Part 1: Effective Engagement Strategies Toolkit
Video 1
Video 2
Video 3
Name and
“Caring and Control”
“The Wingman: Engaging Reluctant Students” “The Stand Up Game: A Classroom
Location of
Strategy”
Video
https://www.teachingchannel.org/videos/creat https://www.teachingchannel.org/videos/strategie
e-a-safe-classroom
s-for-engaging-students
https://www.teachingchannel.org/videos/stan
d-up-game
Name of
Rate Yourself – a classroom management
“The Wingman” – a small group
“The Stand Up Game” – a large group
Engagement strategy
engagement/motivation strategy
engagement/motivation/active participation
Strategy
strategy
Brief
The “Rate Yourself” strategy was
The “Wingman” works for any grade level.
Description, implemented in a third grade classroom but
including
could work with any elementary grade.
The “Wingman” is a group work role. He or she
Grade Level
listens to the discussion taking place between
With the “Rate Yourself” strategy, students two small group members, records their
hold up the number of fingers corresponding interactions on a special sheet, and evaluates the
with how they feel today (1=happy and ready quality of their work. The “Wingman” then
to learn, 2=ok, 3=tired, 4=unhappy, 5=angry). reports to the teacher on what has occurred in the
The teacher
group work time. It is portable and, with
adjustments, can be used on any type of
discussion.
© 2017. Grand Canyon University. All Rights Reserved
The “Stand Up Game” works for any grade
level.
In the “Stand Up Game,” every student
stands up. Students may sit down if they
choose to share a response to the question or
scenario posed by the teacher.
The “Wingman” observes two people in their
Every student in the class stands quietly by
small group. They are given a special record
their desk. The teacher poses a question and
sheet and asked to record specific information
asks students to respond. The teacher may
about the interactions. The teacher chooses
also ask students to share answers from
which information is to be recorded. For
assignments they have completed or small
example, an upper elementary “Wingman” may group/partner discussions. When students
be asked to record how many times a student
contribute by sharing a relevant answer, they
cites from the text, while a lower elementary
may sit down. Students must share
“Wingman” may be asked to record how many something different than what has been
facts students pull from the text. Once the
shared previously.
requested information has been obtained, the
The purpose of the “Rate Yourself” strategy “Wingman” compiles the information in a
written report. The “Wingman” may be asked to
is to help the educator understand how
students feel when they enter the classroom. discuss their findings with the teacher as well.
The “Stand Up Game” encourages active
This knowledge allows educators to adjust
participation. It motivates students to respond
their strategies to meet the changing needs of
by offering the “prize” of sitting down. It
each student. It is designed to build
encourages everyone to contribute to the
community within the classroom. It fosters
The “Wingman” is designed to engage the
community. It encourages critical thinking
trust between the student, their peers and the “invisible” student – the student who cannot or and original thought. It opens up discussion
teacher.
will not participate in class. These students are when students offer an answer that is a bit off
often left out of class discussions because they base.
tend to shrink back when it is their turn to share.
This role gives those students an important job
and allows them to be engaged in a lesson in a
safe way.
How the
This strategy is implemented during the
This strategy is implemented during group work This strategy is implemented at times when
morning
“Check-In”
time.
Educators
should
time. It is assigned as a role to a particular
student motivation is waning. The “Stand Up
Strategy is
student within a small group. After the
Game” allows educators to evaluate what
Described, ask follow-up questions to the ratings
students
give,
sympathizing
with
their
“Wingman”
has
recorded
the
requested
students know or have discussed about a
Implemented
frustrations and praising their little victories. information, they submit the record sheet and a given topic. Because each answer must be a
, or
For example, if a student rates themselves at a written report documenting what occurred in the little different, it encourages original thought.
Evaluated
3 because they could not sleep last night, the group. The “Wingman” may add their own
It allows educators to pinpoint strengths and
teacher may take that into consideration if
reflections on how successful they believe the
weaknesses and adjust learning activities to
their behavior or work is less desirable than group interaction was. They may also be asked to meet needs. Educators could call on students
usual.
conference one-on-one with the teacher to
who are sitting down to ask them if other
discuss their findings. The “Wingman” is
evaluated through the record sheet, the written
Procedures
and
Expectations
of the
Strategy
As part of the morning “Check-In” process,
children are asked to rate themselves on a
scale of 1 to five, with one being happy and
ready to learn and five being angry. Students
silently hold up the number of fingers
corresponding to how they feel that day. The
teacher asks follow-up questions to determine
the cause for their rating.
© 2017. Grand Canyon University. All Rights Reserved
Educators may evaluate the effectiveness of
this strategy by noting the truthfulness of
students and the amount of information they
are willing to share. The more students share,
the more comfortable they are in the
classroom. It is an effective strategy for
helping educators build relationships with
their students.
Reference
reflection and through one-on-one discussion
with the teacher.
students’ responses are correct, thus keeping
them engaged once they have contributed.
To successfully implement this strategy, the
teacher should choose a “Wingman” who finds it
difficult to participate in group discussions. The
students being evaluated must be given clear
rules of discussion and expectations of talking
points they must address. The “Wingman” must
be given a record sheet listing criteria for
evaluation and instructions for information
needed in the final report.
The “Stand Up Game” offers a great strategy
for waking up tired or unmotivated students.
It should be used when students are failing to
participate in class. Students who want to sit
down will be motivated to answer. Students
must pay attention because they cannot
duplicate answers.
Caring and Control Create a Safe, Positive
The Wingman: Engaging Reluctant Students.
The Stand-Up Game: A Classroom Strategy.
Classroom. (n.d.). Retrieved April 17,
(n.d.). Retrieved April 17, 2018, from
(n.d.). Retrieved April 17, 2018, from
2018, from https://www.teaching
https: //www.teachingchannel.org/videos/
https://www.teachingchannel.org/
channel.org/videos/create-a-safestrategies-for-engaging-students.
video/stand-up-game
classroom
Part 2: Effective Engagement Reflection (See separate document)
© 2017. Grand Canyon University. All Rights Reserved
Running head: STUDENT ENGAGEMENT STRATEGIES
Student Engagement Strategies
Grand Canyon University: ELM-510
November 18, 2020
1
STUDENT ENGAGEMENT STRATEGIES
2
Student Engagement Strategies
Due to advances in technology and the rapid availability of it, today’s students have
developed a need for constant stimulation. As a result, educators are finding it increasingly
challenging to obtain students’ attention and maintain their motivation for learning. To address
the needs of today’s students, educators need a toolkit of proven strategies that keep students
actively engaged within a lesson and ensure learning is taking place.
Signs of Student Engagement
To keep students engaged, educators must first determine what engagement looks like. In
teacher-directed learning, students will pay attention, take notes, listen, ask and respond to
questions, follow requests and respond appropriately for the situation (Johnson, 2013). In
student-directed learning activities, engaged students will read critically, problem-solve, debate,
explain, evaluate, experiment and interact with others (Johnson, 2013). Conversely, disengaged
students may be disruptive, unmotivated to ask questions, unsure of expectations, or perform
poorly on assessments (McFarlane, n.d).
Ensuring Understanding of Team Member Expectations
Because of students’ basic drive to connect with their peers, group work is a powerful
technique for increasing motivation and learning outcomes. To maximize the effectiveness of
group activities, most educators prefer to assign roles to each member of the group. This ensures
that all types of students are represented and disrupts stereotypical or gender-biased assignments,
bringing greater balance to each group (Effective Use, 2010).
The responsibilities of each role must be clearly defined in a way that students can
understand and articulate. Before beginning group projects, educators should check for
understanding by asking students to define their roles and how those roles contribute to
STUDENT ENGAGEMENT STRATEGIES
3
accomplishing the task at hand. Educators may also choose to place visual reminders of the
responsibilities of each role in a prominent place in the classroom. When appropriate, roles
should be rotated to further develop students’ skills (Manis, 2012).
Monitoring Student Understanding in Small Group Settings
Throughout group activities, the instructor assumes the role of facilitator, providing
assistance as needed, praising positive student interactions, safeguarding against students taking
over each other’s roles, and intervening when groups become unproductive (Using Roles, n.d.).
Teachers should seek to be unobtrusive throughout the activity but must evaluate both the final
outcomes of the group work and the performance of individual students within the group. This
could be done through observation, by asking questions as students work, or by having students
share their answers with the class. They could ask individuals to write an essay or journal entry
or combine the project with an individual test or quiz (How Can I, n.d.). Teachers may also
employ peer, team or self-evaluations.
Learning Environments that Engage and Motivate Students
An engaging, motivating classroom environment fosters positive, caring relationships
between the student, their peers, and the teacher. In such an environment, learners receive timely,
positive, quality feedback that reinforces the educator’s belief in their ability to succeed (Korb,
2012). It also offers challenging material, opportunities for the student to choose the course of
their education and supports students’ “needs, values, interest and preferences,” helping students
make relevant connections to their lives (Korb, 2012).
Engaging learning environments do not happen by chance; they are carefully crafted to
be nurturing, interesting, relevant, challenging, active and child-centered. When educators
STUDENT ENGAGEMENT STRATEGIES
endeavor to create such an environment, they tap into their students’ intrinsic motivation,
resulting in more positive student outcomes.
4
STUDENT ENGAGEMENT STRATEGIES
5
References
Blackburn, B. (2016). Get Students Working Effectively in Groups. Retrieved April 15, 2018,
from https://www.middleweb.com/28606/get-students-working-effectively-in-groups/
Effective use of group work. (2010). Retrieved April 15, 2018, from
http://www.northernc.on.ca/leid/docs/ja_groupwork.pdf
How can I assess group work? (n.d.). Retrieved April 15, 2018, from
https://www.cmu.edu/teaching/designteach/teach/instructionalstrategies/groupprojects/ass
ess.html
Johnson, B. (2013). How Do We Know When Students Are Engaged? Retrieved April 15, 2018,
from https://www.edutopia.org/blog/student-engagement-definition-ben-johnson
Korb, K. A. (2012). Creating a classroom environment that fosters positive motivation in the
Nigerian context. The Nigerian Educational Psychologist, 10, 221-230. Retrieved April
15, 2018, from
https://pdfs.semanticscholar.org/3949/f36f278f00001a4e96784d115579ccb006eb.pdf.
Manis, C. (2012). Cooperative Learning: How to Assign Meaningful Tasks to Group Members.
Retrieved April 15, 2018, from https://www.dailyteachingtools.com/cooperativelearning-tasks.html
McFarlane, B. (2016, September 20). Are my Students Engaged? Three Symptoms of
Disengaged Students. Retrieved April 15, 2018, from
https://www.smartsims.com/news/are-my-students-engaged/
Using Roles in Group Work. (n.d.). Retrieved April 15, 2018, from
http://teachingcenter.wustl.edu/resources/teaching-methods/group-work-in-class/usingroles-in-group-work/
STUDENT ENGAGEMENT STRATEGIES
6
Course Code
ELM-510
Class Code
ELM-510-O500
Criteria
Content
Percentage
100.0%
Effective Engagement Response
25.0%
Engagement Strategies Template
25.0%
Procedures and Expectations
20.0%
Research Citations and Format
15.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
10.0%
Paper Format (use of appropriate style for the
major and assignment)
5.0%
Total Weightage
100%
Assignment Title
Student Engagement Strategies
No Submission (0.00%)
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Total Points
50.0
Insufficient (69.00%)
Response does not adequately include or is missing
components of a description of the signs to show that
students are engaged in the lesson, how the expectations are
introduced, and/or how to monitor individual student
understanding in a small group setting.
Engagement strategies template lacks the name, location,
and/or description of each video and each video is missing
components motivation, engagement, respect, and
responsiveness for cultural and diverse needs of students.
Engagement strategies template does not introduce
examples of procedures, expectations of each strategy, and is
either missing or includes a poor description of how the
strategy is described, implemented, and/or evaluated in the
classroom.
Many citations are missing where needed; or many of the
sources are inappropriate for the submission; or APA is
attempted where required, but many aspects are missing or
mistaken.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction are used.
Appropriate template is used, but some elements are missing
or mistaken. A lack of control with formatting is apparent.
Approaching (74.00%)
Response makes basic consideration to include the signs to
show that students are engaged in the lesson, how the
expectations are introduced, and/or how to monitor
individual student understanding in a small group setting.
Engagement strategies template is inconsistent with the
name, location, and description of each video that
inadequately demonstrates motivation, engagement, respect,
and responsiveness for cultural and diverse needs of
students.
Engagement strategies template includes underdeveloped
and vague examples of procedures, expectations of each
strategy, including a beginning-level descriptions
demonstrating how the strategy is described, implemented,
and/or evaluated in the classroom.
Some citations may be missing where needed; or some of the
sources do not support the submission; or APA is attempted
where required, but some aspects are missing or mistaken.
Frequent and repetitive mechanical errors distract the
reader. Inconsistent language or word choice is present.
Sentence structure is lacking.
Appropriate template is used. Formatting is correct, although
some minor errors may be present.
Acceptable (87.00%)
Response includes an accurate and detailed description of the
signs to show that students are engaged in the lesson, how
the expectations are introduced, and how to monitor
individual student understanding in a small group setting.
Engagement strategies are clearly and accurately included on
the template with the name, location, and description of each
video clearly demonstrating motivation, engagement,
respect, and responsiveness for cultural and diverse needs of
students.
Engagement strategies template includes relevant and clear
examples of procedures, expectations of each strategy,
including appropriate descriptions demonstrating how the
strategy is described, implemented, and/or evaluated in the
classroom.
All sources are credible, adequate, and support the
submission. All required aspects of APA format are correct
within the submission.
Submission includes some mechanical errors, but they do not
hinder comprehension. A variety of effective sentence
structures are used, as well as some practice and contentrelated language.
Appropriate template is fully used. There are virtually no
errors in formatting style.
Target (100.00%)
Response includes an insightful description of the signs to
show that students are engaged in the lesson, how the
expectations are introduced, and a well-researched
description of how to monitor individual student
understanding in a small group setting.
Engagement strategies are proficiently included on the
template with the name, location, and description of each
video thoughtfully demonstrating motivation, engagement,
respect, and responsiveness for cultural and diverse needs of
students.
Engagement strategies template thoughtfully and insightfully
includes the procedures, expectations of each strategy,
including well-researched descriptions demonstrating how
the strategy is described, implemented, and/or evaluated in
the classroom.
All sources are credible, appropriate, and strongly support the
submission. All required aspects of APA format are correct
within the submission.
Submission is virtually free of mechanical errors. Word choice
reflects well-developed use of practice and content-related
language. Sentence structures are varied and engaging.
All format elements are correct.
Comments
Points Earned
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