According tothis model, engagement develops from awareness(about knowledge and realization of participationopportunities), attraction (based on affectiveassociation and attitude formation), attachment(with assigning meaning), to allegiance (based onloyalty).
this model suggest that engagement is brought on by the way the student is praised byt the participations. in other words, if the learner become aware of his position in regards tot he topic then the learner becomes most engaged.
aving these different approaches clearly showsthat the dimensions of student engagement areGH¿QHGLQYDULRXVZD\VZLWKPDQ\WHUPLQRORJLFDORYHUODSV
there are many different ways to approach student engagement but with so much overlapping all approaches can be met to prove engagement.
Thismeans that students learn that other people haveother values, attitudes, or beliefs, and that this isnormal and makes sense in that experiences mustbe explained by considering contexts that havemultiple perspectives or models of understandingand that one’s own perspective depends on others(Brooks, 2011). Such learning can be realized bywriting brief biographies and then role playingthe characters the students developed (Poorman,
increasing mindfulness in the classroom is important for the learners to learn about other people and understand that despite what they think there is other perspectives out there. Activities can include having guest speakers, autobiography's and brief up to date videos.
s an instructional strategy, entertaining ofstudents can be fostered by incorporating a healthyand not overloaded sensation seeking in elementsof learning that covers thrills and adventures.
real-life context can serve as a great instructional strategy. making sure of course not to overwhelm the student but still promoting new adventures adventure- I'm thinking community service? apply for a job?
rosocial contexts arebased on healthy social relationships, effectiveclassroom management, and social-emotionallearning (Jennings & Greenberg, 2009). Withina prosocial context, the identities of individualstudents as well as the social climate are supportedby instructional strategies.
knowing your audience can make for successful instructional strategies. Its important for the instructor to know who they're students are, sometimes that means skipping group work and jumping into a different activity where students are still engaging but without the group tension.
Such dynamicfantasy contexts (e.g., including mythical or unrealcharacters) stimulate interest and achievementHYHQLQWKH¿HOGRIDEVWUDFWPDWKHPDWLFDOSUREOHPsolving (e.g., Wiest, 2001).
Placing the learner in the context makes learners become more interested. This can be done with multiple topics. Learners especially children like to become the center of attention and when an assignment can focus on them and they can apply whatever they're learning it makes them more interested and motivated to engage with the assignment.
A second general instructional strategyis focusing on multiple goals, because multiplegoals might be more motivationally relevant forlearners than a single goal. For example, withinVLJQL¿FDQW OHDUQLQJ DSSURDFKHV VWXGHQWV IRFXVon many different goal areas, reaching from basicknowledge, application, and integration to learningabout one’s self or about human development)LQN $OVR %HOODQG .LP DQG +DQQD¿Q(2013) have presented several scaffolding strategiesthat stimulate short-term goals (e.g., embeddingpeer modeling) or shared goals (e.g., displaying aconsensus problem aspect
Have done and seen this first hand. One activity to do is to have students write down goals at the beginning of the school year and periodically check back on them throughout the year. Its a great way to scaffold there goals and redirect them in the right direction as well as to have their motivation be realigned, specially if goals have been completed.
nstructional strategiesto foster system-thinking allow students to explorecomplex systems phenomena, make system’sconceptual framework explicit, or test behaviors,predictions, or new elements of systems with socialUHVHDUFKDQGRWKHUVFLHQWL¿FPHWKRGV -DFREVRQ Wilensky, 2006).
with learning being ever so complex, its important to come up with new solutions. which means using and mixing old and new solutions. Thats why instructional strategies that foster system-thinking allow students to explore more difficult concepts that can be more easily measured. Learning strategies need to foster curiosity and be able to be assessed as well.
A¿UVW LQVWUXFWLRQDO VWUDWHJ\ LV DERXW PDNLQJ WDVNVthe core element in instruction. Such a strategyincludes, for example, focusing on learningtasks (not on topics), activating task-relevant
On instructional strategy can be creating task for the learners to complete where they use prior information and apply to current information. therefore creating a task analysis centralized instructional strategy can serve as a great way to work with problem-basde learning, especially for it to serve as an assessment.
Putting all these results andassumptions together into one hierarchical modelof cognitive engagement suggests combining therevised Bloom taxonomy by Krathwohl (2002)with some of the question categories by Martin,Sexton, and Franklin (2005) in a way that thefollowing hierarchically organized levels ofcognitive engagement (from low to high)
Blooms taxonomy needs to be revised in order to match the new ways of analyzing and evaluating engagement. Blooms taxonomy should be revised per the evidence suggested but Blooms taxonomy is such a fundamental part of design that a revised version might be the best so that it can be interpreted in different settings.
Engagement representsthe key concept of accessing and handling suchcomplex systems and “refers to a student’s activeinvolvement and participation in school-basedactivities, more concretely it entails students’reactions to and interactions with the learningPDWHULDO ́ %RHNDHUWV S (QJDJHPHQWbecomes “multidimensional” when it focuses onnot only cognitive but also motivational and social-emotional processes (Aubteen Darabi, Nelson, &Paas, 2007).
Engagement in the classroom needs to tap into more than one processes in to make learning engagement multidimensional. This can be difficult because there are many students in one classroom and engaging all of them must be met by spark within all of them.
Engagement is associated with positive academicoutcomes, including achievement and persistence in school; and it is higher in class-rooms with supportive teachers and peers, challenging and authentic tasks, opportu-nities for choice, and sufficient structure
the right mixture of quantity and quality make the difference amongst students' engagement.
several studies show that behavioral disengagement is a precursorof dropping out. These findings have been based on various measures of behavior(participation, work involvement, and conduct) across ethnically diverse samples inthe elementary and high school years. There is less empirical evidence of a correla-tion between emotional engagement and dropping ou
despite multiple studies attempting to demonstrate a connection between race, engagement and dropout rates there is no official record that indicated a connection between them.
This meldingmakes it impossible to determine the actual source of engagement
because terminology used to define engagement it makes the finding too broad to actually pinpoint what is truly motivating student engagement.
he definition of flow provides a concep-tualization that represents high emotional involvement or investment.
emotional engagement cant identify if a student is actually committed because they like something or if they're in their element..
The conceptualization of personal interest assumes thatinterest is directed toward a particular activity or situation. In contrast, the defini-tions in the engagement literature tend to be general and not differentiated bydomain or activity. As a consequence, the source of the emotional reactions is notclear. For instance, it may not be clear whether students' positive emotions aredirected toward academic content, their friends, or the teacher.
emotional reactions are not easily able to be pinpointed to the particular academic content (activity or situation) therefore it's hard to define what makes it relatable.
The assumption is that participationat the upper levels indicates a qualitative difference in engagement in terms ofgreater commitment to the institution.
This goes back to the older a student is the more they become committed to the work..
Becausethere has been considerable research on how students behave, feel, and think, theattempt to conceptualize and examine portions of the literature under the label"engagement" is potentially problematic; it can result in a proliferation of constructs,definitions, and measures of concepts that differ slightly, thereby doing little toimprove conceptual clarity.
Considering that the term engagement has been studied in multiple dimensions; behave, feel and think, there is no real definition to define student engagement.
Theterm, in both popular and research definitions, encapsulates the qualities that are seenas lacking in many of today's students.
school engagement has lost the spark that made student become committed to learning.
Theseobservations are particularly troubling in light of the claim that the new global, fast-changing economy requires knowledgeable workers who can synthesize and evalu-ate new information, think critically, and solve problems
Employers are being faced with a new reality where employees will no longer possess the skills needed to generate ideal employees.
Historians note a general decline in respect for author-ity and institutions among students; one consequence, they argue, is that students canno longer be counted on to automatically respect and comply with the behavioral andacademic expectations imposed by teachers and school administrators
New generations of students no longer value authority as they did before. They are questioning expectations and choosing alternatives routes. Since this was written in 2004 im assuming they are referring to millanials .