0:00: Welcome to another deep dive with us.
0:03: It's great to be here.
0:04: Today we're going to be looking at some really practical strategies to boost student engagement, and I think this is going to be especially relevant for those of you teaching CTE classes.
0:13: Yeah, absolutely.
0:14: , we've got a really interesting mix of sources for this deep dive.
0:19: We've got some presentation slides, some notes from a professional development workshop, and even some excerpts from research articles.
0:25: Sounds like a good mix.
0:26: Yeah, and they're all focused on, you know, how To get students cooperating and feeling confident and really truly learning.
0:34: So our mission today is to kind of pull out the most actionable insights from all of this material for you guys, no matter what subject you teach.
0:41: Yeah, one thing that I thought was really interesting in looking at these sources is how much they emphasize that student engagement isn't just about like You know, fun activities or games.
0:51: It's really about creating this classroom culture where learning is the main attraction.
0:56: Yeah, I love that.
0:57: OK, so let's break down like how we actually build that culture.
1:00: And I think, you know, starting with the foundation.
1:03: One of the things that really jumped out at me from these materials was the power of positive reinforcement, but not just like, you know, generic praise.
1:11: Yeah, exactly.
1:12: The research really dives into these specific types of praises that actually lead to changes in student behavior.
1:19: Interesting.
1:19: So it's about going beyond just like, you know, good job, and giving feedback that's really targeted and consistent and focused on effort and improvement.
1:28: OK, so can you give me an example?
1:29: Sure, so instead of just saying like, great work on this project, you might say something like, I noticed how you persevered through that challenging coding problem and you know, your debugging skills are really improving.
1:41: Oh, so you're giving them like a roadmap for how to keep getting better.
1:44: Exactly.
1:44: OK, that's great.
1:46: Now besides that feedback piece, the sources also talk a lot about structure, especially when it comes to collaborative work.
1:52: That's right.
1:53: You know, we often just kind of throw students into group projects without giving them the scaffolding that they need to really succeed, right.
2:00: So these sources highlight the importance of like clear roles and timelines and individual accountability within those teams.
2:08: OK, I like that.
2:09: One of the presentations even suggests using like a visual progression chart that takes students from You know, kind of that informal teamwork to a more structured, high functioning team.
2:19: Oh, I could see how that visual would be really helpful for students to understand those expectations.
2:24: Absolutely.
2:25: Now, before we even get to the, you know, exciting lesson plans and things like that, the sources emphasize something that I hadn't really thought about as like a core part of engagement, and it's meeting students' basic needs.
2:37: Yeah, that's crucial.
2:38: I mean, think about it.
2:40: If a student is hungry or tired or feeling unsafe in the classroom.
2:44: They're not going to be receptive to learning, no matter how engaging the lesson might be.
2:48: So the sources suggest paying attention to things like the classroom climate, addressing bullying, you know, making sure students have access to snacks or breaks, and even incorporating things like mindfulness exercises to help with focus.
3:01: Yeah, those are all great points.
3:03: It's easy to forget that learning doesn't happen in a vacuum, you know, their, their lives are affecting how they show up in the classroom.
3:10: Absolutely.
3:11: OK, so now that we've laid that foundation.
3:13: How do we actually spark that excitement for learning?
3:16: That's where the lesson hooks come in.
3:18: OK.
3:18: You know, think of it like a movie trailer.
3:20: You want to grab the students' attention from the get-go and create anticipation for what's to come.
3:24: Oh, I like that analogy.
3:26: Yeah, so one of the sources suggests, you know, using like a controversial statement or a surprising statistic as a hook.
3:32: Yeah, that's a good idea.
3:33: It kind of makes you think about how you can use those in your own lessons to pique their curiosity.
3:37: Yeah, for sure.
3:39: And once you have them hooked.
3:41: How do we maintain that momentum?
3:44: You know, with stimulating learning experiences, exactly.
3:47: Yeah, I think we need to move beyond just the traditional lecture format and incorporate activities that get students actively involved in the learning process.
3:54: So what kinds of things are we talking about?
3:56: The sources mention things like simulations, debates, even having students create their own podcasts or videos related to the content.
4:04: Well, that's interesting.
4:05: I hadn't really thought about leveraging their phones for content creation in that way.
4:09: Yeah, it's about tapping into their world and their interests.
4:12: You know, and the research really shows that this active learning where students are doing more than just passively listening leads to deeper understanding and better retention.
4:23: For sure.
4:24: OK, so we've got them hooked, we've got them actively engaged.
4:27: What's the next step?
4:28: Empowering them with choice and agency.
4:30: OK.
4:31: One of the sources puts it this way.
4:33: We need to shift from doing school to doing learning.
4:36: I love that.
4:37: And that means giving students more autonomy over how they learn and how they demonstrate their knowledge.
4:44: I'm really intrigued by this idea.
4:45: Can you give me a concrete example of how that might look in the classroom?
4:49: Sure.
4:49: So instead of giving a standard test on a history unit, you could let students choose how they want to demonstrate their understanding.
4:56: Oh, so some might write a traditional essay.
4:59: Others might create a timeline or a video documentary, and still others might perform a skit or even write a song.
5:05: Wow.
5:06: The key is that they're all demonstrating mastery of the content, but in a way that resonates with their individual strengths and learning styles.
5:14: That's a fantastic example, and it really ties back to, you know, meeting those basic needs that we talked about earlier, like self-expression and feeling valued for their unique contributions.
5:23: Exactly.
5:23: It's about creating a learning environment where students feel like active participants, not just passive recipients of information.
5:32: This is all really resonating with me.
5:33: It feels like we're building a blueprint for a classroom where learning is truly student-centered.
5:38: I think so.
5:39: But how do we take this deeper, you know, beyond that initial spark of engagement, I'm ready to dive into the next level.
5:46: Let's do it.
5:48: OK, so we've talked about how to spark that initial excitement, but now let's kind of dig into how we guide students towards deeper learning.
5:55: You know, you mentioned active learning earlier, and I think that's a really crucial piece of this puzzle.
5:59: Yeah, it feels like active learning is more than just like a trendy buzzword, you know, these sources really emphasize how it transforms the classroom dynamic.
6:08: It's about shifting that focus, you know, from passive absorption to active construction of knowledge.
6:14: So instead of just like delivering information, You know, we need to create opportunities for students to really grapple with ideas and apply concepts and make those connections themselves.
6:23: Yeah, one of the sources even cites research showing that students who are involved in discussions learn at twice the rate of those in traditional lecture-based classrooms.
6:31: That's right.
6:31: And think about it when students are actively engaged in discussions or debates or problem solving activities.
6:37: They're not only processing the information, but they're also developing critical thinking skills, communication skills, collaboration skills, right, all of which are essential for success in any CTE field.
6:49: Absolutely.
6:50: OK, so active learning is key.
6:53: What other strategies did the sources highlight for kind of deepening learning?
6:57: Vocabulary development is a big one, especially in CTE fields where students are encountering all this specialized terminology.
7:05: We can't just assume they'll pick it up through context.
7:07: Right.
7:08: One of the presentations had a great visual for this, the vocabularyo square graphic organ.
7:14: It helps students break down new terms by defining them, drawing a picture, using them in a sentence, and even connecting them to their prior knowledge.
7:22: That's a great example of a simple but effective tool.
7:26: The key is to move beyond just rote memorization.
7:29: And help students really internalize the meaning of these terms so they can use them fluently in their chosen field.
7:34: I'm starting to see how all these pieces fit together.
7:37: We're not just teaching content.
7:38: We're equipping students with the tools and skills they need to be successful long after they leave the classroom.
7:43: Exactly.
7:43: And speaking of real world application, one of the most Intriguing strategies highlighted in these sources is design thinking.
7:50: OK, I've heard the term, but I'm not sure I fully grasp the concept.
7:54: Can you break it down for me?
7:55: Sure.
7:55: It's basically a problem solving framework that encourages students to approach challenges in a creative and systematic way.
8:02: So instead of just jumping to solutions, you know, they learn to empathize with users, define the problem, clearly brainstorm a range of solutions, prototype.
8:11: And test their ideas and then iterate based on feedback.
8:14: The sources even provide some project ideas that use design thinking, and they're really engaging like designing an assistive device for someone with a disability or developing a marketing campaign for a local business.
8:26: Yeah, those are great examples of how design thinking can connect.
8:29: Classroom learning to real world challenges.
8:32: Think about the skills that students develop through this process, critical thinking, collaboration, problem solving, creativity, resilience.
8:39: All essential for success in today's workforce.
8:42: OK, so we've got active learning vocabulary development and design thinking as key strategies for deepening learning.
8:48: But what about those students who need a little extra support or learn at a different pace?
8:52: How do we ensure we're reaching all learners?
8:55: Yeah, that's where differentiation and flexibility come in.
8:57: The sources emphasize that a one size fits all approach just simply doesn't work, you know.
9:04: One source actually used the analogy of a race.
9:07: Everyone might be running the same race, but they're doing it at their own pace.
9:11: Maybe they're taking a different route or even using different equipment.
9:14: The goal is the same, but the path to get there might look different for each student.
9:18: I love that analogy.
9:20: It really highlights the importance of providing students with options and choices in how they learn and demonstrate their understanding.
9:27: So maybe some students need more time to process information, others need additional scaffolding, and some might thrive on independent projects while others need more structured guidance.
9:37: So it's about being responsive to those individual needs and recognizing that learning is not a linear process, right?
9:43: And when we're talking about supporting all learners, We also need to consider students with disabilities.
9:48: Yeah, absolutely.
9:49: The sources encourage us to create these hypothetical student scenarios and brainstorm potential accommodations or modifications based on their specific needs.
9:59: I think that's a really practical way to shift our thinking from a one size fits all approach to a more individualized and inclusive approach.
10:08: Yeah, it's about recognizing that each student brings unique strengths and challenges to the classroom, and our job is to create a learning environment that allows everyone to thrive.
10:16: And that leads us to universal design for learning, or UDL.
10:20: OK, I've heard the term, but can you refresh my memory on what UDL entails?
10:24: Sure, it's basically a framework for designing instruction that's accessible and engaging for all learners from the get-go.
10:31: So it's about proactively removing barriers by providing multiple means of engagement representation and action and expression.
10:38: So instead of creating a lesson plan and then trying to retrofit it to accommodate different learning styles or needs, we're thinking about those variations from the outset.
10:46: Exactly.
10:46: It's about creating a more inclusive learning environment that anticipates those differences and provides options and flexibility from the start.
10:53: OK, so we've laid the groundwork, sparked excitement, deepened learning, and addressed the needs of diverse learners.
11:00: What's the final piece of this engagement puzzle?
11:03: It's assessment and feedback.
11:05: How do we measure student learning in a way that's meaningful, informative, and actually helps them grow?
11:12: I'm all ears.
11:13: It feels like assessment is often an afterthought, but these sources are making me rethink its importance.
11:20: Yeah, it seems like we need to kind of shift our thinking about assessment a little bit, you know, these sources suggest moving away from just like traditional tests and grades as the primary measure of learning.
11:30: Absolutely.
11:31: I think we need to think about assessment as this ongoing process that's integrated into.
11:35: The learning journey, not just something that we tack on at the end.
11:39: And one of the key takeaways from these sources is the importance of formative assessment.
11:43: Oh, OK, I've heard the term, but can you kind of remind me what it entails?
11:47: Sure.
11:47: So formative assessment is all about those frequent check-ins that you do throughout a unit or a lesson, to gauge student understanding.
11:54: And then adjust your instruction as needed.
11:57: So it could be as simple as asking a few targeted questions during a class discussion, having students complete a quick exit ticket summarizing what they learned, or even just.
12:08: Observing their body language and their engagement levels.
12:10: So it's less about assigning our grade and more about just gathering information to inform our teaching.
12:15: Exactly.
12:16: It's like taking the pulse of the class, you know, are they grasping the key concepts?
12:21: Are there any misconceptions that we need to address?
12:24: Where are they struggling and how can we provide support?
12:27: That makes a lot of sense.
12:29: You know, it's about being responsive to the needs of the learners in real time.
12:34: But what about those more formal assessments?
12:37: You know, like tests or projects.
12:39: How do we ensure that those are truly measuring what we want them to measure?
12:43: That's where well-crafted rubrics come in.
12:46: So instead of relying on vague criteria or subjective judgments, a rubric really clearly outlines the expectations for a given task and provides specific criteria for different levels of proficiency.
13:00: One of the sources actually recommends a specific tool for creating rubrics, the Life Career Database rubric Maker.
13:07: Have you ever used that resource?
13:09: I have, and it's a great starting point.
13:11: It really helps you think about the specific skills and knowledge that you want students to demonstrate, and then translate those into measurable criteria.
13:20: And the beauty of a good rubric is that it not only guides your assessment.
13:24: But it also provides students with a clear roadmap for success.
13:28: They know exactly what's expected of them and how their work will be evaluated.
13:32: That transparency is so important, and it helps shift the focus, you know, from grades to mastery of skills and concepts.
13:41: When it comes to, you know, truly engaging students and preparing them for the real world, the sources highlight the importance of authentic assessment.
13:48: That's right.
13:48: Can you elaborate on what that means?
13:50: Sure.
13:50: So authentic assessment goes beyond just those traditional tests and quizzes.
13:54: It's about giving students opportunities to apply their knowledge and skills to real world contexts and demonstrate their understanding in meaningful ways.
14:04: So what might that look like?
14:06: It could involve projects, presentations, simulations, or even, you know, collaborating with professionals in their field of study.
14:13: One of the sources gave an example of a CTE class where students designed and built a tiny house incorporating principles of sustainability and energy efficiency.
14:22: That's awesome.
14:23: That's such a cool way to apply what they're learning in a tangible and relevant way, exactly.
14:29: Authentic assessments like that not only engage students, but they also give them a taste of what it's like to actually work in their chosen field.
14:36: Wow, we've covered a lot of ground in this deep dive, you know, from laying the foundation to sparking excitement, deepening learning, supporting all learners, and assessing their progress.
14:46: It feels like we've really explored the multifaceted nature of student engagement.
14:51: I think we have, and you know, the key takeaway for me is that Student engagement isn't about any one magic bullet.
14:57: It's about creating a learning environment where students feel supported and challenged and inspired and empowered to reach their full potential.
15:04: I'm walking away from this deep dive with a renewed sense of purpose and a whole tool kit of strategies to try in my own classroom.
15:11: What about you?
15:11: What's resonating with you the most?
15:14: For me, it's that reminder that teaching is about so much more than just delivering content, you know, it's about fostering those human connections, creating a space where students feel safe to take risks and empowering them to become lifelong learners.
15:30: Beautiful set.
15:31: And as we wrap up this deep dive, I have one final question for you to ponder.
15:36: What is one specific action you will take tomorrow to implement a strategy from this deep dive?
15:41: Will you try a new lesson hook, experiment with the design thinking challenge, or maybe create a rubric for an upcoming project.
15:49: I think I'm going to start by incorporating more formative assessment into my lessons.
15:54: You know, I want to get a better pulse on my students' understanding and make sure I'm meeting their needs along the way.
15:58: That's fantastic.
15:59: And remember, this is just the beginning of your learning journey.
16:03: Keep exploring, keep experimenting, and keep those students engaged.
16:06: Thanks for having me.
16:07: It was great talking to you.