II. MANAGING THE LEARNING ENVIRONMENT                                                                                 PACES

TEACHING AND LEARNING COMPONENT

II.C LEARNER ENGAGEMENT
This teaching and learning component is used to provide important information to teachers about the effectiveness of teaching and learning activities observed. It is not used for evaluation decisions.

Learners are engaged when they actively participate in objectives-related learning activities. Engagement in learning suggests more than simple on-task behavior. Involvement in learning suggests even deeper immersion in learning than engagement. Involvement in learning is usually enhanced when learners interact with each other in learning tasks. Learner engagement has been identified in numerous research studies as being positively related to learner achievement. The extent of learner engagement can be estimated for the entire class through systematic observation of task-related behavior during teaching and learning activities as these occur throughout the lesson.

It is desirable to maintain an engagement rate that is as high as possible. A reasonable target in typical teaching and learning contexts is 90% or greater. It should be recognized that the engagement rate for a class might be quite high even though one or more learner(s) is/are persistently off-task.

In assessing learner engagement in learning tasks, both the quantity and the quality of engagement are important concerns. For example, learners might be directly engaged in learning tasks with rather low quality (II.D.2). Learners might also be on-task but not highly engaged in new learning. Indices of the quantity of learner engagement in learning tasks are important for providing feedback to teachers to analyze the effectiveness of teaching and learning activities.

Sample Professional Growth Activity 1
Comprehension
  1. Review Teaching and Learning Component II.C in the PACES Teaching and Learning Professional Growth Manual and this Teacher Guide to PACES.
    2.  
  2. Identify in writing the distinctions between on-task, engaged, and involved as addressed in the manual.
    3.  
  3. Have the Colleague Teacher(s) sit in on one of your classes for observation of learner engagement. Colleague(s) should routinely scan classroom during observation noting how many learners are actively engaged in learning activities throughout the lesson.
Practical Application
  1. Using self-assessment and feedback provided by colleague observer(s), develop a one-day lesson plan to incorporate effective monitoring of learner engagement in the class.
Assessment
  1. After implementing the plan, assess in writing its effectiveness.

Sample Professional Growth Activity 2
Comprehension
  1. Review Teaching and Learning Component II.C in the PACES Teaching and Learning Professional Growth Manual and this Teacher Guide to PACES.
    2.  
  2. Using the PACES manual, define in writing the term learner engagement and what is meant by a high level of quality and quantity of learner engagement.
    3.  
  3. Observe an experienced colleague to gain an understanding of effective methods used to scan and to promote high levels of learner engagement.
    4.  
  4. While observing in your colleague's classroom, routinely scan and take notes as to colleague's teaching strategies and corresponding levels of learner engagement.
Practical Application
  1. Choose strategies observed in colleague's classroom and develop a one-day lesson plan.
    2.  
  2. Implement plan.
Assessment
  1. Engage in self-assessment/reflection and complete a log of experience to include successful and unsuccessful strategies for learner engagement.

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