1. : the action of engaging or being engaged
Engagement
Focus on the “action” and “being”
Is engagement the action of being “withit” “present” in the moment and learning
What does it mean to be “withit” or “present”? Examples – relevant, meaningful, connected
: the action of engaging or being engaged

2. Quality Learning Environment
Engagement is as close to the target of the QLE for improving learning for all students
Teacher Practice and Student Learning

3. QLE
TQS
Essential Question:
STUDENT ENGAGEMENT: TQS: KSA 7 (Instructional) (translate curriculum content and objectives into meaningful learning activities)
What will I do to engage students Socio-Emotionally, Institutionally and Intellectually?
understands what is expected;
sees the content as relevant and meaningful for his or her future;
believes he or she is capable of succeeding;
feels accepted and supported by the teacher (Wiggins & McTighe, 2007
Student engagement is measured by the extent to which students identify with and value schooling outcomes, have a sense of belonging at school, participate in academic and non-academic activities, strive to meet formal requirements of schooling and make serious personal investment in learning (Alberta Education, 2011).
Instructional Practices
Identify with and Value school outcomes
Sense of belonging
Participate in all areas of the school environment
Make personal investment in learning

4. QLE link to Engagement
The link is hyperlinked to the QLE (fix this once links are up and working)
Definition
Connection to the QLE
Indicators
Scenarios
Relationships
Clearly Identified Outcomes
Purposeful Instruction
Personalization of learning
Balanced Assessment

5. Engagement Indicators (not as entertainment)
Socio-Emotional
(belonging)
Institutional
(“do school”)
Intellectual
(Heart in Learning)
How do I feel?
Am I interested?
Is this important?
Can I do this?
The Highly Engaged Classroom (Marzano and Pickering, 2011)
How do I feel?
Relationships
Movement
Pacing
Intensity and enthusiasm
Am I interested?
Challenge
Meaningful
Connected to the learning
Quality Questions
Is this Important?
Connected to student’s lives
ambitions, curiosity and creativity
Can I do this?
Clearly identified outcomes, assessment and reporting is aligned
Effective verbal feedback
Self- Efficacy (student’s track academic progress, perceived levels of effort and preparation)
Self-efficacy is the measure of the belief in one's own ability to complete tasks and reach goals (choices, behaviours, thoughts)

6. Take Away Strategies Daily Opportunistic Extended
Use targeted supports as universal strategies for all students
Physical Movement
*Focused research in increase of engagement because of movement – action!
(hand out)
Cognitively challenging tasks – require students to apply information in authentic ways.
Teacher Engagement
Demonstrating Intensity and Enthusiasm
Humour/Games/
Competition
Problem solving, real-world issues, choice in cognitive complex processes, investigate
Building relationships and connections
Friendly controversy
Project Based Learning
Connect to learning goals
Example: Literacy – works within the cycle of engagement
Presenting Unusual Information
Competencies/Skill based learning
Effective Pacing
Quality Questioning
Individual student tracking and evaluating progress
Self-efficacy
Take Away
Hand out for Looking Back/Looking forward
Hand out for Engagement for movement

7. Looking Back/Looking Ahead
Purpose: Provides an effective way to reflect and increase connection to new learning.
Working individually, complete each column on the recording sheet
Table group conversation – prompts:
What strikes you as you share your reflection?
What are some patterns you noticed in your thinking?
What are some implications for your/our work?
Use today for “grounding” our learning on engagement
Can be used as a daily, opportunistic or extended strategy for engagement
Where will you go from here?