Module 4

Engagement Spotlight: Empathetic,

Resilient, Risk Takers, Networked
How can we build true engagement in our learners through design?

Jennifer Gershon
Key Components of Engagement- Let’s Start with Some Definitions

★ Interest
○ “something that concerns, involves, draws the attention of, or arouses the
curiosity of a person”
★ Effort
○ “exertion of physical or mental power”
★ Persistence
○ “to continue steadfastly or firmly in some state, purpose, course of action, or
the like, especially in spite of opposition”
★ Self-Regulation
○ “control by oneself especially such control as exercised independently of
supervision, laws, or the like”
What is engagement?

According to Phillip Schlechty:

★ “Engagement is active. It requires the students to be attentive as well
as in attendance.
★ It requires the students to be committed to the task and find some
inherent value in what he or she is being asked to do.
★ The engaged student not only does the task assigned but also does
the task with enthusiasm and diligence.”
Core Ideas

★ Attention- “the act or the power of fixing the mind on something”

★ Commitment- “an agreement or pledge to do something”
Schlechty names five levels of student engagement that are a result of student attention and student commitment.

★ Engagement (High Attention and High Commitment)

★ Strategic Compliance (High Attention and Low Commitment)
★ Ritual Compliance (Low Attention and Low Commitment)
★ Retreatism (No Attention and No Commitment)
★ Rebellion (Diverted Attention and No Commitment)
Starting at the Top: Let’s Break Down the Levels

★ Engagement (High Attention and High Commitment)

○ This student is intrinsically motivated as a result of choice and challenge
○ This student chooses to learn and will push through even when the task is
difficult.
○ Deep learning that can be applied to other tasks or contexts take place.
★ Strategic Compliance (High Attention and Low Commitment)
○ This student can be confused with an engaged student because the student may
perform at a high level.
○ This student is “playing the game of school” and is concerned with grades,
rewards, and approval.
○ The learning isn’t intrinsically rewarding so the student will learn at a high level
but not retain what was learned or transfer learning to another task or context.
★ Ritual Compliance (Low Attention and Low Commitment)
○ The student does the bare minimum to avoid being noticed.
○ The student’s learning is at a low level and over time does not retain
what was learned.
★ Retreatism (No Attention and No Commitment)
○ The student is checked-out, withdrawn, and distracted but does not act
out.
○ The student’s learning is minimal
★ Rebellion (Diverted Attention and No Commitment)
○ This student acts out and is disruptive
○ The student does not learn.
According to A.J. Juliani asking and answering the following questions can
help improve student engagement:

★ “Are you physically and emotionally prepared to give your attention

and commitment to the learning process?
★ Is your energy level consistently a series of highs and lows or is
there a steady pace you can keep to stay engaged?
★ Do we consider learning a process like athletic training? How might
that mindset change energy levels?
★ Do you (or your class) have positive rituals and habits that lead to
sustainable energy and engagement?”
How do we build engagement?

★ Find out what makes learning personally satisfying for students

★ Tap into:
○ Curiosity
○ Creativity
○ Purpose
★ Set goals for learners and have students set their own goals
★ Reflect frequently on those goals with the student and provide time for
a student to self-reflect
★ Give students consistent, specific feedback
★ Teach students how to self-regulate
Use the UDL Framework

★ Create a classroom culture that values expert learners. Learners who are:
○ Resourceful and knowledgeable
○ Strategic and goal-directed
○ Purposeful and motivated
★ Offer students meaningful choices for what and how they will learn
★ Provide a variety of resources and allow students to choose what works
best for themselves
★ Be sure that students understand the goals and the ways to meet that
goal
○ Firm goals, flexible means