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Observation of Student Outcomes

Engagement

Engagement could be described as the holy grail of education.

(Sinatra, Heddy & Lombardi, 2015, p. 1)

Turner and her colleagues (2014) have stated that "how classroom participants act together can support students' value for learning as well as their beliefs that they can be successful, their willingness to engage, and how related they feel to others" (p. 1197-1198).

Effective teachers find a way to engage students through collaboration. Students can become engaged in learning through an endless bank of strategies, resources and programs. Through the work of collective inquiry teachers find the best possible way to engage and motivate students based on the objectives, learning targets and goals. They will connect with students on a human level. Teachers embrace diversity and make learning real for students from different cultures and backgrounds. Teachers take the time to learn about their students personally, academically and behavior-ally. Teachers consider the background of students when providing learning opportunities in a real-world context.

There is no limit to the impact that engagement has on the educational attainment of students. Student engagement has been linked to achievement and learning (Fredricks et al., 2016), meaning (Lemov, 2010) and positive behavior (Fredricks et al., 2016). Teachers at the local level should themselves be collaborating to define engagement for their classrooms and

Student Engagement

Learning is connected to students’ personal ideas and concerns.

Students are curious, inquire and show excitement for and about learning.

Learning incorporates students’ culture, background and ethnicity.

Figure 4.2 Student engagement

Learning is motivating and influential.

school. By discussing and agreeing upon the definition of student engagement, teachers can begin to look for their own areas of improvement to increase engagement in their school.

Purpose

The most effective teaching and the most meaningful student learning happen when teachers design the right learning target for today's lesson and use it along with their students to aim for and assess understanding.

(Moss and Brookhart, 2012, p. 2)

A classroom with purpose is one that connects the experiences in the room with the real world. The students themselves know how to ask questions and research answers. Students know how to formulate questions to solve problems. There is genuine ambition to be creative and innovative. Students understand expectations and provide feedback to each other and receive impactful feedback from the teacher. Students and teachers tackle issues and problems together and develop understanding that leads to increased inquiry.

Student purpose spans lessons, units, assessment, activities and experiences. Without purpose, or a target, true understanding and learning is extremely difficult to attain (Moss and Brookhart, 2012). Purpose in a classroom is linked to long-term learning goals. Students understand what, why and how they are to learn in a room that encourages trial and error, and use the culture of the room to establish personal purposes through feedback and opportunities to progress.

Purpose

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STUDENTS UNDERSTAND what is expected of them.

STUDENTS KNOW what they are learning and why.

STUDENTS ARE PROVIDED

actionable feedback to meet the learning task objective or goal.

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STUDENTS ARE GIVEN opportunities to progress in their learning of the objective.

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Figure 4.3 Student purpose

 
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