Our Defining Engagement through STEAM series has come to an end. Based on the research of John Antonetti and Phillip Schlechty, we took a look at how we can articulate and define our student engagement over the last couple months. These sessions explained definitions, shared strategies, provided templates and rubrics to self assess, and offered downloadable resources to ultimately define engagement in an actionable way.
Here is a recap of the entire series:
Introduction to the Defining Engagement through STEAM series.
Session 1 Personal Response: discusses how to utilize quality questioning to solicit personal response from students.
Session 2 Variety and Novelty: shares bringing arts into schools.
Session 3 Emotional and Intellectual Safety: tips on increasing the safe space needed in order for our students to truly engage in the classroom.
Session 4 Sense of Audience: reviews how developing a real audience provides greater engagement especially in STEAM and Arts Integration.
Session 5 Clear and Modeled Expectations: reminds us that providing clear expectations with student exemplars improve student success on assessments.
Session 6 Learning with Others: offers specific ways to bring collaborative learning experiences into the classroom with a special highlight of class discussion formats.
Session 7 Student Choice: provides templates for using a modified approach to project based learning with student generated projects.
Session 8 Authenticity: explores the dichotomy of Real World vs Relevant in order to develop authentic student experiences with in the classroom.
Student Engagement is a phrase that is used so frequently, yet finding a way to quantify engagement or articulate how you know students are engaged continues to be a challenge. The goal of this series was to help educators to not only articulate quality engagement but also to provide multiple ways to foster engagement within the classroom.
If you missed any of the sessions they are available above, and you can get all downloads delivered right to your inbox, just CLICK HERE to tells us where to send them!
Typhani Harris is a dance educator and mentor teacher who has been on the boards of both the California Association for Health, Physical Education, Recreation, and Dance (CAHPERD) and California Dance Education Association (CDEA). Recently, she has made a cross-country move and is now an instructional coach in Brooklyn, New York. Having begun as a high school English teacher, it has been her mission to bring theory and research into the traditional dance class, and in 2009 she won the Music Center’s Bravo award for excellence in Arts Education. Typhani is currently on a mission to help teachers Stop Teaching and Start Reaching their students, check out the unTeacher Lab at stopteaching.org