Evidence of Practice: Artefact 3

Professional Learning Report

Engaging Disengaged Students

In the Science Classroom

Taylor Jones 4256281

University of Wollongong, School of Education!

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Executive Summary
Disengagement results in detrimental outcomes for students, including a lack of participation in quality learning
experiences, poor academic achievement, and little or no sense of ownership or belonging to ones education. The
following report contains resources, appendices and future learning avenues targeted towards the professional
development of pre-service and beginning teachers, in the area of enhancing student engagement. The report is
designed to encourage effective teaching practices and behaviours which will idealistically lead to the
improvement of student learning and outcomes.

Contents
Executive Summary

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Introduction

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Background

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Personal Learning
Recommendations

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Benefits

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Constraints

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Resources

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Conclusion

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Future Learning

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References

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Appendices

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Introduction
As a new employee in the teaching profession, it is important to be familiar with the polices of the governing body.
As policy currently stands, teachers entering service must gain accreditation by demonstrating proficiency in both
State and National Standards (AITSL, 2011; NSWIT, 2008). The standardisation of teacher education provides a
common reference point for effective teaching practice, as well as an identified framework for teachers to ensure
quality learning opportunities for all students (NSWDET, 2008).
The NSW Department of Education and Training (2008) Quality Teaching model details three dimensions linked
to both the standards and improved student outcomes; of the three, quality learning environment refers to the
use of pedagogy to create a classroom focused on learning, where student engagement is a key element.
Similarly, in regards to the professional standards directly, student engagement is also a critical determinant of
teachers knowing their students and how they learn, as well as in creating and maintaining safe and challenging
learning environments (NSWDET, 2008). Engagement is therefore of educational significance, in that without
student engagement there cannot be demonstrated proficiency of the standards, nor will teachers be achieving
the ultimate goal of providing a meaningful learning experience for their students.
Whilst student engagement is an excellent descriptor of a proficient teachers pedagogical practice, the real
significance of student engagement lies with students themselves. Engagement is critical to students academic
achievement, as without engagement students are not actively participating in their learning experience, nor are
they developing a sense of belonging towards their education (MCEETYA, 2006; OECD, 2003). The importance
of student engagement cannot be denied, although it is evident through common occurrence in educational
studies that student disengagement is occurring frequently within a range of classrooms settings (Fredricks,
Blumenfeld & Paris, 2004; OECD, 2003; Tadich, Deed, Campbell & Prain, 2007).
This report explores the multifaceted notion of student engagement; and includes recommendations, resources,
and future learning avenues specific to reengaging students in the process of learning. The report itself acts as an
authentic learning tool for novice teachers, with the aim of facilitating the realignment of their perceptions of
effective classroom practice; and ultimately is to be implemented with the objective of making a difference in the
classroom.
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6.1: Demonstrating the

role of Professional
Standards in guiding
teacher learning and
practice

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Background
Student engagement is a term used widely in the teaching profession, however it is often hard to define, measure
and assess. Engagement is defined as being multifaceted in that it encompasses multiple interconnected
dimensions (Fredricks et al., 2004; Tadich et al., 2007). Engagement can be considered in terms of either a
behavioural, emotional or cognitive dimension (Figure 1); where interaction between dimensions leads to students
actively participating in, feeling good about, and working hard towards their learning and education (Fredricks et
al., 2004). However, when engagement is diminished students will demonstrate only some, if any, of the
described characteristics for each dimension this is known as disengagement (DEECD, 2013).

Figure 1. Visual representation of an individuals dimensions of engagement. Adapted from DEECD (2013).

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Tadich, Deed, Campbell and Prain (2007) proposed two frameworks to explain student disengagement. The first
framework suggests that disengagement is due to inappropriate and irrelevant curriculum development and
pedagogical theories (Tadich et al., 2007). Where the combination of irrelevant curriculum, teaching strategies,
learning tasks; and changed cultural, technological and social conditions all influence the degree to which
students will engage with learning (Luke et al., 2003). The second suggests that inherent factors associated with
individual students, coupled with their intrinsic motivation to succeed at school contributed to the students
perceptions of themselves; their school work; and their attitude towards learning. Where disengagement is a
resulting behaviour arising from these perceptions (Munns & Martin, 2005).

Aligning with the second framework, a students disengagement can often be attributed to range of inherent
factors that influence their perceptions and attitudes towards learning (Munns & Martin, 2005; Tadich et al., 2007).
These include family, community, and social factors, as well as school related factors (DEECD, 2013). Specific
factors may include, but are not limited to: socioeconomic status; living arrangements; cultural background;
Aboriginal and Torres Strait Islander (ATSI) status; health and behavioural issues; learning difficulties and special
education needs; obscure learning profiles; negative relationships with peers or teachers; and or a lack of student
participation in classroom decision making (DEECD, 2013). By being aware of the factors and student
characteristics which contribute to the risk of disengagement the school community has the potential to holistically
assess and support their students engagement needs, prior to planning and implementing pedagogical practices.
Silver, Dewing and Perini (2012) state that engagement is the key to learning, however many students are
actually disengaging from involvement in quality learning experiences. When a student is disengaged there is a
lack of participation in the active construction of knowledge, and students are faced with a lack of content mastery
and achievement, and thus obtain poor academic outcomes (AITSL, 2013; MCEETYA, 2006). Disengagement
can also result in students having little sense of ownership or belonging to their education, and is attributed to
students perceptions, as they believe their schooling has little bearing on their future; such students will withdraw
from learning activities and tasks, and some may even become a negative and disruptive influence within the
classroom environment (OECD, 2003). In the attempt to reengage students in the process of learning and further
their academic achievement in the science classroom, the first step is to uncover why the student is disengaging
from class.

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As engagement is thought to be malleable, potentially responsive, and amenable to changes in context and the
environment; altered pedagogical practice should potentially remedy declining academic achievements and
motivation (Fredricks et al., 2004). In terms of the process of reengaging disengaged students, the first step of the
process is to ask are my students disengaged, and if so whom is disengaged. The next step is try and define
the dimension in which the identified student is disengaged, followed by identifying the possible reason behind
their disengagement. Behavioural engagement can be assessed in terms of a students overall behaviour and
attitude, their school attendance, interactions with peers, and their level of literacy and numeracy attainment
(DEECD, 2013). Emotional engagement can be gauged through the implementation of a student self-report
survey (Appendix 1), with questions targeted at defining students attitude towards school and their sense of
belonging (AITSL, 2013; Fredricks et al., 2011). Thirdly, the Australian Institute for Teaching and School
Leadership (2013) reports that there are no reliable measure of cognitive engagement. The suggested methods of
analysis include behaviour indicators of concentration and enthusiasm though facial expressions; additionally
teachers can asses students cognitive engagement through aspects of their work such as persistence, precision
and satisfaction (Warren, 2012).

It is evident that students enter classrooms predisposed to notions and perceptions of schooling, learning, and
education. It is the teachers role to facilitate a challenging yet supportive learning environment focused on
learning where by student engagement is actively encouraged (NSWIT, 2008). By requiring students to actively
pursue, participate and engage with learning, they are involuntary experiencing meaningful and valuable learning
opportunities which ultimately are preparing them for life after high school where they must use their portfolio of
capabilities to succeed in the marketplace (Wehlage, Newman & Secada, 1996). However, to enable this to
happen teachers must address disengagement and therefore reengage disengaged students. To do this, teachers
themselves must become engaged in effective pedagogical practice which focuses on improving students'
attitudes, perceptions, and views towards school, schoolwork, and themselves, with hope to realign students
reasons for learning (Tadich et al., 2007), as well as differentiate for students individual learning profiles, and
cater to the growing trend for more interactive technological learning experiences (Prensky, 2001).

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Personal Learning Strategies

From the NSW State and National professional standards, there are multiple elements which present avenues at
which to foster student engagement in the classroom (NSWIT, 2008). As future beginning teachers, elements
from the Professional Competence stage can be demonstrated in practice to address and remediate student
disengagement, including:
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Element 1: Teachers know their subject content and how to teach that content to their students

Element 2: Teachers know their students and how students learn

Element 3: Teachers plan, assess and report for effective learning

Element 4: Teachers communicate effectively with their students

Element 5: Teachers create and maintain safe and challenging learning environments through the use of
classroom management skills.

From the above elements, aspects of teaching are identified which will aid the pedagogical practice of novice
teachers in the reengagement of disengaged students (NSWIT, 2008). With the intention of capturing student
engagement the aspects of teaching to be mindful of when preparing lessons include: having knowledge of
information and communication technologies (ICT); knowledge of individual students and their diverse
backgrounds, developmental characteristics, and their varied approaches to learning; knowledge of effective
strategies for addressing students needs (ATSI, NESB, special education, challenging behaviours); selection of a
variety of resources and materials; provide encouraging feedback; facilitate collaborative group structures; and
establishing a climate where learning is valued and student responsibility for learning is promoted (NSWIT, 2008).

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6.1: Professional learning

recommendations as
identified by Standard 4.1.

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To increase student engagement within the classroom the following strategies should be used when implementing

informed pedagogical practice:

Behavioural Engagement
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Encourage participation in academic extracurricular activities such as science competitions, robotics clubs,
science discussion meetings, and so on.

Establish routines and classroom procedures which foster behaviours conducive to learning:
- Have students move from their seats frequently to form varying group structures to prevent monotony,
and also to foster cooperative learning
- Regularly vary learning tasks and activities to prevent boredom and thus negative behaviours
- Implement randomised selection strategies to select students to participate in class discussion and
answer questions.

Emotional Engagement
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Address negative student attitudes, beliefs and understanding of education and foster a classroom climate
conducive of learning; by making students feel positive, optimistic, and excited about each lesson.

Redesign the classroom learning environment to be both supportive and foster a sense of belonging, where
students feel safe to make mistakes.

Make a point of monitoring student moods, and asking them how they are feeling; as well as offer students
access to school programs such as counseling, or peer mentoring.

Offer regular and consistent positive feedback to students.

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4.1: Strategies for enhancing

student engagement and
participation

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Cognitive Engagement
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Allow students to be part of the decision making process, e.g. choosing the type of learning process, or
product.

Enhance and transform learning through the integration of information and communication technology
(ICT).

Use a variety of variety of appropriate teaching strategies and resources to make content meaningful to
students.

Personalise, and make learning relevant for students:

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Cater to and support varying learning styles and students needs

Differentiate for student ability
Contextualise content
Support higher level thinking.

Frequent use of high interest lessons, i.e. project based learning, or experiments.

Promote responsibility for learning and encourage autonomy, i.e. student centred approach; self regulated
learning.

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Benefits
The benefits of reengaging disengaged students are invaluable, however they are not easily quantifiable as the
reengagement of students is ultimately an intrinsic change which cannot be explicitly tested for. One benefit which
can be witnessed, is through an overall increase in student motivation and drive, where the student begins to
actively participate in the process of learning and construction of knowledge.
Benefits of implementing altered pedagogical practice, such as fostering a supportive classroom environment or
providing high interest lessons, also enhance the learning of already engaged and motivated students, meaning
their learning is supplemented.
Additionally, another benefit of this area of study within a science classroom context, is that science teachers
have the added advantage of being able to engage students through the transformation of theoretical concepts
into exciting and inquisitive practical experiments.

Constraints
As aforementioned, the constraints of the area lie in the difficulty of quantifying student engagement. The extent to
which a student is initially disengaged, and then the extent to which they respond to the intervention strategies
and become reengaged is very difficult to measure. Meaning that often the effectiveness of remedial pedagogical
practices are not clear to the classroom teacher, and could present opportunities for the teacher to become
disheartened or defeated.
Also, difficulties arise when trying to reengaging students whose disengagement stems from inherent factors,
such socioeconomic status, cultural background, health and behavioural issues and or learning difficulties. Often
the students perceptions of learning are shaped by incontrollable external factors, thus making it a challenging
task to inspire and reengage such students.
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Resources
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Engaging Students: Using the Unit in Comprehensive Lesson Planning provides the solution
Dianna Beirne, Kathleen Velsor

Participation and Engagement:

http://www.education.vic.gov.au/school/principals/participation/Pages/default.aspx

YouTube Video District Wide In-Service Program 10 Rules of Student Engagement:

https://www.youtube.com/watch?v=M8cHCXqt0xE

Engaging Science Resources:

http://www.aussieeducator.org.au/resources/teaching/scienceresources.html#aust
Australian Institute for Teaching and School Leadership (AITSL). (2013). Engagement in Australian
schools. Melbourne: AITSL.
Fredricks, J., McColskey, W., Meli, J., Montrosse, B., Mordica, J., and Mooney, K. (2011). Measuring
student engagement in upper elementary through high school: A description of 21 instruments. Issues &
Answers Report, 98, Washington, DC: IES.
Organisation for Economic Co-Operation and Development (OECD). (2003). Student Engagement at
School: A Sense of Belonging and Participation: Results from PISA 2000. OECD Publishing: Paris.
Sullivan, A.M., Johnson, B., Owens, L., and Conway, R. (2014). Punish them or engage them? Teachers
views of unproductive student behaviours in the classroom. Australian Journal of Teacher Education, 39(6),
43-56.
Tytler, R. (2007). Re-Imagining science education: Engaging students in science for Australia's future.
Camberwell: Australian Council for Educational Research (ACER).
Wentzel, K. R. (2003). Motivating students to behave in socially competent ways. Theory Into Practice, 42,
319326.

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Conclusion
This report should be employed as an authentic personal development tool to realign novice teachers perceptions
of effective classroom practice. By implementing the teaching strategies outlined, teachers should be equipped to
target inherent attitudes and perceptions which disengaged students have towards education, as well as be in a
position to create a safe and supportive learning environment which fosters a classroom climate conductive of
learning. The successful remediation from disengaged to engaged, during multiple lessons will ultimately lead to
increased student motivation and a desire to actively participate in purposeful learning experiences. In conjunction
with altering classroom pedagogical practice the resources, appendices, and future learning avenues reported
should also assist pre-service and beginning teachers in the further enhancement of student engagement. The
report is to ideally be implemented with the objective of making a difference in the classroom through the
improvement of student engagement with learning and thus improved academic outcomes.

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6.2: Identified additional

sources for engaging
professional learning

Future Learning
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Effective use of Information and Communication Technologies (ICT)

BOSTES Registered Professional Development Activities:
Professional Learning in a Digital Age: 21st century tools supporting 21st century teachers

How to differentiate classroom content for varying ability levels

BOSTES Registered Professional Development Activities:
JPC 2015: The nuts and bolts: Differentiation and the Brain

Future learning could also be of benefit in effective parent communication techniques. The classroom
teacher may decide to meet with a student and their parents to develop goals for their academic
achievement. This may foster a sense of ownership to their process of learning, and help to rectify any
negative perceptions that the student/parent may have about schooling and education.

Future learning is also required in assessing the effectiveness of chosen classroom pedagogical practices
which were implemented to address disengagement. Their effectiveness should be gauged and changes to
practice should be made accordingly to ensure students are benefitting from changes to pedagogy and
teacher practice.

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References
Australian Institute for Teaching and School Leadership (AITSL). (2011). National professional standards for teachers.
Melbourne: AITSL.
Australian Institute for Teaching and School Leadership (AITSL). (2013). Engagement in Australian schools.
Melbourne: AITSL.
Department of Education and Early Childhood Development (DEECD). (2013). Identifying Students at Risk. Viewed at
http://www.education.vic.gov.au/school/principals/participation/pages/disengagedrisk.aspx
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the
evidence. Review of Educational Research, 74(1), 59 -110.
Fredricks, J., McColskey, W., Meli, J., Montrosse, B., Mordica, J., and Mooney, K. (2011). Measuring student
engagement in upper elementary through high school: A description of 21 instruments. Issues & Answers Report, 98,
Washington, DC: IES. Viewed at http://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/rel_2011098.pdf
Luke, A., Elkins, J., Weir, K., Land, R., Carrington, V., Dole, S., Steven, L. (2003). Beyond the middle: A report
about literacy and numeracy development of target group students in the middle years of schooling. Brisbane: J. S.
McMillan Printing Group.
Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). (2006). Australian Directions In
Indigenous Education 20052008. Viewed at
http://www.scseec.edu.au/site/DefaultSite/filesystem/documents/ATSI%20documents/Australian_Directions_in_Indige
nous_Education_2005-2008.pdf
Munns, G. & Martin, A. (2005). It's all about MeE: A motivation and engagement framework. Paper presented at the
Australian Association for Research in Education Conference, University of Western Sydney. Viewed at
http://www.aare.edu.au/05pap/mun05400.pdf
NSW Department of Education and Training (NSWDET). (2008). Quality Teaching to Support the NSW Professional
Teaching Standards. Ryde: Professional Learning and Leadership Development Directorate.
New South Wales Institute of Teachers (NSWIT). (2008). Professional teaching standards. Viewed at
http://www.nswteachers.nsw.edu.au/IgnitionSuite/uploads/docs/18pp%20PTSF%20book%20v6.pdf
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Organisation for Economic Co-Operation and Development (OECD). (2003). Student Engagement at School: A Sense
of Belonging and Participation: Results from PISA 2000. OECD Publishing: Paris.
Prensky, M. (2001). Digital Natives, digital immigrants. On the Horizon. 9(5). 1-6.
Silver, H. Dewing, R. & Perini, M. (2012). The Core Six : Essential strategies for achieving excellence with the
Common Core. Alexandria, VA: ASCD.
Tadich, B., Deed, C., Campbell, C. & Prain, V. (2007). Student engagement in the middle years: A year 8 case study.
Issues In Educational Research, 17(2), 256-271. Viewed at http://www.iier.org.au/iier17/tadich.html
Warren, J. (2012) Learner Wellbeing and Engagement. Viewed at
http://www.decd.sa.gov.au/learnerwellbeing/files/links/Learner_Wellbeing_Framewo_1.pdf
Wehlage, G., Newman, F. & Secada W. (1996). Standards for authentic achievement and pedagogy. In Newman F. M
& Assoc. (Eds.) Authentic achievement: Restructuring schools for intellectual quality. San Francisco: Jossey-Bass

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