Maximizing Engagement of All Learners

Course Description

Teaching within the CCSS framework requires LAUSD teachers to create equity of outcomes as well as equity of access to learning. For teachers to move deeper into teaching within the CCSS it is important that they develop a solid understanding of the principles of the CCSS.

This course for LAUSD Salary Points has been designed with the goal of providing a framework which operationally defines engagement and promotes the value of maximizing engagement for all learners, providing research-based principles in which teachers can anchor their practices and, providing the characteristics of engagement-minded practices which both teachers and students will find motivating to implement.

This course has been designed with the goal of

1. providing a framework which operationally defines engagement and promotes the value of maximizing engagement for all learners;
2. providing research-based principles in which LAUSD teachers can anchor their practices; and
3. introducing the characteristics of engagement-minded practices which both teachers and students will find motivating to implement and that will leverage the efforts of both teacher-students. The educational literature increasingly underscores the importance of professionals understanding, anticipating and responding to the needs of students so that quality engagement is the predominant experience of students.

Objectives:

LAUSD Teacher learners will be able to:

• Summarize the current need for personalization within a standards-based system
• Define the difference between the achievement gap and the engagement gap
• Articulate why what teachers do (teaching) and what students do (learning) are not equivalent
• Understand the need for developing a gauge for engagement
• Recognize why maximizing engagement for all learners requires extensive interactions with learners

• Apply a number of potential pitfalls related to engagement (gaps, traps, wraps, and naps)
• Demonstrate understanding of the need to formulate an engagement hypothesis
• Review current research on the role of emotions in learning
• Develop awareness of elements of a brain-friendly learning environment
• Distinguish between good stress and bad stress levels that impact learning

• Comprehend the role of fear for learners and strategies to help mitigate fear
• Understand the elements of and a rationale for a student engagement self-reflection tool
• Articulate the enduring questions for both teachers and learners and the pivotal nature of students enduring questions
• Identify the features of a cycle of inquiry and the importance of using one to increase student engagement
• Conceptualize success in teaching as interdependent with success of learners

• Recognize the importance of connecting with students to develop strong teacher-student relationships
• List characteristics of learning environments that alter the odds against or in favor of learning
• Demonstrate understanding that a teacher's role is multi-faceted as an advocate, buffer and catalyst within the learning environment
• Delineate the characteristics of a fixed ability mindset and an expandable ability mindset
• Recognize how a growth-minded approach is integral to maximizing engagement for all learners regardless of academic achievement levels

• Implement a teacher reflection strategy to determine whether student orientation is toward a fixed or expandable view of ability
• Prepare a lesson or unit of instruction on the growth mindset for an entire class
• Link the key teacher behavior of providing prescriptive feedback with the need for learners to receive informative communication during their learning process
• Learn steps to providing effective prescriptive feedback
• Recognize the research base that suggests particular kinds of praise can actually decrease engagement

View: LAUSD Salary Allocation Table