Engaged Learning Home Page

These pages have been orgainzed in a sequential format so that they will unfold in the most logical manner. This doesn't mean you have to follow them in the sequence they are presented. However, if you are unfamiliar with engaged learning strategies, you may wish to progress through them in the order given in order to fully understand the engaged learning process. This will give you the best foundation for developing your own strategies when completing your engaged learning project.

Within many of the pages listed here, you may find assignments listed. That doesn't mean that you have to complete those assignments in order to read through the page. Check with your facilitator BEFORE you start any of the assignements as you may not have to complete them all. You will also find that some of the pages require particular technological skills, such as being able to transfer files to a server, author web pages, post to bulletin boards, etc. No need to panic as guidance and instruction is a click away on the Technology Home Page. You will also recieve instruction and help via your facilitator. Once again, the mantra should be Communicate, Communicate, Communicate. If your facilitator doesn't know you have a question or a problem, they can't help you.

The resources listed below are designed to help you understand the indicators of engaged learning, indicators of high technology performance and good project design.

Engaged Learning Project Simulation

Below is a simulation that has been written in order for you, the particpants, to experience first hand an engaged learning project supported by technology, all from the student's point of view.

Illinois Legislative Subcommittee-Education Issues - Provides an engaged learning simulation whereby the participants must select a topic from those listed in order to create and conduct a multimedia presentation for the legislators prior to their legislative session. The presentation should provide a balanced report identifying the different perspectives on the issue, possible solutions to the problem, and a suggested action plan.

Simulation Letter from Representative Michael J. Madigan, 22nd District, Speaker of the House - Letter used as a hook for the Educational Simulation engaged learning project.

ACT: Legislative Simulation - Provides the engaged learning implementation plan for the Legislative Simulation involving education issues.   Includes the Learner Outcomes, the Authentic Student Task, the Hook, the Student Direction, and the Best Use of Technology.

Investigating Engaged Learning and Analyzing Project Elements

Mini lesson: Learning About the Task and Hook - Used to understand the elements of a well written hook and task and their role in a well developed engaged learning project.   At the end, you should be able to analyze a task and hook and determine what was done well, what is missing, and how it can be improved upon.

Mini lesson: Revising the Task and Hook - Used to practice revising a task and hook in an existing project in order to recognize the balance required to compel the students to want or need to be involved in the project.

Mini Lesson : Student Direction - Used to illustrate the "art" of developing or framing the project so that the outcomes will be achieved and student direction is retained.

LInC ACT: Student Direction Guiding Questions - Provides questions to use as projects are reviewed to find ways to build in or refine the quality of Student Direction in an Engaged Learning Project.

Mini Lesson: Facilitator's Role in the Project - By reviewing a scenario where you are a "fly on the wall", you will be able to identify the facilitator's role in an engaged learning project.

Mini Lesson: Using the Project Rubric - Provides practice in using the ACT Project Rubric in order to become familiar with its expectations.

LInC ACT Project Search Page - Provides practice in using ACT Project Rubric to help identify strengths and weaknesses related to engaged learning and technology integration within engaged learning projects found on the web.   Includes tips on searching for projects related to your existing curriculum.

Creating a Project Revision Plan

ACT Engaged Learning Project Revision Plan - Provides a blueprint for revising an engaged learning project which has been evaluated using the Project Rubric.   The revision should incorporate student-directed learning and effective technology integration in the revised project as well as any new project pages needed to use this revised project with students.

LInC ACT Project Collaboration Tips - Provides implementation tips for finding collaborators and helping the collaboration run smoothly. Includes sections on Collaborating with Students at other Schools; Collaboration Tools; Collaborating with Experts; and Tips for Collaborating with Online Experts.

ACT: Engaged Learning Project Implementation Plan - This page should be used as a tool to help you write your plan by outlining a timeline, resources, people, processes and strategies that you will employ in the implementation of your project.

Mini Lesson : Analyzing for Best Use of Technology - Used to determine how effectively the technology is used within your engaged learning project.

Investigating Rubrics and Assessment

Mini Lesson : Assessment - Used to jigsaw five articles about assessment from NCREL in order to investigate critical issues currently facing assessment and extrapolate your findings to your current classroom assessment practices.

Mini Lesson : Rubrics and Assessment - After looking at the perspectives of teacher assessment of student progress and student use as planning tool and target for success, you will be able to identify clear and concise descriptors within a rubric . (after the selection of a project)

Mini lesson: Learner Outcomes and Assessment - After completing this mini lesson, you will be able to understand the correlation between learner outcomes and rubric criteria. (after the completion of the rubric's first draft)

Mini Lesson : Aligning Learner Outcomes to State Standards - Used to show how to align your engaged learning project with State and District standards in order to achieve a balanced approach towards content, process, and product. (after the completion of the rubric's first draft)

Writing Reflection Journals and ACT Future Action Plans

LInC ACT Field-Test Reflection Journal - Contains the directions for keeping a reflection journal of your experience while implementing your engaged learning project.   Included are suggested prompts to answer for the various stages of your project implementation.

LInC ACT Reflections - Provides a listing of questions, day by day, to answer in your reflections journal.

LInC ACT Future Action Plan - Reviews certain focus areas listed to describe what future planning you will do and changes you will implement to achieve a richer, more successful experience for your students. It is mainly a reflection about process, just as your revised project is a reflection of the content and product.