2 Views of a Continuum of Student Engagement – Student Perspective
Distilled and combined from DCC-shared engagement articles, Danielson’s 2013 Framework for Teaching Rubric, and the Instructional Practices
Inventory, Painter & Valentine, 2007)
Student engaged in higher order
learning
And higher order learning conversations
Authentic project work, discussion
groups, demonstrations, etc.
Question, share thoughts, focus on
the learning
Students Engaged
Students Generate Ideas
Student finds:
Activity is personally meaningful
Persists in the face of difficulty
Task is challenging and worthy
Emphasis on doing well
Question, share thoughts, focus on
the learning
Student attentive and participating
in teacher- led learning experiences
Lecture, Question and answer, etc.
Students Engaged
Teacher-Led
Student working on seatwork
worksheets, tests, etc.
Individual practice
Students Working Independently
Schlechty Center on Engagement Continuum
Student:
Student finds:
Does work for instrumental purposes Work not meaningful
Focus on what it takes to get desired No substitute goals
personal outcome – extrinsic motive
Avoids confrontation
Will abandon if extrinsic goal not met Emphasize minimum
by the task
requirements to finish
Student not engaged in
learning directly
related to the
curriculum
Disengaged
Student feels:
Disengaged from activities
Emotionally withdrawn from
Feels unable or uncertain
Work not relevant to life
Student:
Disengaged
Actively
engaged in
another
agenda
“Easy to manage, does what’s expected, and participates when
there’s little risk of being wrong” – Jackson & Zmuda, 2014
Engagement
Strategic Compliance
Ritual Compliance
Retreatism
Rebellion