Please Care? Exploring Student Engagement in the Social Studies Classroom by https://padlet.com/annaleehoward1/ishxzo103k1h45p3 Annalee Howard - Fairfield University - EDUC 6999 - Summer 2022 en-us 2022-06-14 16:16:45 UTC 2022-06-15 20:08:25 UTC hello@padlet.com References annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221050248
  • Abla, C. (2019, January 22). 7 Ways to Spark Engagement. Edutopia. Retrieved January 12, 2022, from https://www.edutopia.org/article/7-ways-spark-engagement
  • Burnett, L., Brack, S., & Anderson, S. (2021, April 9). Teaching About a Place? Stop and Think First! Decolonising
    Geography. Retrieved January 12, 2022, from https://decolonisegeography.com/blog/2021/04/teaching-about-a-place-stop-and-think-first/
  • Cameron, Meghan E. Ms and Habkirk, Evan J. Dr. () "Engaging Students Using Local History and Perspectives," The Councilor: A Journal of the Social Studies: Vol. 0: No. 1, Article 4. Available at https://thekeep.eiu.edu/the_councilor/vol0/iss1/4
  • Gehlbach, H. (2011). Making Social Studies Social: Engaging students through different forms of social perspective taking. Theory Into Practice, 50(4), 311–318. https://doi.org/10.1080/00405841.2011.607394
  • Korbey, H. (2018, May 23). A History in Which We Can All See Ourselves. Edutopia. Retrieved January 12, 2022, from https://www.edutopia.org/article/history-which-we-can-all-see-ourselves
  • Lynch, M. (2015, August 22). 6 Ways Teachers Can Foster Cultural Awareness in the Classroom. The Edvocate. Retrieved January 12, 2022, from https://www.theedadvocate.org/6-ways-teachers-can-foster-cultural-awareness-in-the-classroom/
  • National Social Studies Supervisors Association. (2012). Make Every Social Studies Lesson an Engaging Social Studies Lesson. Make every social studies lesson an engaging social studies lesson. Retrieved January 12, 2022, from https://nsssa.socialstudies.org/nsssa/communityblogs/blogviewer?BlogKey=d42136cd-61e3-4da2-ac28-885466106e8a
  • Scott, T. M., Hirn, R. G., & Alter, P. J. (2014). Teacher Instruction as a Predictor for Student Engagement and Disruptive Behaviors. Preventing School Failure, 58(4), 193–200. https://doi.org/10.1080/1045988X.2013.787588
  • Shagoury, Ruth and Power, Brenda Miller, (2012). Living the Questions: A Guide for Teacher-Researchers. Stenhouse Publishers.
  • Southern Regional Education Board. “Instructional Strategies Motivate and Engage Students in Deeper Learning.” High Schools That Work, Southern Regional Education Board, 2013, https://www.sreb.org/sites/main/files/file-attachments/13v06w_0.pdf?1459868613. 
  • Zhou, Molly and Brown, David, "Educational Learning Theories: 2nd Edition" (2015). Education Open Textbooks. 1. https://oer.galileo.usg.edu/education-textbooks/1


    • ]]>     2022-06-14 17:36:47 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221050248     Data Collection and Analysis Plan annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221055119 Data was collected over approximately 13 weeks using the following methods:
    • Observations
      • Notetaking while observing students as they are doing different types of learning activities. I paid special attention to enthusiasm, active participation, and readiness.
    • Surveys
      • Students were given time in class to fill out an optional online survey to identify common links between identity and engagement.
      • Responses were not anonymous for the purpose of being able to ask students follow-up questions about potential responses.
      • Questions in the survey related to topic and/or activity favorability, level of difficulty, ease of learning, classroom social climate, etc.
    • Review of Student Scores/Grades
      • Academic performance was recorded and reviewed for a variety of learning activities, assignments, and assessments.

    All notes taken during my observations, survey responses, and grades were organized by student and class in order to identify patterns across the various student backgrounds/demographics.

    Collected data was compared between students to highlight where differences and similarities were found, and what those students have in common identity-wise.


    ]]>     2022-06-14 17:42:37 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221055119     Existing Scholarship annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221056735 Student engagement is a well-studied and well-researched topic by teachers and educational professionals from all content areas. The articles and resources linked in this padlet explore what has been found in relation to student engagement and its connections to curriculum, teaching strategies, and equity.]]> 2022-06-14 17:44:34 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221056735 What does this all mean? annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221060026 Going into this research, I had overheard many teacher conversations in the school building about how low student engagement was. Coming out of the pandemic only made matters worse, as it requires adaptability and adjusting on everyone's part. Part of the reason why some teachers believed that engagement was low was because the students were not used to academic expectations after the pandemic and because many students were not receiving an education that was of an appropriate level of difficulty for them due to the wide ranges of academic ability in unleveled classes.

    By implementing the previously identified teaching strategies  into my instruction, I found that students will rise to meet high expectations. This was indicated by the following observations:
    • The vast majority of students reported that their learning was valuable over these 13 weeks.
    • The occurrences of late, missing, and incomplete assignments significantly decreased, even though students reported that the class became more challenging during the 13 weeks of my student teaching.
      • In other words, participation in learning activities significantly increased; this is an excellent indicator for student engagement in this study.
    ]]>     2022-06-14 17:48:30 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221060026     The Problem... annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221506429  In many classrooms that do not focus on language arts or math, it can be difficult for teachers to keep students engaged. Student engagement in social studies classes can be especially challenging to maintain for a variety of reasons, some of which include a lack of interest from students in the subject, students not finding the topics being discussed relatable enough, and students finding the work related to the subject to be too stressful.

    This issue seen in social studies classrooms demands a solution.]]>     2022-06-15 03:52:39 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221506429     Why you (yes, you!) should care, too... annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221510528 Social studies learning plays an important role in helping students to develop transferable skills, to make sense of the world around them, and to build an understanding of and respect for the different cultures and groups of people all over the globe.

    Without learning the content and skills related to social studies and history, students will have difficulty in making well-informed decisions as they grow older and will struggle with becoming active participants in society locally and globally.

    Students need to be engaged in their social studies learning to reap these benefits, but if low student engagement in social studies is a common challenge for classrooms to overcome, then how can engagement be boosted in these classes? In order to discover solutions, when students are most engaged during social studies class must be investigated.]]>     2022-06-15 03:58:06 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221510528     The Question: When are students most engaged during social studies class? annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221519312 In support of this main research question, the following sub-questions were asked:
    1. What social studies topics are most interesting for students?
    2. Who is being represented  by class content and who is being excluded?
    3. Are there certain types of students who seem to be more engaged than others?
    4. What type of social studies content is being taught?
    5. What teaching methods are being used?
    6. What is the range of academic ability that is present in the classroom?
    7. Who is being challenged by class content and who is not being challenged?
    8. What grade-levels are the learning materials set at?
    ]]>     2022-06-15 04:09:38 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221519312     annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221519646 Discovering when students are most engaged in social studies class is important because it can help determine the strategies and pedagogical approaches needed to best help students learn the class content and material.]]> 2022-06-15 04:10:08 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221519646 7 Ways to Spark Engagement annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221537530 The article “7 Ways to  Spark Engagement” explores simple ways in which teachers can improve the  state of student engagement in their classrooms. 

    It is emphasized that  student engagement can help students to develop a sense of community and  to feel connected to their learning (Abla, 2019). It is found that  teaching methods can strengthen the connection between students and how  they feel about learning as a whole if they deal with collaboration and critical thinking (Abla, 2019). This can be important when considering  ways in which teachers can help to create an equitable and positive learning environment for social studies students, thus informing my research question about student engagement within the classroom as a  result of a classroom’s pedagogical structure. This was easily investigated by carrying out some of the methods that are being suggested in the article during my student teaching experience.]]>     2022-06-15 04:33:41 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221537530     Teaching About a Place? Stop and Think First! - Decolonising Geography annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221540052 The article “Teaching  About a Place? Stop and Think First!” offers a discussion about what a geography class should look like if it wants to remain culturally aware.  It also maintains that teachers must be thoughtful when crafting lessons that offer a perspective on a place different from one’s own; teachers  must consider student and instructor views of a place along with the  specific point of view that is supposed to be shared with students  (Burnett et al., 2021).

    This is important to think about in the context of my research question because, in order to have an equity-focused  classroom, the bias of the instructor must be acknowledged and eliminated from the lesson. This would help students feel freer to construct their own unique points of view on topics. This was investigated by self-reflecting on my own biases and how they may have translated through the lesson, but it can also be investigated by asking the questions posed in the article when formulating a lesson. Reviewing this article pushed my lessons and my research into a more EDJI committed direction.]]>     2022-06-15 04:37:01 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221540052     Making Social Studies Social: Engaging Students Through Different Forms of Social Perspective Taking annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221546499 The article “Making  Social Studies Social: Engaging Students Through Different Forms of  Social Perspective Taking” discusses the importance of social interaction  as a factor of student engagement in a social studies class. Within this  dialog, it is found that teachers will have success in promoting student  engagement in social studies classes if academic content and personal matters were not so harshly divided (Gehlbach, 2011, p. 12). This further informed my research question in that it speaks on the importance of  framing content in a way that will keep students engaged in their  learning. This helped drive my research because it involves an  exploration of effective pedagogical approaches to use in the classroom,  but it also helped to clarify what aspects of learning that students need to have prioritized when learning about social studies while not framing them in a way that strictly adheres to strategies and methods of teaching. This was investigated by evaluating student behavior during class time in addition to evaluating data collected during research.]]> 2022-06-15 04:44:30 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221546499 A History in Which We Can All See Ourselves annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221548005 The article “A History in  Which We Can All See Ourselves” offers information on the importance of a  representative curriculum in the pursuit of student achievement. It is  found that students who can relate to the stories that they are exposed  to in social studies show a higher level of engagement in the content  that they are given in class; students will also become more civically  active as individuals outside of the classroom (Korbey, 2018). This is  relevant to my research question because it further helped me understand a strategy that can be implemented into my pedagogy to improve student engagement. It will prove to be advantageous for students later in life  as well because it enhances the level of equity in society due to the  fact that underrepresented students may grow up to be initiative-taking  in participating in their communities and their local, state, and federal  governments to help advocate for their interests. This was investigated by consulting with survey data collected from students about their identities and how they feel represented in the classroom.]]> 2022-06-15 04:46:35 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221548005 6 Ways Teachers can Foster Cultural Awareness in the Classroom - The Edvocate annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221549889 The article “6 Ways  Teachers can Foster Cultural Awareness in the Classroom” provides a  discussion of the ways in which teachers can help create a classroom that  holds equity as a priority and a standard. It is found here that a  culturally responsive curriculum that considers the needs and backgrounds  of students in its pedagogical structure are beneficial for students in  the long run (Lynch, 2015). This helps inform my research question in  that it helps provide intel on the practical ways in which teachers can  turn their classroom into an equity-focused learning space. This will  help in my research because it supports the idea that a classroom that is  geared toward equity is a classroom that is geared toward student  achievement and success, which overlaps with the goal behind promoting  student engagement. This can be investigated by evaluating survey data in addition to observing student engagement while presented with a culturally responsive curriculum.]]> 2022-06-15 04:48:54 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221549889 Make Every Social Studies Lesson an Engaging Social Studies Lesson annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221551389 The article “Make Every  Social Studies Lesson an Engaging Social Studies Lesson” from the  National Social Studies Supervisors Association discusses the importance  of active learning for students and states that active learning happens  through active teaching. Some instructional methods are suggested in this  article, and all suggest creating an interactive lesson that is  student-centered (NSSSA, 2012). This information will help in conducting  my research because it sheds light on what teaching strategies and  methods work best to support student achievement and engagement in the  classroom. It also emphasizes the need for students to be the focus of a  social studies lesson if that lesson is meant to be engaging for  students, so it further informs my research question. This can be investigated by observing the level of which students engage in the class along with their level of enthusiasm while doing so.]]> 2022-06-15 04:50:48 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221551389 Teacher Instruction as a Predictor for Student Engagement and Disruptive Behaviors annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221554563 The article “Teacher  Instruction as a Predictor for Student Engagement and Disruptive  Behaviors” discusses the importance of instructional methods in regard to  overall student achievement. This article frames achievement as a way of  showing student engagement in relation to behavior. In this article, it  is found that teaching, as an active and passive method, negatively  correlates with class disruption and positively correlates with students’  engagement (Scott et al., 2014, p.198). This research helps to inform my  research question, but specifically the question pertaining to which  teaching methods are being used in class. Through this, it can be  explored which teaching strategies can be implemented to make learning  more active and less passive. This can be investigated by observing situations in which students are learning via a more passive or a more active teaching approach.]]> 2022-06-15 04:54:35 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221554563 A Search for Engagement in Stratford, CT annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221583416 This data collection for this research took place in the Spring 2022 semester during my student teaching experience.

    For my student teaching placement, I taught five 7th grade World Geography classes at Flood Middle School in Stratford, CT. 

    Here are a few key details about the classes I taught in:
    • High levels of racial, ethnic, linguistic, and socioeconomic diversity
      • Spanish-speaking English Language Learners
      • Hispanic, Black, Asian, Pacific Islander, White, and Multiracial student body
    •  Unleveled class structure (16-26 students per class)
    • Wide opportunity gaps/Wide gaps in academic ability
    ]]>     2022-06-15 05:30:25 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221583416     annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221586493
    The school is working toward SEL goals and bringing students back to grade level performance in many areas after experiencing setbacks throughout the pandemic.
    ]]>     2022-06-15 05:35:01 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221586493     What students like about World Geography annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221628493 When asked in a survey, 58% of 74 students reported that they like World Geography as a subject.

    All students who responded were asked about something they like about World Geography (even if they reported that they dislike the subject); responses are seen in this chart.



    ]]>     2022-06-15 06:25:26 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221628493     What students dislike about World Geography annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221660620 When asked in a survey, 42% of 74 students reported that they dislike World Geography as a subject.

    All students who responded were asked about something they dislike about World Geography (even if they reported that they like the subject); responses are seen in this chart.



    ]]>     2022-06-15 07:00:27 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221660620     More student feedback about World Geography as a subject... annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221679046 About 83% of students reported that they prefer shorter assignments that involve deep thinking/debate more than longer research-based assignments.

    55% of students feel that topics discussed in class are relatable
    • When asked how they felt about the level of relatability in World Geography, about 92% of students expressed that they like how they get to learn about people with completely different experiences from them because it is new and more interesting to them.

    89% of students feel that they learned valuable information through the lessons during this research period.





    ]]>     2022-06-15 07:20:26 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221679046     91% of students feel like their voice and their ideas matter in World Geography class. annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221685667

    ]]>     2022-06-15 07:27:44 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221685667     What makes it easier for students to learn annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221685761 When asked what I did while teaching that made it easier for students to learn, students wrote in responses that could be categorized into four groups:
    1. Helping students 1-on-1 and leading whole-group discussions
    2. Types of learning activities given were interactive/fun
    3. Flexibility/Allowed for extra time on assignments and gave students choices on how to present their knowledge (multiple means of expression)
    4. Structured classes with established routines
    ]]>     2022-06-15 07:27:49 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221685761     70% of students feel that I had higher expectations for them than other teachers they've been in classes with. annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221707587 2022-06-15 07:53:43 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221707587 Student Academic Performance annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221739653
  • The number of missing assignments decreased by 11%
  • The number of late assignments decreased by 79%
  • The number of incomplete assignments decreased by 94%
  • The average class grades decreased by just 3.66%, thus keeping the average grade for all classes in the B range.

    • ]]>     2022-06-15 08:32:52 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221739653     Rising to the Challenge annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221756259 Overall, students felt that I taught a more challenging class than what they were experiencing before.

    Though this caused students to become more observably stressed, they managed it well and were showing more signs of focus in their learning. This is supported by Barkley within "Instructional Strategies Motivate and Engage Students in Deeper Learning" in that he describes a Sweet Spot found between fear and attention where student learning and student engagement is maximized (SREB, 2013, p. 2-3). ]]>     2022-06-15 08:52:32 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221756259     Student Participation as a Sign of Engagement annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221788867 It can be determined that, despite the class becoming more difficult, student participation increasing shows an increase in student engagement.

    This is additionally supported by the fact that, even though the work became more vigorous, class grades remained consistent with the grades earned in Quarters 1 and 2.]]>     2022-06-15 09:33:25 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221788867     So, what was done to achieve these results? annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221796348 There were 2 main concepts that I focused on during my 13 week research:
    • Teaching methods for engagement
    • EDJI for engagement
    ]]>     2022-06-15 09:43:15 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221796348     Teaching Methods for Engagement annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221798688 Driven by existing scholarship, here are a few ideas that inspired my instructional methods:

    •Create opportunities for critical thinking (Abla, 2019).
    •Involve opportunities for social learning (Gehlbach, 2011).
    •Interactive and student-centered (NSSSA, 2012).
    •Active and passive teaching (Scott et al., 2014).]]>     2022-06-15 09:46:27 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221798688     Equity, Diversity, Justice, and Inclusion (EDJI) for Engagement annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221799751 Driven by existing scholarship, here are a few ideas that inspired my instructional methods specifically to create a class environment aligned with EDJI commitments:

    •Make it personal (Abla, 2019).
    •Acknowledge and eliminate bias from the teacher in lessons (Burnett et al., 2021).
    •Make it representative; consider the needs and backgrounds of each student! (Korbey, 2018).

    By following EDJI commitments, students who are often left behind and/or who are marginalized in the education system will be able to take hold of an opportunity to grow in their learning. In this, students of underrepresented minority groups or students with specific learning needs, an IEP, or 504 plan have had opportunities to express their understanding of content through a mode that they felt worked best for them. Materials used in the class had also been carefully selected in order to appease all students in the classroom, regardless of their literacy abilities. In selecting materials, I was diligent about selecting materials of varying media forms so that all students were able to learn through engaging with an eclectic collection of information. 

    Although classes were unleveled in this research, all students were able to perform competitively with each other due to the adherence to these commitments.]]>     2022-06-15 09:47:50 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221799751     But, what about the importance of having a representative/relatable curriculum? annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221820919 It was found that there was an almost even split on students feeling that what they were learning was something that they could relate to. Having a representative curriculum has shown to dramatically affect student engagement for the better. This is supported by the article "Engaging Students Using Local History and Perspectives" by Cameron and Habkirk, however to have a truly representative curriculum that uses local history, a certain degree of teacher autonomy with curricular design is required. So, although I was not able to do this, I was able to help students see similarities between their lives and the lives of those we studied in class by choosing materials that dealt with issues facing people their own age. Cameron and Habkirk do go into explaining the importance of teaching ugly histories to boost engagement in this article, which I was able to do throughout these 13 weeks.]]> 2022-06-15 10:14:27 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2221820919 Student Engagement Explained annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2222055761 Student engagement has different meanings to all involved in education, but it can be explained using the common themes of interest, participation, curiosity, positivity, and readiness.

    In the context of this research, engagement will be referred to in this way, but should be thought of through the idea of students fully immersing themselves in their social studies learning.]]>     2022-06-15 14:41:33 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2222055761     "Student engagement is the Mega Millions of education: When you hear about it, it seems so easy to win—and then you read about the odds" (Abla, 2019). annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2222067330 2022-06-15 14:53:04 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2222067330 Measuring Engagement annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2222087754 We will consider the following when measuring engagement:
    • Interest in social studies topics
    • Active participation in discussions and learning activities
    • Feeling like the information learned in class is valuable
    • Feeling that the content in class is relatable
    • Decreased numbers of missing/late/incomplete assignments
    ]]>     2022-06-15 15:13:11 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2222087754     Instructional Strategies Motivate and Engage Students in Deeper Learning annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2222214197 The article "Instructional Strategies Motivate and Engage Students in Deeper Learning" explores how we should view engagement when it is studied in this manner. It should be broken up into subcategories of engagement that could account for the different issues plaguing a student's ability to learn. For example, emotional engagement is separated from intellectual engagement in this article (SREB, 2013, p. 2-3). This informs my research by empowering me to push my students and challenge them to an appropriate degree in order to increase their intellectual engagement, whereas I might create a lesson centered around a social studies theme that they enjoy in order to engage students emotionally. Both are expressed as being necessary for deep learning. ]]> 2022-06-15 17:43:37 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2222214197 Engaging Students Using Local History and Perspectives annaleehoward1 https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2222220055 In the article "Engaging Students Using Local History and Perspectives" by Cameron and Habkirk, the concept of teaching a representative curriculum is discussed and is applied in a classroom that resulted in increased engagement. This informs my research in that it stresses the importance of teaching classes about the "ugly" side of history and it stressed the need for a representative curriculum. Not all schools, though, have allowance for teachers to choose and implement their own curriculum, though, so this better informs the overall goals of my research in the way that it offers ideas to improve student engagement through creating a more equitable classroom.]]> 2022-06-15 17:50:53 UTC https://padlet.com/annaleehoward1/ishxzo103k1h45p3/wish/2222220055