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Deep understanding of student motives.
Is teacher responsibility to consider, and is not all student responsibility.
Redefine your idea of what a "good" student is and what successful learning is.
What could students accomplish if they knew they couldn't fail? Shift away from pass/fail and focus on the process and core skills of thinking, problem solving, and reflection.

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If the goal is to improve test scores that are based on low order learning, compliance is encouraged, not engagement.

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Shifting the mindset of lack of engagement be in control of student only is important. Teachers need to see that the work they put in front of students influences the engagement level of students. Changing the desire from compliance to engagement is challenging.

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The idea that "engagement is not a variable--it is a construct." It was very eye-opening to read that many teachers believe engagement is something that is the students' responsibility, but that they actually have control over creating engagement for their students. I also thought it was interesting to read about how when students have a trusting relationship with their teacher, they trust that the work put in front of them is meaningful, even if it is sometimes "boring." They trust that "learning results can be profound in the long run." This speaks to a truly incredible relationship between the teacher and student.

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Students being on task does not mean that a student is engaged in their work. I think that's an extremely important difference that some teachers may not be able to determine. This really stuck out to me: students who are engaged are involved, not all students that are involved are engaged. In order for students to be engaged, they need to be committed to their work and not just checking off boxes to get their work done. This emphasizes how important it is for teachers to be intentional about the work they put in front of students.

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You must know your 'who' in order to judge engagement. Compliance can mask itself as engagement through simple observation.

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Reasons why students complete work.
Types of drives
Honor many forms of intellectual work - connected it to multiple intellengences.
Design qualities.

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Understanding that engagement is a construct is a profound idea. That we are architects of planning engagement for students.

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Understanding that engagement is a construct is a profound idea. That we are architects of planning engagement for students.

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Changing the language of "planners" of work to "designers" of engagement.

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Changing the language of "planners" of work to "designers" of engagement.

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Engagement means attentive, committed, persistent and working with meaning and value...sometimes, or most of the time we confuse on-task with engagement. It made me reflect on my teaching experience and how in some ways it was hard to give up the control of the classroom and become a facilitator, I enjoyed the "Well managed classroom", however I now realize, they were not committed, they were just compliant.

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Intrinsic motivation gives you the drive and desire to learn. Extrinsic motivation is just another way of compliance and also it may cause stress because of the desire of a reward.

Design Vs Planning or Heuristic task Vs algorithm task. Planning is a method, a structure, Design is more of a creative and constant reflection job.

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After reading this, I found the topic of design vs planning really interesting. Planning is the word that has been used for as long as I know as the way teacher's prepare work for students. We've allowed planning to become the normal term, without maybe realizing how entirely different planning and designing are. There are some words in teaching I think we've grown so accustomed to using, but don't necessarily think about their meaning or impact.

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One thing that really stood out to me was the idea that the purpose of engaging work is that it serves the purposes, ends, and values that a STUDENT brings to a task.

I think this is really important to remember as we design work for our students. They come to us with their own motives, their own purpose, and their own values and goals--it makes sense that we should consider these things as we design work for them.

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All students have motivation, we have to determine and design based on specific motivations.

Design is thinking about the 'who' and their needs. Planning is more about 'what' and leaves little room for variance.

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We, as educators, are sparking engagement in order to develop long term gains in the classroom. The systems in place to measure success in the classroom might be put in place to make the teacher feel better about their students success versus truly showcasing how motivated the students are. All students value education, its just a matter of tapping into that for the long term effects.

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When I would assess the engagement of my students, I found that many are strategically compliant because of the expectations of their parents. I would introduce an activity and be disheartened at times when I'd be immediately asked "will we be graded on this?" My hope is that one day parents are not so "hung up" on grades and expect A's from their student - especially at the elementary and middle school levels.

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Finding what motivates students to engage in learning is essential in designing meaningful work. Planning focus is more on the teacher and the delivery of content.

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I like the idea of simply asking students and sparking a conversation with them about what's working and what's not. I understand the challenge here--it can be difficult to have this conversation, especially if you worry that students will say class isn't very engaging to them. That can hurt to hear as a teacher. But as a reflective tool and in pursuit of growth, I wish I had simply asked my students more often.

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It struck me how there's a strong difference between 5 individuals working independently together versus true collaborative work where working with others is essential to competing the task.

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Love this ~ "the learning styles of students rather than the instructional style of a teacher should determine how instruction should be delivered."

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Engagement is a response to the quality of work we put in front of students 

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Engagement is a response to the quality of work we put in front of students 

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Students aren’t engaged if the motivating force is external. It has to come from within, and if it isn’t something students want to do, there won’t be that profound learning we want so desperately for our students.

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I posted for the previous post about student motivations. But if we are to prepare our students with skills for their future, and we want them to acquire those skills through profound learning, we cannot expect that to happen through learning where they feel that the force to learn is outside of who they are. It has to be meaningful and they must have an inner drive to do that work.

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Engagement: " to be committed to the task and find some inherent value in what we are being asked to do.... with enthusiasm and diligence..." I believe the key  is to teach  and model for children the process of being intentional. To continually maintain a sense of purpose in everything we do. That begins with us, as educators. We must find value in what we are doing, what we are planning for our students, the conversations we are having around learning. and we must be intentional about it.

This  empowers children and fosters self-discovery, which I believe increases engagement. It starts with us, being committed to the work we do and being engaged with our students by creating a love for learning and an environment that thrives from that.