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Student Engagement: The Affective Domain

DCPS Administrators’ Retreat July 23, 2015. Student Engagement: The Affective Domain. Affective Engagement—What’s this all about?. Promoting belonging and bonding between your students and school Positive association

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Student Engagement: The Affective Domain

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  1. DCPS Administrators’ Retreat July 23, 2015 Student Engagement: The Affective Domain

  2. Affective Engagement—What’s this all about? • Promoting belonging and bonding between your students and school • Positive association • Increased academic ownership, persistence in rigorous coursework, task/goal orientation • Stronger self- concept • Reduced rates of risky behavior Appalachia Regional Educational Laboratory Source: Reschly, Appleton, Pohl, 2014

  3. Additional Research Information • Seattle Social Development Project • Comprehensive intervention for elementary students promotes positive social development, improved relationships between families and schools • Goal: prevent adolescent behavior and health issues

  4. More on the Research • 3 Components of the Project • Classroom management & instruction • Curriculum based on cognitive, behavioral methods to promote self-control, social competence • Parent workshops

  5. Intervention Effects • Study showed early (beginning in 1st grade) and ongoing (at least 6 years) intervention produced positive results at age 18 • Increase in school bonding, achievement • Reductions in grade retention, misbehavior, violence, sexual activity Hawkins et al, 2007

  6. Recommendations for Practice • Emphasize the importance of adult-student connections during the school day • Ensure availability of additional adult support for students demonstrating need • Implement/evaluate school programs that facilitate frequent positive contact between staff and students

  7. Universal Strategies • Systematically build relationships, connections for all students • Mentoring (internal & external) • Peer-assisted learning • Extra-curricular activities • Advisory programs • Address school size via Smaller Learning Communities Appalachia Regional Educational Laboratory Source: Reschly, Appleton & Pohl, 2014

  8. Consider your school practice . . . • Learning partner discussion, note taking: • What strategies are you currently using to promote affective engagement? How well are they working? • What revisions do you need to make to your current practice? • What new practices might you consider for 2015-16?

  9. Expand your discussion . . . • Find two more learning partners and share your ideas • Make additional notes on the graphic organizer provided

  10. Reflection • What is the essential information from this session that needs to be shared with your school leadership team? • Capture your thoughts on the coral graphic organizer provided

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