Improving Student Engagement

by | Jun 21, 2011 | Action Research Projects | 0 comments

Chinook’s Edge School Division Team 2

Team Members: Georgie Perigny, Carolyn Massel, Sandi Berg, Dr. Jennifer Lock, John Ferguson, Carmen Christie-Bill
Community: Canadian Community Year 1, 2010-2011

Our team’s project has focused on the levels of student engagement with their own learning, and the teaching and learning strategies that can be used toincrease engagement and increase student learning.

How do we improve student engagement through teaching and learning strategies? How engaged are our students?
Our action research continues as a longer period of time is needed to show growth. We used this information as a baseline from which to inform teacher planning and instruction in regards to learning activities.
Baseline data collection: student engagement survey based on Metiri’s level of student engagement, classroom observation using Galileo’s Rubric (modified), and student focus group interviews to determine where students in each of the three classrooms currently are “at” in regards to engagement in their learning and learning activities.
We have learned the various levels of engagement, how they differ and what engagement looks like through observations, student focus group interviews and student engagement surveys. This information was collected from the three classrooms that were included by members of our group and this information will be used to guide teacher planning, strategies and learning activities. The ongoing goal will be to focus on feedback given to increase student learning and engagement.
For more highlights of this project, resources, and collaborative strategies, visit the team’s wiki page.

 

About Action Research Projects

Action research is a process in which Powerful Learning Team members collaboratively examine their own educational practice systematically and carefully. Action research is:

  • Disciplined inquiry into a problem or possibility within the school or classroom
  • Collaborative and usually takes place in a community of practice
  • Meaningful, positive, and reflective
  • Data-driven, action-based, improvement-focused
  • Transformative

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Sheryl is the co-founder and Chief Executive Officer of Powerful Learning Practice. She works with schools and districts from around the world helping them to infuse technology into their curriculums and by leading other digital conversion efforts. Sheryl also consults with governments, educational organizations and non-profits in development of their various professional learning initiatives. Sheryl is a sought-after presenter at national and international events, speaking on topics related to digital and online learning, teacher and educational leadership, online community building, and other educational issues impacting children of poverty. Sheryl served on the International Society for Technology in Education (ISTE) Board of Directors for six years. She co-authored The Connected Educator: Learning and Leading in a Digital Age with Lani Ritter Hall. Sheryl has four children and four grandsons, Luke, Logan, Levi and Tanner and a trio of dachshunds. You can find out more on her blog and on Twitter @snbeach.
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