Learner Engagement Strategies
1. What do you do?
Professional context (interaction with multiple voices via blog and industry
visits
Framework
self-efficacy
Portfolio building (?)
self-efficacy
Reflective process
self-efficacy
Year 3, with Year 2, etc
self-efficacy
Challenging [student] fears e.g. "I'm not good enough"
self-efficacy
Making an offering
self-efficacy
[Set] high expectations
self-efficacy
Small group discussion about material following individual reflection and
summary
self-efficacy
Larger group sharing of views and opinions through a 'student writing on
the board' activity
self-efficacy
Valuing previous experience and feelings
self-efficacy
Relating activity to possible future situations
self-efficacy
Working on musical texts, both in a 'live' and studio context. Students
create music which reflects the skills of the group.
self-efficacy
Further reflection on 'what they have learnt - use the '3 things you have
learnt' post-it technique, with an 'any questions' option.
self-efficacy
Working as a team, students 'pitch' ideas to each other and suggest new
directions.
Peer-co-operation
Students are encouraged to assess their strengths and weaknesses and
then suggest milestones to improve across the semester.
Peer-co-operation
Enquiry-based learning v. hostile groups - "why should I do their work?"
Peer-co-operation
Team roles allocated/played with by using Edward De Bono's "6 Thinking
Hats" (3-4 hour session)
Peer Co-operation
Placements - linking practice to theory, [developing] communication [skills]
group/discussion
Active Learning
Conferences - expert guests
Active Learning
Adhering to standards and monitoring and managing variability.
Feedback (and all
others!)
Communicate high expectations to [fellow course/programme] staff re.
feedback
Feedback (and all
others!)
Clear, engaging Intended Learning Outcomes that make sense.
Feedback (and all
others!)
Valuing feedback as an essential mechanism for student learning
Feedback (and all
others!)
Peer sharing of feedback done sensibly, e.g. with group activities
Feedback (and all
others!)
Authentic activities - activities that are instantly recognisable to real
world/prior and future experience.
Academic Challenge
Course level activities (formative) and tasks (summative)
Academic Challenge
Action planning [as a 'contractual' statement between tutors/peers and
students]
Academic Challenge
aim to get them to want to learn [intrinsic engagement] about 'how to do
it'
Academic Challenge
make subject about them and treat them as if they know something [or
value their starting point!]
Academic Challenge
explain the role of theory by looking at what theories they have about life
Academic Challenge
Focus on how to learn [metacognition!] i.e. use Blooms Taxonomy with
students
Academic Challenge
Use own experience to demonstrate how theory is applied
Academic Challenge
Empower students to work together
Academic Challenge
Other dimensions in the framework:

Student- staff interaction
Flexibility