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Designing Engaging Work

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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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