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Module Two Literacy Engagement Reflection

Erin Gropel

Arizona State University

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There are a multitude of ways in which teachers can design instruction to keep students

actively engaged in both literacy and discipline specific activities. One of the most crucial ways

in which a teacher can ensure they meet this goal is to take the time to get to know the students

in the classroom and any particular interests they may have: “Many school administrators,

teachers and parents want the education provided to children to be ​high quality, rigorous and

connected to the world outside the classroom​” (Schwartz, 2018). By doing this, a teacher is able

to design instruction in a way that successfully meets the standards necessary for teaching while

also finding ways to connect the lesson and material with something students identify with and

feel connected to.

Another way teachers can structure lesson plans in a way that keeps students engaged is

to differentiate instruction and incorporate activities throughout the day that keep students

engaged and entertained. This can be done by simply using tools such as Kahoot, Nearpod, or

Padlet to check students’ understanding as the lesson is progressing. These tools can also be

created in a format that turns learning into a game which, more often than not, get students

invested in the learning that is taking place in the classroom. Using tools like these to complete

formative assessments and “brain breaks” for the students is a vital part of successfully teaching

in both a face to face and distanced learning environment.

Beyond making lessons fun, another way teachers can design instruction to keep students

engaged is to be mindful of the different levels and types of learners that the classroom may

contain. This is a crucial component to instructional planning in terms of literacy. When

choosing texts or other forms of literacy that will be used in the classroom, it is important that

teachers are mindful of the different learners in the classroom. Students that are more gifted may

need a more challenging text to keep them engaged within the lesson. Other students that may
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read at a lower level might need a literacy source that might be slightly easier, but still challenges

them in a positive way. If a student feels as if a source is too hard, or too easy, they may feel

unmotivated to complete the assignment or activity because they feel as if it is not worth their

time. According to the article ​Student Motivation, Engagement, and Achievement​, from this

week’s module, it is critical for teachers to motivate students in a positive manner because

motivation is the key to engagement in the classroom (Irvin, Meltzer, & Dukes, 2007).

Differentiating the type of literacy being used in the classroom can be extremely

beneficial for overall engagement as well. Students that may be more visual or auditory learners

might learn best if the information is being presented using videos, pictures, charts, graphs, or

other visual learning aids. Those that may have a kinesthetic style of learning will learn better by

doing hands-on activities. Students that may seem to get off track during class by talking to their

friends, may need more small or large group discussions as well as potential opportunities for

classroom debates. Differentiating instruction is a crucial way for designing lesson plans that are

more student-centered versus teacher-centered which is a surefire way to keep students engaged

throughout a lesson (Tucker, n.d.).

The final key component to designing instruction in a way that keeps students engaged

and entertained in both literacy and disciplinary contexts is to be mindful of the framework being

used for instruction. A great way to format lesson plans is to follow an “I Do, We Do, You Do”

style of teaching. By following this framework, you can “set the stage” (Seif, 2019). for students

in the beginning and demonstrate how a particular exercise should be completed. From there,

guiding students as a class or in small groups allows students to further practice the new skills

and information being taught in the lesson with support before going off and deepening their

learning and understanding of the material individually. This framework promotes a structure for
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the learning environment that provides students with a chance to master their overall literacy and

disciplinary knowledge and skills.

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References

Irvin, J. L., Meltzer, J., & Dukes, M. S. (2007, June). ​Chapter 1. Student Motivation,

Engagement, and Achievement​. Student Motivation, Engagement, and Achievement.

http://www.ascd.org/publications/books/107034/chapters/Student-Motivation,-Engageme

nt,-and-Achievement.aspx.

Schwartz, K. (2018, February 6). ​Creating the Conditions for Deeper Learning.​

https://hewlett.org/creating-the-conditions-for-deeper-learning/.

Seif, E. (2019, January 9). ​Planning and Instructing for Deep Learning​. ASCD Inservice.

https://inservice.ascd.org/planning-and-instructing-for-deep-learning/.

Tucker, C. R. ​Successfully Taking Offline Classes Online​. Successfully Taking Offline Classes

Online - Educational Leadership.

http://www.ascd.org/publications/educational-leadership/summer20/vol77/num10/Succes

sfully-Taking-Offline-Classes-Online.aspx.