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Engagement by Design
By: Douglas Fisher, Nancy Frey, Russell Joseph Quaglia, Dominique Smith, Lisa L. Lande
- Grade Level: PreK-12
- ISBN: 9781506375731
- Published By: Corwin
- Series: Corwin Literacy
- Year: 2017
- Page Count: 192
- Publication date: September 08, 2017
Price: $39.95
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Description
Every teacher wants engaged students. No student wants to be bored. So why isn’t every classroom teeming with discussion and purposeful activity centered on the day’s learning expectations?
Consistently finding a rhythm—where students progress through relevant and challenging content—isn’t easy. But not only is it possible, it can also seem effortless when teachers have the right design for genuinely engaging students.
Classroom dynamics are inherently complex, as multifaceted as the personalities in the room, so where should a teacher begin? Engagement by Design gives you a framework for making daily improvements and highlights the opportunities that will bring the greatest benefit in the least amount of time. You’ll learn about relationships, clarity, and challenge, including
- How getting to know each student a little better can fundamentally change the classroom dynamics—and how to do that
- What it means to be an “intentionally inviting” teacher, and how it gives you an advantage in creating an environment conducive to learning
- How to bring more clarity to key aspects of your work—and how it can reap substantial rewards for you and your students
- How opening the culture to student voice—listening to students—is linked to academic motivation, and how to use it to shape your day-to-day planning
- The best ways to increase learning for your students, boosting the proportional value of their school year
Understanding engagement—and actively pursuing it—can make all the difference between forging a real connection with students and having a classroom that’s simply going through the motions. Engagement by Design puts you in control of managing your classroom’s success and increasing student learning, one motivated student at a time.
Author(s)
Douglas Fisher
Douglas Fisher, Ph.D., is professor and chair of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is the recipient of an International Reading Association William S. Grey citation of merit and an Exemplary Leader award from the Conference on English Leadership of NCTE. He has published numerous articles on teaching and learning as well as books such as The Teacher Clarity Playbook, PLC+, Visible Learning for Literacy, Comprehension: The Skill, Will, and Thrill of Reading, How Tutoring Works, and How Learning Works. Doug loves being an educator and hopes to share that passion with others.
Nancy Frey
Russell Joseph Quaglia
Dr. Russell J. Quaglia is a globally recognized pioneer in the field of education, known for his unwavering dedication to student voice and aspirations. Dr. Quaglia has been described by news media as America's foremost authority on the development and achievement of student voice and aspirations. His innovative work is evidenced by an extensive library of research-based publications, prominent international speaking appearances, and a successfully growing list of aspirations ventures.
Among these ventures, Dr. Quaglia authored the School Voice suite of surveys, including Student Voice, Teacher Voice, Parent Voice, and iKnow My Class. His recent book, Student Voice: The Instrument of Change published by Corwin is already receiving international acclaim.
In addition to founding and leading the Quaglia Institute for Student Aspirations, Dr. Quaglia also founded and currently chairs the Aspirations Academies Trust, a sponsor of primary and secondary academies in England built upon his aspirations research. Most recently he has founded the Teacher Voice and Aspirations International Center, dedicated to amplifying the voice of teachers in order for them to realize their aspirations and reach their fullest potential.
Dr. Quaglia earned his bachelor's degree at Assumption College, a masters degree in economics from Boston College, and master of education and doctorate degrees from Columbia University, specializing in the area of organizational theory and behavior. He has been awarded numerous honorary doctorates in humanitarian services for his dedication to students. Dr. Quaglia's work has also led him to serve on several national and international committees, reflecting his passion for ensuring that students' and teacehers’ voices are always heard, honored, and acted upon.
?
See Russell's Presenter Profile
Listen to Russ Quaglia's Interactive EdChat on Student Voice
Dominique Smith
Dominique Smith, Ed.D. is Chief of Educational Services and Teacher Support at Health Sciences High and Middle College in San Diego, CA. He is passionate about creating school cultures that honor students and build their confidence and competence. Smith's major area of research and instruction focuses on restorative practices, classroom management, growth mindset, and the culture of achievement. In addition to his school leadership responsibilities, Smith provides professional learning to K–12 teachers in groups large and small, on many topics that address classroom and school climate and organization. He is a regular presenter at many conferences, including Empower (ASCD's annual conference). Smith holds his doctorate in Educational Leadership from San Diego State University with a focus on equity and a Master's degree in social work from the University of Southern California. He also holds credentials from San Diego State University in administrative services, child welfare, PPS, and attendance. He is the winner of the National School Safety Award from the School Safety Advocacy Council. He delivered a TED Talk in 2018 about building relationships between students and teachers.
Lisa L. Lande
Dr. Lisa L. Lande has dedicated her professional endeavors to advocating for teachers and students around the globe. It is her aspiration that every classroom in every school is one that she would want her own three children to learn in—a lens through which she continually measures her research, writing, and professional development efforts.
She is the executive director of the Teacher Voice and Aspirations International Center (TVAIC), an outgrowth of the Quaglia Institute. The mission of TVAIC is to amplify teacher voice to enhance the aspirations of all. As part of the Quaglia Institute team, Dr. Lande has provided professional development services to PreK–12 schools throughout the United States, Canada, England, and the Middle East.
Dr. Lande currently serves as a board member for the Aspirations Academy Trust in England. She is the co-author of Teacher Voice: Amplifying Success.
Table of Contents
List of Videos
Acknowledgments
About the Authors
Chapter 1. The Inviting Classroom
Are Students Engaged?
Intentionally Inviting Classrooms
Low-Hanging Fruit
Student Voice
Engagement by Design
Conclusion
Chapter 2. Relationships
Building Relationships With Students
The Invitational Aspect of Teacher-Student Relationships
The Equitable Aspect of Teacher-Student Relationships
How Teachers Communicate Expectations Differentially
The Advocacy Aspect of Teacher-Student Relationships
Conclusion
Chapter 3. Clarity
Clarity in Teaching
Know What Students Are Supposed to Learn
Know How Students Learn
Know How to Communicate What Students Will Be Learning
Know How to Develop Success Criteria
Conclusion
Chapter 4. Challenge
Inviting the Struggle
Fluency
Stamina
Strategic Thinking
Struggle That Builds Expertise
Conclusion
Chapter 5. Engagement
The Engagement Gap
Engagement: Overused and Misunderstood
Bringing It All Together
The Engagement Equation
Voice (V)
Self-Worth (SW)
Purpose (P)
Engagement
Engaged Students
Engaged Classrooms
Engaged Student Outcomes
The Ending of One Story Is the Beginning of Another
Conclusion
References
Index