Redefining Engagement
by Martha Doennig, Coordinator, Professional Learning
Standard #1: Content knowledge aligned with appropriate instruction
Quality Indicator #2: Student engagement in subject matter
Have you engaged in a conversation around a topic in which you had little expertise, only to hear the words, “Let’s Google that”? On a daily basis, nearly 5.7 billion queries rely on Google for content expertise. Considering that Google is just one of many search engines, the internet has the potential to make educators feel obsolete. While we know that teachers are actually far from obsolete, we need to rethink engagement in the classroom since students have other outlets to find answers.
Why does student engagement matter?
by Martha Doennig, Coordinator, Professional Learning
Standard #1: Content knowledge aligned with appropriate instruction
Quality Indicator #2: Student engagement in subject matter
Have you engaged in a conversation around a topic in which you had little expertise, only to hear the words, “Let’s Google that”? On a daily basis, nearly 5.7 billion queries rely on Google for content expertise. Considering that Google is just one of many search engines, the internet has the potential to make educators feel obsolete. While we know that teachers are actually far from obsolete, we need to rethink engagement in the classroom since students have other outlets to find answers.
Why does student engagement matter?
In a recent edition of Education Week, a Gallup poll was
referenced as finding that nearly 50% of students report that they are not
engaged or are actively disengaged in school. This staggering statistic poses a
problem for schools as disengagement is one of the largest factors leading to a
student’s decision to drop out. While dropout rate has received much attention
in recent years and has steadily declined nationwide, lack of engagement is
becoming a growing concern as it comes with its own costly price tag.
So what is new about student engagement?
Many discussions about student engagement focus on behavioral indicators. This measure
So what is new about student engagement?
Many discussions about student engagement focus on behavioral indicators. This measure
certainly does not tell
the whole story, as engagement includes the emotion and cognition of the
student as well. When students make a cognitive, behavioral, and emotional
investment, their personal ownership in learning increases (Sparks, 2013).
Empowered to actively and constructively participate in learning, students will
be beating down the doors to get in…not out.
What’s this about emotion and cognition?
What’s this about emotion and cognition?
Emotional engagement
ties to the culture of the learning environment. To be emotionally engaged, one
must feel accepted into the culture of the classroom while finding meaningful
connections, interest, and relevance to the learning.
Cognitive engagement refers to the ability to manage and monitor one’s own learning. Providing choice and autonomy in learning allows students to navigate content, leading to deeper learning.
What does the research tell us?
Cognitive engagement refers to the ability to manage and monitor one’s own learning. Providing choice and autonomy in learning allows students to navigate content, leading to deeper learning.
What does the research tell us?
Authors of The Highly Engaged Classroom explore the
concept that information must be important for the working memory to maintain
it for long. If students do not believe learning is relevant, the brain with
eventually reject it. To successfully engage the mind, four questions must be
considered: How do I feel? Am I interested? Is this important? Can I do this? (Marzano,
Pickering, & Pollock, 2011).

No longer can we look
at ritual compliance, also known as demonstrating positive behavior, as
engagement. In ritual compliance,
students are missing critical emotional and cognitive engagement, therefore
leading to complacent, yet unfulfilling, learning.
Strategic compliance still misses the mark of authentic engagement since students miss the relevance of learning, causing low retention.
How might I make a difference in engagement?
Strategic compliance still misses the mark of authentic engagement since students miss the relevance of learning, causing low retention.
How might I make a difference in engagement?
When you think about
times your students have shown authentic engagement in learning, what factors
contributed to your success? Which of those factors might you want to emulate
time and time again?
Suggestions for enhancing student engagement in the classroom include the following:
Suggestions for enhancing student engagement in the classroom include the following:
- Provide students with rich learning experiences signaling real purpose and relevance of content.
- Evoke student curiosity through lesson design and questioning opportunities.
- Trust students’ voice and choice as they take the reins of learning.
- Allow for student autonomy.
- Increase global interactions.
- Create meaningful fun.
Rethinking engagement
will create an environment that is far beyond Google’s reach as emotional,
cognitive, and behavioral factors of engagement are satisfied in all our
students.
References:
Marzano,
R. J., Pickering, D. J., & Heflebower, T. (2011). The highly engaged classroom.
Bloomington, IN: Marzano Research Laboratory.
Schlechty Center on Engagement (2013).
Retrieved from http://www.schlechtycenter.org/tools-for-change.
Sparks, Sarah. “Active Student Engagement Goes
Beyond Class Behavior, Study Finds.” Education
Week. N.p., 10 July 2013.