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Designing Engaging Work

Designing Engaging Work. Nicholas Perrone. Agenda. Review levels of student engagement Process elements of Schlechty’s engaging work Improve the lessons you’re planning to teach. Students who are engaged:. Learn at high levels and have a profound grasp of what they learn

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Designing Engaging Work

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  1. Designing Engaging Work Nicholas Perrone

  2. Agenda • Review levels of student engagement • Process elements of Schlechty’s engaging work • Improve the lessons you’re planning to teach

  3. Students who are engaged: • Learn at high levels and have a profound grasp of what they learn • Retain what they learn • Can transfer what they learn to new contexts

  4. Goal: To create students who want to learn

  5. Students who are strategically compliant: • Learn at high levels, but have a superficial grasp of what they learn • Do not retain what they learn • Usually cannot transfer what they learn from one context to another

  6. Students who are ritually compliant: • Learn only at low levels and have a superficial grasp of what they learn • Do not retain what they learn • Seldom can transfer what they learn from one context to another

  7. Students who are in retreat: • Do not participate • Learn little or nothing from the task or activity assigned

  8. Students who are in rebellion: • Learn little or nothing from the task or activity assigned • Sometimes learn a great deal from what they elect to do, though rarely that which was expected • Develop poor work habits and sometimes develop negative attitudes toward intellectual tasks and formal education

  9. Knowing the Who • Look over the student learning inventory • In what ways will knowing this information help you craft your assignments?

  10. Now get to work… • Take a lesson that needs some Pizazz! and go through some of the steps in the Schlechty Center packet • Let the questions help you design a more engaging lesson

  11. Key Ideas to Engaging Work • Affiliation • Affirmation • Authenticity • Choice • Clear and compelling standards • Content and substance • Design challenge • Design specifications • Language of design • Learning intentions • Novelty and variety • Organization of knowledge • Product focus • Protection from adverse consequences for failure • Prototypes

  12. Agenda Revisited: Did you…? • Learn the levels of student engagement? • Engaged, compliant, retreat, rebel • Go through the elements of Schlechty’s engaging work? • Improve a lesson you’re planning to teach?

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