Your Engaged Classroom Comment ...
What do you think constitutes an engaged classroom?
What are your takeaways from this module?
Some past comments ...
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Ange Neale
Engagement looks like 'fun'. Young people are talking, sharing ideas, and have a desire to learn because they have discovered or linked something. There is a 'buzz' in the room that is unstoppable. The teacher is a part of the learning...knowledge is being co-constructed as we all pull problems apart together. There is talk about how we are learning, not just what we are learning. Richard I love this Ange: talking, sharing ideas ... a desire to learn ... they have discovered or linked something ... a 'buzz' in the room ... teacher is a part of the learning ... knowledge is co-constructed ... brilliant. |
Thomas Sowden
If students are active participants in the learning they are engaged. This is not necessarily writing things down, because we can copy without engaging. Students being required to think (and for that to be made visible) is one way that students can be engaged. Richard Exactly. I truly believe Tom, that the full truth of this eludes many teachers ... that the foundation for all (authentic) engagement and student agency is active learning ... which includes students having a sense of control over activities. Food for thought. |
Dev Morton
My favorite moments in class are when a student suddenly calls out - "Miss, we can't do question 14!" Then goes on to explain what they've noticed - it doesn't fit the pattern, it is an impossible question because..., a given proceedure wont work on it because it contains elements which haven't been explored yet... etc. When students get excited by what they notice, it means they're paying attention and have their brain switched on, rather than passively following procedures without any absorbtion.
Richard
Thanks for this Deb. This is a great example. What you are highlighting is what I refer to as the Brick Wall strategy could be referred to as 'road-blocking'. (It happens a lot naturally but I'm suggesting we should encourage it/engineer it) ... because then the support is of the 'just in time' type rather than (too often) saying "OK class, pens down, let me show you the next challenging type of questions you will encounter". So let's let them run into the issue first!
My favorite moments in class are when a student suddenly calls out - "Miss, we can't do question 14!" Then goes on to explain what they've noticed - it doesn't fit the pattern, it is an impossible question because..., a given proceedure wont work on it because it contains elements which haven't been explored yet... etc. When students get excited by what they notice, it means they're paying attention and have their brain switched on, rather than passively following procedures without any absorbtion.
Richard
Thanks for this Deb. This is a great example. What you are highlighting is what I refer to as the Brick Wall strategy could be referred to as 'road-blocking'. (It happens a lot naturally but I'm suggesting we should encourage it/engineer it) ... because then the support is of the 'just in time' type rather than (too often) saying "OK class, pens down, let me show you the next challenging type of questions you will encounter". So let's let them run into the issue first!
