Grade Level: Adults - Teachers/Administrators
Subject: Engaged Learning Model
Student Task: Participants will spend a great deal of time listening to an explanation, as well as reading about engaged learning in such sources as NCREL's Plugging In , the PDA's Engaged Learning Guidebook, and various other print resources which have been provided for each participant. From time to time they will view and react to good and bad examples of engaged learning in action on video tapes and CD. This activity may at times be done with tablemates and at other times individually. After reading assigned texts and seeing examples, participants will individually plan an engaged learning activity for their own classrooms.
Teacher Role: The instructors used a number of PowerPoint presentations to lecture on the history of engaged learning, the indicators of engaged learning, and engaged learning techniques. All class activities were scheduled and initiated by the instructors. All group discussions and most questions to be answered by participants, either individually or in groups, were posed by the instructors. As participants worked on their own engaged learning lesson/unit, instructors helped those with questions, reviewed and made suggestions for improvement.
Grouping: During those few times participants worked in groups of four to evaluate lessons on video tape or CD, one person in the group would look at the role of the student, one look at the role of the teacher, one look at the learning tasks, and one look at assessments. At other times students worked with tablemates to discuss various aspects of engaged learning from questions posed by the instructors.
Hook: Since all participants had come to the course/workshop because the were interested in perusing engaged learning, it was felt that they were already "hooked" by their presence.
Student-Directed Learning: For the most part, participants had no opportunity to plan their own learning other than choosing their own topic for their engaged learning lesson/unit.
Use of Technology: Technology was not an integral part of the engaged learning training other than to reference a few sites with examples of engaged learning activities. Participants used word processing applications to type up scenarios and lesson plans, following a preset format. Instructors used a series of PowerPoint presentations to support their lectures. Video tapes and CDs were used to show engaged learning classroom examples.
Assessment: Participants were assessed /graded based on class participation, daily journal entries, reflective essays, and their own engaged learning lesson/unit. A predesigned rubric was used by the instructors to evaluate the lessons/units.
Created for the Fermilab LInC
program sponsored by Fermi National Accelerator
Laboratory Education Office and Friends of Fermilab, and funded
by United States Department of Energy, Illinois State Board of Education, North Central Regional Technology in Education Consortium
which is operated by North Central Regional
Educational Laboratory (NCREL), and the National Science Foundation.
Author(s): Barbara Holdiman, Gina Keifer, and Lucianne Sweder
Lincoln-Way High School District 210, New Lenox, IL
Lockport High School District 205, Lockport, IL
Professional Development Alliance/Regional Office of Education for Will and Grundy/Kendall Counties, Joliet, IL
Learning Technology Center One South, Joliet, IL
Created: March 24, 2001 - Updated: April 18, 2001