The first one she listed is working with peers. This is something I’ve known for a while and is at the top of my list as well; many teenagers are socially-oriented and having them work in collaborative groups can bring out the best in them. I’ve started implementing group-based lessons at least once every two weeks in my classroom and have long-term group projects that will make up the core of my post-Spring Break units on the Cold War and the Post-Colonial Developing World.
Second on her list is working with technology. This is something I believe strongly in (though perhaps not strongly enough for some people). I am teaching at a school site where every student has been issued a Chromebook, and I design my instruction around that by delivering content and having students complete their work electronically.
The third thing on her list that I am committed to implementing is student choice. I already did this in the fall semester when I had my students select the format of their summative project from an essay, poster, podcast or video, and will probably do something similar with the group projects I am implementing toward the end of this semester.
Wolpert-Gawron’s blog post summarizes the basics of engagement that we have been exposed to since entering this credential program in August, but does it in an easy-to-read format rather than the wall of academic text which other authors utilized.
Wolpert-Gawron, H. (2012, April 26). Kids Speak Out on Student Engagement. Retrieved March 8, 2015, from http://www.edutopia.org/blog/student-engagement-stories-heather-wolpert-gawron.