ENGAGEMENT WITH LEARNERS AND TUTORS

Praxis Community ProjectsWednesday, 24th April, 2013

Riga PM

AIMS:

To discuss ways of engaging learners and tutors in enlarging the European vision of culture

To exchange ideas and experiences of effective learning and teaching

To produce a summary of the discussion

OBJECTIVES:

By the end of the 50 minute session, participants will have:

provided a definition of ‘engagement’discussed effective ways of engaging learners and

tutors in enlarging the European vision of cultureshared good practice, including specific examples

from their own teaching and learning

Engagement – some definitions• Learners must be meaningfully engaged in learning

activities through interaction with others and worthwhile tasks

• “Students make a psychological investment in learning. ..They take pride not simply in earning the formal indicators of success (grades), but in understanding the material and incorporating or internalizing it in their lives.“(Newmann, F. (1992) Student Engagement and Achievement in American Secondary Schools. Teachers College Press. pp. 2–3).

• Learners are engaged when they are involved in their work, persist despite challenges and obstacles, and take visible delight in accomplishing their work

FACTORS IN ENGAGEMENT OR LACK OF IT

• Intrinsic and extrinsic motivation• Age• Gender• Previous learning experiences• Cultural factors• Self-esteem• Resources, including technology• Technophobia• Learning styles• Emotional Intelligence

COMMUNICATIVE TEACHING AND LEARNING

• Learner-centred• Focus on what learner knows, rather than gaps in

knowledge• Building confidence and self-esteem• Personalisation/Differentiation/ILPs (Individual Learning

Plans)• Peer support, correction, teaching• Minimal TTT (Teacher Talking Time) • Use of new media

ACTIVE AND INTERACTIVE LEARNING

Learning Styles

MULTIPLE INTELLIGENCES

EMOTIONAL INTELLIGENCE/LITERACY

Bibliography• Gardner, H (1983) Frames of Mind: The Theory of Multiple

Intelligences • Goleman, D (1995) Emotional Intelligence• Kearsley, G (1997) The Virtual Professor: A

Personal Case Study• Kolb, D (1984) Experiential Learning: Experience as the source of

learning and development• Leu, Donald J. "Literacy and technology: Deictic consequences for literacy education in an information age." Handbook of reading

research 3 (2000): 743-770.  http://www.sp.uconn.edu/~djleu/Handbook.html • Newmann, F (1992) Student Engagement and

Achievement in American Secondary Schools

Bibliography (cont’d)• Jackson, R. (2007). The Promises and Challenges of Integrating Interactive

Technologies into University Pedagogy, Campus Technology. Available from

http://download.101com.com/CAM/conf/2007/T07.pdf • Freeman, M. and Blayney, M. (2005). Promoting interactive in-class

learning environments: A comparison of an electronic response system with a traditional alternative. Proceedings Of The 11th Australasian Teaching Economics Conference; pp 23-33.

• Draper, S. (2005). Interactive Lectures. Available from University of Glasgow; Available from

http://www.psy.gla.ac.uk/~steve/ilig/il.htmlhttp://www.qub.ac.uk/sites/CentreforExcellenceinActiveandInteractiveLearning/BiosciencesProject/ActiveandInteractiveLearning