Get Your Students Hired
This is a general discussion forum for the following learning topic:
Reaching High-Levels of Student Engagement --> The Psychology of Student Engagement
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
This lesson taught me to make learning interactive, relevant, and fun. Use discussions, real-world examples, and active learning strategies.
The section where it highlighted the importance of periodically reviewing common terms and reinforcing course ideas to combat the loss of engagement and investment was very informative and useful. I plan on implementing this structure to my course as soon as possible.
De-emphasizing grades in the classroom is important because it helps shift the focus from performance to learning. It also encourages intrinsic motivation as students are more likely to engage deeply with material when they are motivated by curiosity and interest rather than the pressure of grades.
I appreciated that illustration of the band time, and how most absorption of in instruction happens in during the introduction and conclusion.
In order to fully engage a student in the lesson plan the teacher needs to make sure they answer the students questions about engagement: Am I interested? Can I do this? and Does this matter?. When these questions are answered the students at least have chance to become engaged with the lesson. In order to increase student engagement I would like to inform the students why the lesson is important and increasing student conversations about the topic in a pair talk would increase their overall interest.
This material reminded me that listening to students talking after class or outside of class gives me a chance to hear how they received and understood what we talked about. I compare it to them chewing on the lesson.
I learned that students need to engage in productive talk to add value to their learning
Student input gives the students a voice where they can express their thoughts and share their ideas and opinions with the class.
I learned that students retain more info at the beginning & ending but not as much in the middle.
I particularly like the thirty second talk, as it forces students to be accountable and focus on the topic. In addition, students are required to switch position, listener - talker, talker-listener, so students don't get a free ride, they have to participate in the activity. The group of 2 lessens students attempt to be just part of the group and depend on other students to contribute while they remain passive and just make up numbers.
I have learned the power of productive talk, and I will definitely be incorporating strategies that get students talking more, sharing their ideas, and restating learning objectives in their own words.
so I will not put so much emphasis on grades going forward. I will use the 30 second talk strategy to get them more engaged. Also allowing the students to lead discussions.
I identify with the fact that students learn in the same way we the instructors learn and we should take into consideration that keeping assignments as simple as possible is the way to go. Students will not engage on material they do not understand. We should also be prepared to find alternate ways of getting the same message across.
I wish I could produce more talk in my classes. Everyone is too afraid to speak no matter what I do. I cannot wait to learn more and get these kids more productive in class!
The lesson explains methods for preparing and executing instruction to students. First, it must be engaging, so a teacher should be considering the three questions each student will ask when a lesson begins: "Am I interested?", "Can I do this?", and "Does this matter?"
Second, what levels of DOK does a lesson reach? Are they all covered? Do they need to be? (For much of CTE, Level 3 is adequate, at least in my understanding).
As instruction turns to student exercise, failure needs to be acceptable as a means for growth and learning, as failure can itself be a teacher if that failure is analyzed properly. SWOT could, in my view, be a way to analyze a failure effectively.
There were several other examples as well, for which I appreciated the HVAC video a great deal, being an HVAC instructor myself. I could implement that exercise, in fact. So I'm grateful for the quality of the content of this lesson.