When Students are Engaged #engaginglitminds
This week I have had the privilege of working with first grade teachers as a presenter at our district’s Writing Institute. Engaging young writers has been an overwhelming theme throughout the sessions. We have discussed many ways to evaluate a student’s engagement in all the components of writing instruction. Much of the discussion focuses on having the students involved and participating in the writing lesson.
Writing Institute day one with social distancing and masks. Excited to present to 1st grade teachers this week. You need to be a writer to teach writing. Thank you @ReadByExample for opportunities to write. pic.twitter.com/YkbMm5rGVU
— Virginia Soukup M. Ed (@VLSoukup) July 13, 2020
As we are coming to the end of our book study, I am reflecting on what I, as a teacher and an instructional coach, have accepted as student engagement. Engagement is not merely having students’ attention and participation. It is, in fact, so much more. In the final chapter of Engaging Literate Minds, the authors describe three instructional moves they incorporate that lead to students becoming more engaged in literacy.
They invite children to become noticers and allow their noticings to permeate the curriculum putting them in control of their learning.
They invite children to make books, research their own interests and collaborate.
They engage in conversations emphasizing multiple perspectives and inquiry/uncertainty.
These instructional moves are not merely to gain students’ attention and participation. The authors assert that these moves are not difficult but do require giving more autonomy to our students. That is the part that many teachers find difficult, yet the outcomes are worth it, as engaged students become more interested in how their teachers can advance their learning.
The authors find that we can evaluate a student’s engagement by the level of control they take with their learning.
“A lifelong learner is someone who finds it normal to initiate and actively pursue learning, overcoming obstacles as necessary by generating strategic solutions. That’s what children do when they are engaged.”
- p. 270
The authors also describe the benefits of fully engaged students:
They are happier.
They feel more in control of their lives.
They make better decisions.
This is what we should strive for with all of our students.
We have two more days of the Writing Institute. My hope is to emphasize this message to the teachers attending my presentation. We are responsible for so much more than just content. It is time to rethink student engagement, as well as how we promote, monitor and evaluate it. There is too much at stake for our children.
This post is part of our 2020 Summer Book Study. Find all previous posts and more information here. We have also discussed Engaging Literate Minds at the newsletter. Join the community below – it’s free!