1. Module 1 The Inviting Classroom
Engagement by Design

2. 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”
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3. 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
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4. 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
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5. Let’s Think More About the Word Intentional
Definition:
Done on purpose
Deliberate
Calculated
Intended
Purposeful
Planned
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6. Teachers Can Be . . . Intentionally Uninviting Inviting
Not Intentionally OR
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7. Characteristics of the Four Types of Teachers
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8. 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
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9. Model of Engagement by Design
Relationships
Clarity
Challenge
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10. 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