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STUDENTS
The Quiet Student

Advised not to grade on involvement

Peer to Peer discussion

Peer to Peer exploration

The Disengaged Student

Finding relevance to the real-world

Peer to peer discussion

Self-organization

The Struggling Student

More importance on making corrections, than on due dates

Re-doing an assignment to ensure mastering of content

Peer to peer discussion (comfort)

The Trouble Maker

Students learn by observing

Needs a positive role model

Educators

Find relevance for students

Incorporate technology

Differentiate for individual students

Implement more peer to peer learning

Less teacher driven discussion

Be a positive role model

Have passion for the material

Be flexible

Make learning FUN!

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6 Key Drivers of Student Engagement in a 21st Century Curriculum 

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6 Key Drivers of Student Engagement in a 21st Century Curriculum 

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The articles goes into great detail over 6 key aspects or drivers to get students engaged. It really focused on student driven concepts and ways to get students to become more of the teacher and want to learn.

Beginning with relevant learning, it is always an issue with the disengaged students for them to find relevance to them on why they should be learning any content. The biggest factor that drives a student to see the relevance of the content for their future is the use of technology. Another huge part of relevance is that the teacher must too see and feel that there is a connection between material and the real-world.

One of the best drivers is personalized learning for students "When teachers harness formative data to teach with precision, differentiating learning to meet both individual and class needs, great things can happen" (2013). The students are individuals and therefore should be given personalized learning.

Collaborative learning is a great way to get students more engaged in the classroom. Most students are very social online and offline, developing these social skills in a classroom setting will set them up for success. Having students working online with discussion boards will enhance engagement for most students. The article lists skills that can be learned from collaborative learning:

Giving and taking

Being flexible

Sharing

Understanding roles and responsibilities

Working with deadlines

Allowing for strengths and weaknesses

The article continues on with smaller but still important drivers to help students become engaged in a 21st century classroom.

Reference:
(2013, April 16). The 6 Key Drivers of Student Engagement from https://thejournal.com/Articles/2013/04/16/The-6-Key-Drivers-of-Student-Engagement.aspx?

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21st Century Curriculum | Feature

The 6 Key Drivers of Student Engagement

The best way to drive student achievement is to meaningfully connect with students. The best way to do that is through technology.

The following is an excerpt from the book Every Child, Every Day: A Digital Conversion Model for Student Achievement, published by Pearson. Edwards is the superintendent of Mooresville (NC) Graded School District (MGSD), whose districtwide 1-to-1 program earned it the 2012 Sylvia Charp Award.

We believe that relevant, personalized, collaborative, and connected learning experiences enhance student engagement, which in turn drives student achievement. Although these learning experiences were available in a more limited way before the advent of technology, digital conversion has taken them to an entirely new level.

Relevant Learning
There is a great deal of discussion these days about the need for relevant instruction, so that students can see the value of school. In the past, instruction has generally not connected students to the world outside of class, now or in the future, and many students have felt bored or disconnected. Digital conversion addresses this issue and allows educators to bring relevance into daily teaching and learning.

When students are using digital resources, building multimedia projects, collaborating and connecting online, and conducting online research, they are more interested in their schoolwork today, and they feel more connected to what their future holds tomorrow. Most of today's students expect that, as a matter of course, they will be using technology after high school--in college, in their future occupations, and in their personal lives--to work collaboratively, research, create, and solve problems.

The ability to connect life in school with life outside of school has a huge impact on students' "learning disposition." It allows learning to be personally centered. It helps students feel that school has meaning and purpose, which can make a world of difference in their level of engagement and achievement. When students do work that is relevant to the real world, their current lives, and their future plans, they become more curious about learning, show more initiative, and improve their analytical skills.

An important by-product of the relevance factor is that teachers and staff also feel more connected to the world outside of education and to their own future lives, creating a kinship with students in which both parties are experiencing the same thing.

Personalized Learning
When teachers harness formative data to teach with precision, differentiating learning to meet both individual and class needs, great things can happen. Personal focus is an absolute power driver for student development. The availability of real-time data permits the laser focus on personalization that we see now in our schools. The differentiated instruction that technology enables allows struggling students to learn at their own pace and helps gifted learners advance more quickly.

Real-time data gives teachers precise information to provide personalized interventions, to extend help to individual students, and to assign students to work in flexible collaborative groups--groups that can change as students progress at different rates or redirect their learning focus. Teachers can personalize group instruction for optimal productivity and to avoid any matches that may be problematic.

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The 6 Key Drivers of Student Engagement -- THE Journal

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21st Century Curriculum | Feature The best way to drive student achievement is to meaningfully connect with students. The best way to do that is through technology. The following is an excerpt from the book Every Child, Every Day: A Digital Conversion Model for Student Achievement, published by Pearson .

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This video looks into engaging students in math, and having them want to learn and be passionate about mathematics. Becky Pittard is a 4th and 5th grade math teacher that focuses mostly on getting students to form or develop a passion for math. She believes that people are natural puzzles solvers, problems solvers, and pattern finders. We love to find things and working with patterns, we like to engage our brain on something difficult. She believes that if you allow students to engage their brains on math then they get excited about it and want to do it. Near the end of the video, students are so engaged and passionate about solving and working to figure out a math problem that it almost leads to a large argument. This is what any educator would love to see, students engaged so much and so passionate about solving and figuring out a problem that they get worked up about it. Becky states that "if you give them freedom to engage their thinking, when you value what they do, so that they are empowered to think, the children love it. They develop that passion for doing mathematics because they see it as riddles" (2017).

Reference:
(n.d.). Developing a Passion for Math: Becky Pittard [video file] https://www.teachingchannel.org/videos/passion-for-math

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Watch how one teacher helps her students develop a passion for Math. Using problem solving activities, student collaboration and a little bit of freedom, Ms. Pittard's students come to truly enjoy Math.

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This video focuses on Sean Paris and his teaching strategy that he believes helps eliminate or reduce the reluctant student in a classroom. Sean introduces the wing-man initiative that does two hugely important things within the classroom. First, it gives one student a major role within the workings of the class. The student takes on the role of the "wing-man," having the responsibility of recording what happens within their group. Within the group the student will record the following; who they choose to observe, whenever a person speaks, whenever they cite information from the text, and whenever a student is off task. Basically, as Sean is going around listening and working with other groups and students, he can have the "wing-man" as another tool to ensure that all students are being engaged. Sean states that the reason he has the "wing-man" is because, "there are students who are constantly left out of discussions. It is just that they find themselves shutting down, when it is their turn to talk. So, the idea of the "wing-man" was to get them to be engaged in a lesson and feel safe and not lose them" (2017)

Reference:
(n.d.). The Wingman: Engaging Reluctant Students: Sean Paris [video file] https://www.teachingchannel.org/videos/strategies-for-engaging-students#video-sidebar_tab_video-guide-tab

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The Wingman: Engaging Reluctant Students

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Quick strategy for engaging students who are quiet and reluctant. By giving these students a guide sheet and responsibility during discussions, teachers are able to have more students engaged in the activities.

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Quiet, Disengaged, Struggling, and Trouble-making Students

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Quiet, Disengaged, Struggling, and Trouble-making Students

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This article lists the various students that an instructor will come across in their own classroom.

The first type of student is the quiet student, leading to the idea of not counting participation as a grade. "We really need to understand that an introvert is a totally normal personality type" (2016). Keeping this in mind when assessing.

The article shows that the disengaged student "can become more successful in the future, if students can self-organize their own learning" (2016). In teaching students to take charge of their own learning, they will be self-aware and therefore become more engaged.

For struggling students it is less important when a fact is mastered, rather that a fact is mastered. Wormeli, who is also one of America's first National Board Certified Teachers states "The goal is that they learn the material, not that they learn it by one calendar date. That path is going to vary from student to student" (2016)

The most important factor for not only "trouble-making" students but for all students is that as a role model we conduct ourselves in a positive way for students.  Alan E. Kazdin, a professor of psychology states "we know that when you model things, it changes the child's brain" (2016). If a child has no important role model in their lives, the teacher is one of their only hopes of witnessing healthy social and academic practices.

Reference:
Cutler, D. (2016, February 26). Strategies for Reaching Quiet, Disengaged, Struggling, and Troublemaking Students. from https://www.edutopia.org/blog/reaching-quiet-disengaged-struggling-troublemaking-students-david-cutler

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Strategies for Reaching Quiet, Disengaged, Struggling, and Troublemaking Students

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Not every student benefits from in-class participation, immediate answers, inflexible grading, or harsh consequences. Learn the nuances for those requiring deeper recognition and a lighter touch.

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This article illustrates the effects of brain breaks and focused-attention practice on a students ability to learn and how it benefits the mind. Dr. Lori Desautle informs "when we take a brain break, it refreshes our thinking and helps us discover another solution to a problem or see a situation through a different lens" (2016). Brain breaks can be a great staple in an effective management plan. Another great idea that this article informs the reader on is focused-attention practices. Dr. Lori Desautle tells "A focused-attention practice is a brain exercise for quieting the thousands of thoughts that distract and frustrate us each day" (2016). The article lists different practices for various brain breaks and focused-attention practices. These include, the junk bag, squiggle story, and mental math to name a few brain break strategies. As for the focused attention practices these include breathing techniques, movement and sound, just to name a few.

Reference:
Desautels, D. L. (2015, January 14). Energy and Calm: Brain Breaks and Focused-Attention Practices from https://www.edutopia.org/blog/brain-breaks-focused-attention-practices-lori-desautels

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.