Graduate Education Assistance
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LaTonya Bethune
EngagementMatrix.docx
Summary
870 Words
ENGAGEMENT STRATEGIES 1
ENGAGEMENT STRATEGIES 2
Engagement Strategy Matrix
Title and Type of Engagement Strategy
Description of Engagement
Strategy
How Engagement Strategy will be Implemented
Learning Activity Used with
Engagement
References/Resources
Engagement Strategy Matrix
LaTonya Bethune
Grand Canyon University: SEC-510
(at least one using technology)
Strategy
Group work Collaborating with small groups that will give students a welcome break from solo bookwork.
Teachers will use their knowledge of who works well together when organizing group work. Having groups allows students to work with friends who might generate the energy needed for more productive activity.
Choosing a question that has a range of responses that makes students ask each other where they stand.
Peters et. al., 2019
Encouragement of friendly competitions
Friendly competitive activities that are low stakes with an emphasis on learning instead of winning.
Using information and experiences of students will improve the quality and accountability of decision-making processes.
In-class games, quizzes, or gamified learning programs.
Peters et. al., 2019
Gamify learning Games are used in student engagement for students outside of class for them to develop mental representations through the mix of media elements presented to them.
Transforming classroom activities into games by including levels of difficulty, rewards, and competitive elements.
Providing a host of student-friendly games for like mathematics, literacy, and science by selecting the appropriate curriculum and granting students access.
Eady & Lockyer, 2013
Collaborative learning through technology
This can be done through online discussion groups,
The engagement will be implemented by
Students working together on group projects, publish on
Eady & Lockyer, 2013
ENGAGEMENT STRATEGIES 3
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interactive platforms and online classroom environments.
teachers asking students to group themselves in groups of probably ten or five depending on the number of students in their classrooms.
wikis and blogs, solve problems, on discussion boards, have debates and study teams, in online classrooms, and participate in other activities in cooperative ways.
Starting lessons with introductory hooks
Engaging students from the outset of the lesson with an introductory hook which could be anything that demands for their interest, establishes relevance and inspires curiosity in the subject of the lesson.
Coming up with interesting topics of discussion and engaging each student.
The learning activity will involve a brain teaser or a challenging question about anything for example asking them about current affairs such as the Covid-19 pandemic.
Peters et. al., 2019
Rationale
I chose these engagement strategies because they are the easiest ways to engage
students and do not require much effort from both the teacher and students. These engagement
strategies provide an opportunity for motivation and create an environment of learning in cases
of online learning whereby the student engagement increases their satisfaction, enhances
motivation to learn, reduces the sense of isolation, and improves their performance. Student
ENGAGEMENT STRATEGIES 4
ENGAGEMENT STRATEGIES 5
References
Eady, M., & Lockyer, L. (2013). Tools for learning: Technology and teaching. Learning to
teach in the primary school, 71.
Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the
importance of engagement strategies in the online learning environment. Online
Learning, 22(1), 205-222.
Web Content: https://www.gettingsmart.com/2016/08/15-actionable-strategies-for-increasing-student-motivation-and-engagement/…
Web Content: https://www.gettingsmart.com/2016/08/15-actionable-strategies-for-increasing-student-motivation-and-engagement/…
Passive voice: students are encouraged in...
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engagement in online learning is very crucial because online learners seem to have fewer opportunities to be engaged with the institution (Martin & Bolliger, 2018). Besides, these
strategies allow students to have options on how they want to learn about something. For
instance, generally, teachers do not have the freedom to allow students to choose their own
learning topics, but this does not mean that they still cannot have choices.
They can give students their own options for how to achieve their learning objectives
through group work and allow them to tailor their own learning activities to their individual
preferences. In addition to that, encouraging friendly classroom competitions provide an
opportunity for motivation and create an environment of learning for students in the sense that
it allows positive relationships between students. Strong relationships among classmates make
instructional strategies seem to be more effective. It is a fun way to keep a classroom session
going and can also give teachers useful insights into the lives of students. Nevertheless, these
engagement strategies allow students to act as their own learning agents by working to achieve
goals important to them.
When students are encouraged in class by allowing them to have control over learning,
they believe they can learn and know how to deal with failures and learn from those experiences
by incorporating problem-solving activities and providing discussions when failures occur. It
also helps them develop confidence and commitment to learning. This means that students are
engaged meaningfully with the content, facilitating a deep understanding of the material.
Importantly, students are provided with timely feedback on their learning as they are grappling
with complex problems in the group space where the educator is present (Smallhorn, 2017).
These strategies also help teachers with understanding what students like and dislike and help
them in areas where they can connect with the student which could be through favorite books
and video games. It also allows academic and behavioural engagement and gives them a means
of building rapport with their students.
Peters, H., Zdravkovic, M., João Costa, M., Celenza, A., Ghias, K., Klamen, D., ... & Wohlin,
M. (2019). Twelve tips for enhancing student engagement. Medical teacher, 41(6),
632-637.
Smallhorn, M. (2017). The flipped classroom: A learning model to increase student
engagement not academic achievement. Student Success, 8(2), 43-53.
