Learner Engagement Unit 2 Activity 1

Chapter 3

STOP AND REFLECT

1. What do you see as the benefits and costs of participation in school-based extracurricular activities such as sports, the arts, and school clubs? What skills do you think your learners learn through participation in these activities?

2. What are your experiences with school-based extracurricular activities? As a learner? As a faculty advisor or coach? How do your personal experiences impact your views about extracurricular activities?

3. How do you think participating in extracurricular activities impacts a learner's academic achievement in the classroom? (e.g., positively, negatively, no effect)

4. Which of your learners seem to benefit or not benefit from participating in extracurricular activities? Why?

STOP AND REFLECT

1. What types of extracurricular activities are available at your school? What types of activities are available in your community?
        a. Can you identify any learners who do not participate in school- or community-based extracurricular activities.

STOP AND REFLECT

1. How do the tasks in your classroom support learners' needs for relatedness, autonomy, and competence?

2. What types of feedback do you provide to learners? How frequently do you provide feedback? How informative is that feedback?


3. What changes can you make to your classroom to increase the support for the following?

a. Relatedness b. Autonomy c. Competence

 

Chapter 4

STOP AND REFLECT

1. How would you characterize the level of task challenge in your classroom? How do you support learners who either find the tasks too challenging or too easy?
2. In what ways do you incorporate learner interests into your lessons? What are additional ways you can make tasks more meaningful and personally relevant to learners?
3. Which of the strategies outlined do you currently use in your classroom? Which could you add? Track how learners respond to these changes.
4. What types of opportunities do you have for learners to make choices in your classroom in terms of the following:

a. Content b. Form c. Timing d. Procedures e. Rules

 

STOP AND REFLECT

1. How would you characterize the types of tasks learners do in your classroom?

2. What types of close-ended tasks do you typically include in the classroom?

3. How often do your learners have the opportunity to do open-ended tasks in your classroom? What types of open-ended tasks do you include?
4. How do learners respond to both the close-ended and open-ended tasks in your classroom behaviorally, emotionally, and cognitively?

 

STOP, REFLECT, AND TRY

1. In what ways do you incorporate learners' interests into your lessons? What are additional ways you can make tasks more meaningful and personally relevant to learners?
2. How often do learners have opportunities to work on authentic tasks? In which subject areas?

3. How do learners respond to authentic instruction models behaviorally, emotionally, motivationally, and cognitively?
4. Choose a lesson you will teach in the next week. How could you make this lesson more authentic? Observe how your learners respond to your adaptation.

 

STOP AND REFLECT

1. How have you tried (or might you try) to implement authentic instructional models in your classroom? How did (might) your learners react to these instructional models?
2. Which of the challenges described in the last section did you encounter or would you expect to encounter when trying to incorporate authentic instructional models?
3. What strategies did (could) you use to address each of these challenges?