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engaged in learning directly related to the curriculum Disengaged Student feels: Disengaged from activities Emotionally withdrawn from Feels unable or uncertain Work not relevant to life Student: Disengaged Actively engaged in another agenda “Easy to manage, does what’s expected, and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