Planning Lessons with Engagement | Origin: EC110
This is a general discussion forum for the following learning topic:
Reaching High-Levels of Student Engagement --> Planning Lessons with Engagement
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
Lessons with engagement appear to be one of the most effective ways to succeed in students' learning and applying what they've learned. Depth of knowledge and productive failure seem to be ways that are novel and unique to success in retention and mastery of both the material and the technical expertise given by the teacher. Active questioning provides support in the students' confidence and participation, more than merely calling on students one-by-one when the teacher's goal is to get the students to give an answer. The notion of having the students take the lead on discussions, research, interpersonal communication with each other, and open environment involvement would seem to all but guarantee the students' success in mastery of learning. Socratic circles are definitely a clear example of what was discussed in the previous module "The Psychology of Student Engagement," when it comes to neural pathways being stimulated, and new neural pathways being formed in students' minds through productive talk and active conversations. CTE provides many innovative approaches to successful learning for students, in both academics and life skills, along with the most important factor of gaining work-related skills to better prepare them for success in the real world.
These are the two concepts that stuck out to me:
Research scientist Norman Webb has named four Depth of Knowledge (DOK) categories, or levels of thought, for any kind of knowledge: recall, skill/concept, strategic, and extended (Webb, 2013).
Neuroscientists have discovered that when you make a mistake, your brain gets a boost: nearly twice the number of neurons fire as usual, giving you a deeper understanding and making lasting connections in your brain (Rutherford, 2013).
I've always been a big fan of having students guess, and if they guess wrong, they learn it better.
Lessons designed to inspire Questioning Panels , using a Socratic circle, Having students work together to find answers to content. This will all promote natural learning process in the brain. Very exited to try this more often.
I have learned that it is ok to change from your usual way of teaching by trying new approaches and incorporating new challenges , games, and activities that require less teacher and more student collaboration into the learning process.
Lab work, de-emphasize grades and focus on learning in context to professional settings.
I learned that planning for engagement means designing lessons where students are active, not passive. I’ll use more partner discussions, real-life examples, and student choice to keep them involved.
A huge thing that helped me in my first year was collaboration with the other CTE programs to switch up learning opportunities
Using a non-traditional classroom setup provides students and instructors with a better opportunity to collaborate, thanks to the arrangement of the classroom. Face-to-face (U-shaped, group arrangement, and any other group or face-to-face engagements) allow for better communication.
This lesson has taught me that failure is a crucial part of growth, teaching resilience, adaptability, and valuable lessons for future success. It fosters innovation, strengthens character, and provides insight that success alone cannot.
my assignments so far have been very specific with a one detailed approach to the end result. Going forward, I am going to try to make lessons very open ended, promoting different strategies and welcoming failure.
Setting up my classroom so active engagement and group discussions can occur.
The Abundance mindset encourages students to see value in learning from peers and sharing their knowledge openly. In a Carousel activity, students build on each other’s contributions, creating a richer, more diverse pool of ideas. When we de-emphasize the grade aspect and instead focus on the collective success of students sharing and contributing ideas to learn we create a more relaxed but enjoyable learning environment.
I appreciated the reminder that failure in school on a test, or other activity is a part of future successes. It reactivates the brain.
Teachers should allow students to complete task on their own & encourage the students to ask guiding questions
My mind is racing for ways to ask hard questions and or to create discussions just beyond the reach of the class. In this case, I want to call on students who think they are right. Then I need to show the class that our loudest member does not have all of the answers. Next i will engage a shy quiet student in the classroom discussion. If i can encourage the shy kid to solve the issue.
This may invite a talk about how we all learn in different ways.
It is important to provide students with opportunities to think deeper.
Use multiple resources to find information on a topic so that students can access information from different sources.
I’ve learned that there are advantages to failures. And opportunities are being missed.
I have learned the power of facilitating discussions over merely talking at the students. The socratic circle method sound very effective and I look forward to trying it in my classroom.
