A summary o

1. Engaging Students
http://www.flickr.com/photos/34053291@N05/3948369923/
Katherine Armitage
Wilkes University
EDIM510

2. Engagement in class
• Defined as on task behavior
• Can be increased through
– Incorporating high energy
– Using missing information
– Tapping into the self
– Applying mild pressure
– Structuring mild competition or controversy

3. Incorporating high energy
• Pacing of instruction
• Teacher enthusiasm and
intensity
• Use of physical movement
– Improves oxygen to brain
http://www.flickr.com/photos/blogumentary/2873569122/

4. Using missing information
• Taps into curiosity and
anticipation
• Human tendency to fill in
the blanks
• Inquiry based learning,
experiments, puzzles &
games
http://www.flickr.com/photos/kristina06/6130255931/

5. Tapping into the self
• Self-system: hierarchy of
goals, controls decisions
• Identify students’
interests and priorities
• Get to know students,
build rapport
• Activities that appeal to
students’ motivation
http://www.flickr.com/photos/besphotos/2358166134/

6. Applying mild pressure
• Forces attention on the
task
• Appropriate duration and
intensity
• Questioning and wait time
• Should not induce anxiety
http://www.flickr.com/photos/r_o_y_a_n/5311052636/

7. Structuring competition/controversy
• Engineered controversy
to elicit strong opinions
• Resolve controversies
through discussion/
investigation
• Opportunity to compete http://www.flickr.com/photos/solar_decathlon/6186050984/
adds excitement
– Inconsequential competition
– Should not lead to embarrassment or blame

8. References
Marzano, R. (2007). The art and science of
teaching: A comprehensive framework for
effective instruction. Alexandria, VA: ASCD.