Engagement by Design

Creating Learning Environments Where Students Thrive
1. Auflage 2017
ISBN: 978-1-5063-7573-1
Verlag: Corwin

Buch, Englisch, 192 Seiten, Format (B × H): 191 mm x 235 mm, Gewicht: 374 g

Reihe: Corwin Literacy

Every teacher wants engaged students. No student wants to be bored. So why isn’t every classroom teeming with discussion and purposeful activity centered on the day’s learning expectations?

Consistently finding a rhythm—where students progress through relevant and challenging content—isn’t easy. But not only is it possible, it can also seem effortless when teachers have the right design for genuinely engaging students.

Classroom dynamics are inherently complex, as multifaceted as the personalities in the room, so where should a teacher begin? Engagement by Design gives you a framework for making daily improvements and highlights the opportunities that will bring the greatest benefit in the least amount of time. You’ll learn about relationships, clarity, and challenge, including
- How getting to know each student a little better can fundamentally change the classroom dynamics—and how to do that
- What it means to be an “intentionally inviting” teacher, and how it gives you an advantage in creating an environment conducive to learning
- How to bring more clarity to key aspects of your work—and how it can reap substantial rewards for you and your students
- How opening the culture to student voice—listening to students—is linked to academic motivation, and how to use it to shape your day-to-day planning
- The best ways to increase learning for your students, boosting the proportional value of their school year

Understanding engagement—and actively pursuing it—can make all the difference between forging a real connection with students and having a classroom that’s simply going through the motions. Engagement by Design puts you in control of managing your classroom’s success and increasing student learning, one motivated student at a time.

Autoren/Hrsg.

Fisher, Douglas

Frey, Nancy

Quaglia, Russell J.

Smith, Dominique

Lande, Lisa L.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

List of Videos
Acknowledgments
About the Authors
Chapter 1. The Inviting Classroom
Are Students Engaged?
Intentionally Inviting Classrooms
Low-Hanging Fruit
Student Voice
Engagement by Design
Conclusion
Chapter 2. Relationships
Building Relationships With Students
The Invitational Aspect of Teacher-Student Relationships
The Equitable Aspect of Teacher-Student Relationships
How Teachers Communicate Expectations Differentially
The Advocacy Aspect of Teacher-Student Relationships
Conclusion
Chapter 3. Clarity
Clarity in Teaching
Know What Students Are Supposed to Learn
Know How Students Learn
Know How to Communicate What Students Will Be Learning
Know How to Develop Success Criteria
Conclusion
Chapter 4. Challenge
Inviting the Struggle
Fluency
Stamina
Strategic Thinking
Struggle That Builds Expertise
Conclusion
Chapter 5. Engagement
The Engagement Gap
Engagement: Overused and Misunderstood
Bringing It All Together
The Engagement Equation
Voice (V)
Self-Worth (SW)
Purpose (P)
Engagement
Engaged Students
Engaged Classrooms
Engaged Student Outcomes
The Ending of One Story Is the Beginning of Another
Conclusion
References
Index

Über Autor(innen)

Fisher, Douglas
Douglas Fisher is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed English teacher and administrator in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design, as well as books such as The Teacher Clarity Playbook 2/e, Your Introduction to PLC+, The Illustrated Guide to Teacher Credibility, Instructional Strategies that Move Learning Forward: 30 Tools that Support Gradual Release of Responsibility, and Welcome to Teaching!

Frey, Nancy
Nancy Frey is a Professor in Educational Leadership at San Diego State and a teacher leader at Health Sciences High and Middle College. She is a credentialed special educator, reading specialist, and administrator in California. She is a member of the International Literacy Association’s Literacy Research Panel. Her published titles include 50 Strategies for Activating Your PLC+, The Illustrated Guide to Visible Learning, Welcome to Teaching Multilingual Learners, Teaching Foundational Skills to Adolescent Readers, and RIGOR Unveiled: A Video-Enhanced Flipbook to Promote Teacher Expertise in Relationship Building, Instruction, Goals, Organization, and Relevance.

Lande, Lisa L.
Dr. Lisa L. Lande has dedicated her professional endeavors to advocating for teachers and students around the globe. It is her aspiration that every classroom in every school is one that she would want her own three children to learn in—a lens through which she continually measures her research, writing, and professional development efforts.

She is the executive director of the Teacher Voice and Aspirations International Center (TVAIC), an outgrowth of the Quaglia Institute. The mission of TVAIC is to amplify teacher voice to enhance the aspirations of all. As part of the Quaglia Institute team, Dr. Lande has provided professional development services to PreK–12 schools throughout the United States, Canada, England, and the Middle East.

Dr. Lande currently serves as a board member for the Aspirations Academy Trust in England. She is the co-author of Teacher Voice: Amplifying Success.

Quaglia, Russell J.
Dr. Russell J. Quaglia is a globally recognized pioneer in the field of education, known for his unwavering dedication to student voice and aspirations. Dr. Quaglia has been described by news media as America's foremost authority on the development and achievement of student voice and aspirations. His innovative work is evidenced by an extensive library of research-based publications, prominent international speaking appearances, and a successfully growing list of aspirations ventures.

Among these ventures, Dr. Quaglia authored the School Voice suite of surveys, including Student Voice, Teacher Voice, Parent Voice, and iKnow My Class. His recent book, Student Voice: The Instrument of Change published by Corwin is already receiving international acclaim.

In addition to founding and leading the Quaglia Institute for Student Aspirations, Dr. Quaglia also founded and currently chairs the Aspirations Academies Trust, a sponsor of primary and secondary academies in England built upon his aspirations research. Most recently he has founded the Teacher Voice and Aspirations International Center, dedicated to amplifying the voice of teachers in order for them to realize their aspirations and reach their fullest potential.

Dr. Quaglia earned his bachelor's degree at Assumption College, a masters degree in economics from Boston College, and master of education and doctorate degrees from Columbia University, specializing in the area of organizational theory and behavior. He has been awarded numerous honorary doctorates in humanitarian services for his dedication to students. Dr. Quaglia's work has also led him to serve on several national and international committees, reflecting his passion for ensuring that students' and teacehers’ voices are always heard, honored, and acted upon.

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See Russell's Presenter Profile

Listen to Russ Quaglia's Interactive EdChat on Student Voice

Smith, Dominique
Dominique Smith, EdD, is chief of educational services and teacher support at Health Sciences High and Middle College in San Diego, California. Smith is passionate about creating school environments that honor and empower students. His research and instruction focus
on restorative practices, classroom management, growth mindset, and the culture of achievement. Dominique also provides professional learning
to K-12 teachers in small and large groups that address classroom and school climate and organization. He holds a doctorate in educational leadership from San Diego State University with an emphasis on equity as well as a master’s degree in social work from the University of Southern California. Dominique also holds credentials from San Diego State University in administrative services, child welfare, PPS, and attendance.
Smith has been recognized with the National School Safety Award from the School Safety Advocacy Council. In 2018, he delivered a TED Talk
on building relationships between students and teachers.