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Aspects Of Engagement: Difference between revisions
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=Aspects of engagement= | =Aspects of engagement= | ||
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Pupils are more likely to be engaged in their learning when the teacher provides opportunities for them to construct solutions, learning or answers that they can back up with plausible reasons. The notion of constructing solutions is an important one and it may be helpful to expand it a little. | Pupils are more likely to be engaged in their learning when the teacher provides opportunities for them to construct solutions, learning or answers that they can back up with plausible reasons. The notion of constructing solutions is an important one and it may be helpful to expand it a little. | ||
Many activities do not require pupils to construct answers, for example comprehension exercises in which they read a passage and have to answer questions but do not need to process the text. In a simple example, pupils might read some text and then be asked the question: | Many activities do not require pupils to construct answers, for example comprehension exercises in which they read a passage and have to answer questions but do not need to process the text. In a simple example, pupils might read some text and then be asked the question: âWhere did Harold position his troops at the Battle of Hastings?â Pupils will answer âHe positioned his troops at the top of a hillâ because that is exactly what is written in the text. However, unless there are supplementary questions, the pupils will gain no understanding of why the troops were placed there. You can test your ability to process text without understanding by looking at the following sentence | ||
:The Glombots, who looked durly and lurkish, were fond of wooning, which they usually did in the grebble. | :The Glombots, who looked durly and lurkish, were fond of wooning, which they usually did in the grebble. | ||
You, and pupils, could answer questions such as | You, and pupils, could answer questions such as âWhat did the Glombots look like?â, âWhat were they fond of doing?â and âWhere did they like to do it?â without any need to engage actively with the text. | ||
==Task 1 Engaging with the research 15 minutes== | ==Task 1 Engaging with the research 15 minutes== | ||
Constructing learning has a sound basis in accepted theory. Read the overview of constructivist theory in the summary of research on pages | Constructing learning has a sound basis in accepted theory. Read the overview of constructivist theory in the summary of research on pages 20â21. | ||
Think about some recent lessons you have taught. To what extent did these lessons give the pupils an active role in constructing their learning? Having considered the research and the information in this unit so far, can you think of other activities you could usefully have included? | Think about some recent lessons you have taught. To what extent did these lessons give the pupils an active role in constructing their learning? Having considered the research and the information in this unit so far, can you think of other activities you could usefully have included? | ||
