #3: WORK
SPACE INVADER #4: COMPLIANCE
SPOTLIGHT ON THE RESEARCH: Robo-Students
EFFECTIVE TEACHERS HAVE KNOWLEDGE ABOUT ENGAGEMENT
SPOTLIGHT ON THE RESEARCH: What Do Teachers Need to Know About Learning?
EFFECTIVE TEACHERS FOCUS ON EMPOWERING EFFECTIVE DRIVERS OF LEARNING
EFFECTIVE TEACHERS SUPPORT LEARNER AUTONOMY AND EMPOWER AGENCY
EFFECTIVE TEACHERS TEACH THEIR LEARNERS HOW TO ENGAGE IN LEARNING
TEACHING STUDENTS ABOUT LEARNING
TEACHING STUDENTS HOW TO HELP THEMSELVES LEARN
TEACHING STUDENTS HOW TO BECOME EXPERTS ON THEMSELVES
THE KEY DISPOSITIONS OF EFFECTIVE TEACHERS
EFFECTIVE TEACHERS HAVE HIGH EXPECTATIONS FOR ALL LEARNERS
EFFECTIVE TEACHERS ARE PATIENT AND UNDERSTANDING
EFFECTIVE TEACHERS ARE CURIOUS AND OPEN-MINDED
EFFECTIVE TEACHERS ARE COMMITTED TO IMPROVING
EFFECTIVE TEACHERS ARE CONNECTED AND COLLABORATIVE
SUMMARY
CHAPTER 6: PEERS AS ENGAGEMENT PARTNERS
PEERS AS PARTNERS FOR ENGAGEMENT
SPOTLIGHT ON THE RESEARCH: Engagement Contagion
ENGAGING WITH PEERS IS MORE THAN WORKING IN GROUPS
USING THE CONTINUUM TO THINK ABOUT PEERS AND ENGAGEMENT
PARTICIPATING WITH PEERS
INVESTING WITH PEERS
SPOTLIGHT ON THE RESEARCH: Thinking With Others
DRIVING WITH PEERS
SPOTLIGHT ON THE RESEARCH: Peer Teaching
REGULATING LEARNING WITH THE HELP OF PEERS
DESIGNING WITH SHARED REGULATION IN MIND
EFFECTIVE DRIVERS CAN ENGAGE INDEPENDENTLY AND WITH OTHERS
DISENGAGING FROM AND WITH PEERS
DISRUPTING AND PEERS
AVOIDING AND PEERS
WITHDRAWING AND PEERS
THE POWER OF PEER LEARNING
CHAPTER 7: CULTIVATING AN ENVIRONMENT FOR PARTNERSHIP
CULTIVATING A SAFE AND SUPPORTIVE ENVIRONMENT FOR LEARNING
SPOTLIGHT ON THE RESEARCH: Teacher Credibility
BUILDING CREDIBILITY WITH YOUR STUDENTS
CLEAR RULES AND REGULAR ROUTINES
BUILDING A SHARED VISION OF SUCCESS
FOCUS ON LEARNING
SPOTLIGHT ON THE RESEARCH: Teacher Clarity
MAKING ENGAGEMENT VISIBLE
MAKING THE CONNECTIONS
ENVIRONMENTS THAT SUPPORT AND EMPOWER ENGAGEMENT
TEACHER ACTIONS THAT SUPPORT ENGAGEMENT DURING LESSONS
SPOTLIGHT ON THE RESEARCH: High-Expectation Teachers
RESOURCES THAT CAN BE USED BY LEARNERS
USING RUBRICS TO SUPPORT GOAL SETTING
RESOURCES THAT CAN BE USED BY PEER PARTNERS
MAKING THE CONNECTIONS
CHECKING IN ON YOUR ENVIRONMENT
DO A "GHOST WALK"
LEARNING WALKS
COLLABORATING WITH STUDENTS TO GATHER EVIDENCE
CHAPTER 8: TACKLING DISENGAGEMENT TOGETHER
CHANGING THE WAY WE THINK ABOUT DISENGAGEMENT
BATTLING OVER DISENGAGEMENT
PROBLEM STUDENTS
RETHINKING DISENGAGEMENT
THINKING FAST AND THINKING SLOW
THE ROOTS OF DISENGAGEMENT
COMMON CAUSES OF DISENGAGEMENT
WHAT DO STUDENTS SAY?
CREATING A SAFE ENVIRONMENT FOR TACKLING DISENGAGEMENT TOGETHER
NORMALIZING DISENGAGEMENT
SETTING THE RULES FOR DISENGAGEMENT
MANAGING DISENGAGEMENT VS. MASKING DISENGAGEMENT
EMPOWERING STUDENTS TO MANAGE ENGAGEMENT CHALLENGES
EXTENDING OUR SHARED LANGUAGE FOR ENGAGEMENT
CHECKING IN ON ENGAGEMENT REGULARLY
CLASS STRATEGIES FOR TACKLING DISENGAGEMENT
SUPPORTING PEER PARTNERSHIPS
FINAL WORDS
CHAPTER 9: GROWING THE SEEDS OF ENGAGEMENT TOGETHER
MOVING BEYOND "THE HOOK"
INITIAL INTEREST VS. SUSTAINED ENGAGEMENT
KEEPING THE FOCUS ON LEARNING
STAYING CONNECTED THROUGHOUT THE LEARNING PROCESS
EMPOWERING DRIVERS FROM THE START
GETTING THE RIGHT IDEA ABOUT DRIVING
STAYING CONNECTED DURING LEARNING
INTENTIONS FOR ENGAGEMENT AND READINESS TO ENGAGE
CHECKING IN ON ENGAGEMENT DURING LEARNING
BUILDING ENGAGEMENT DURING LEARNING
TRACKING ENGAGEMENT DURING LEARNING
CELEBRATING PROGRESS
NOTICE, NARRATE, NUDGE
FEEDBACK
BUMPING UP ENGAGEMENT
GROWING ENGAGEMENT THROUGH PEER PARTNERSHIPS
BUILDING CONFIDENCE AND CAPACITY AS PARTNERS FOR ENGAGEMENT
BUILDING CONNECTIONS AND EXPANDING PEER PARTNERSHIP NETWORKS
CHAPTER 10: DRIVING YOUR LEARNING WITH THE HELP OF YOUR PARTNERS
LOOKING TO YOUR PARTNERS FOR SUPPORT
PARTNERING WITH COLLEAGUES
PARTNERING WITH FAMILIES
PARTNERING WITH STUDENTS
TOP TIPS FOR TEACHERS
BE ENGAGED AND BE ENGAGING
ENGAGE WITH US AND GET TO KNOW US
CHALLENGE US AND HELP US GET BETTER
GIVE US A SAY
HELP US GET ENGAGED
GIVE US TIME TO ENGAGE
BRAIN BREAKS
ASK US WHAT WE NEED
APPENDIX: QUICK GUIDE TO THE CONTINUUM OF LEARNER ENGAGEMENT
REFERENCES
INDEX
