Module 1 The Inviting Classroom Engagement by Design

Objectives for Today Participants will learn The different forms of engagement How to intentionally create inviting classrooms Elements of Invitational Education Four types of teachers and the implications for student engagement Research to support engagement A model of “engagement by design” Copyright © 2018 Corwin

Types of Engagement Behavioral engagement Cognitive engagement Easy to observe Observed by the outward actions by student (teacher- pleasing) Cognitive engagement Easy to observe when there is discussion and dialogue Thinking becomes evident as students interact Copyright © 2018 Corwin

Elements of Intentionally Inviting Classrooms Trust—the ongoing relationships between teachers and students Respect—actions communicate a context where everyone is valued Optimism—every member of the classroom has potential Intentionality—everything carefully designed to convey trust, respect, and optimism Copyright © 2018 Corwin

Let’s Think More About the Word Intentional Definition: Done on purpose Deliberate Calculated Intended Purposeful Planned Copyright © 2018 Corwin

Teachers Can Be . . . Intentionally Uninviting Inviting Not Intentionally OR Copyright © 2018 Corwin

Characteristics of the Four Types of Teachers Copyright © 2018 Corwin

Importance of Student Voice To effectively utilize their voice, students must learn to . . . Listen . . . in a way that is thoughtful and considers other perspectives Learn . . . with expectation that they will learn from others Lead . . . taking responsibility to lead others to make the world a better place Quaglia, 2016 Copyright © 2018 Corwin

Model of Engagement by Design Relationships Clarity Challenge Copyright © 2018 Corwin

student, teacher, and context. Effective classrooms don’t just happen. They are led by teachers who deeply understand their craft and the essential nature of the interaction between student, teacher, and context. Engagement by Design, page 17 Copyright © 2018 Corwin