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Student Engagement - Reflection

EDB025 Report on Action Plan

Lauren Threlfall

on 27 September 2012

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Transcript of Student Engagement - Reflection

Student Engagement Engagement in learning assists students to reach their full educational potential. It is essential for teachers to understand the significant role that engagement can play in enhancing the learning process and outcomes for students. When students are engaged as part of a supportive and safe learning environment, this can positively affect all parts of their learning and lead to higher-quality outcomes. Engagement can often be seen as an indicator of successful classroom instruction, as the teacher is the vital component of effective learning experiences and a positive and supportive learning environment (Finn, 1989). Theresa Askey (in Goldspink et al, n.d) states that there are different types of student engagement; behavioural, emotional and cognitive, and students need a combination of these to be effectively engaged. Behavioural Engagement Emotional Engagement Cognitive Engagement Reflection on Strategies During my field studies experience, I integrated a number of strategies during daily literacy lessons to help encourage and foster student engagement. In this year 4 class, I implemented a 4-week literacy unit on Emily Rodda’s quest novel Rowan of Rin.

I endeavored to create a classroom that is actively involved in student engagement by taking a student-centred approach to planning and pedagogy, as well as the delivery, in order to involve students at every possible level. Engagement with School Community Engagement with Learning Use data to inform teaching practices and as an indicator of student engagement Pedagogy Reflection & Development Create Positive Learning Communities Encourage ownership within learning experiences Provide effective and constructive feedback to learners Identify and cater for different types of learners Strategy Report & Reflection Students were able to interact and share ideas.
Students felt safe within these groups and were more inclined to take risks with their answers.
Students enjoyed working with their peers and took ownership of the activities.
Students understood the group roles and procedures, and this encouraged all students to participate and ensured fair distribution of work. Effectiveness: High Strategy Reflection Students understood each lesson objective and the assessment, and what they needed to do to achieve
Students were less likely to not know what to do – always knew what they lesson was about
Students could see the purpose of each lesson and how it related to the final assessment
Students took ownership of their own learning and behaviour Effectiveness: Medium Strategy Reflection Students were able to take part in a variety of different activity styles
Students were able to learn depending on their multiple intelligence
Students were engaged as they could make connections to their own knowledge and experiences
Students were able to be taught using their own interests Effectiveness: Medium Strategy Reflection I found the action plan and reflection useful because I had a focus on what I wanted to improve. The topic of engagement was a great focus area, as when it improved, all my other teaching skills improved with it, including and most importantly behaviour management. I also believe this improved and help to encourage a positive relationship between the students and myself. This allowed me to see the importance of strategies like these, and how an action plan can be quickly and easily implemented.

Conclusion By using the action plan I was able to identify one area and purposefully trial and error new strategies. While not all of them worked, many were a great success and I believe this overarched and affected my whole experience and grade for this placement. This was such a positive experience and it has encouraged me to continue to develop individual action plans for myself during my career, in order to continuously develop and improve my professional pedagogy. Please see report for more information
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