You are here

Engagement by Design
Share

Engagement by Design
Creating Learning Environments Where Students Thrive

Additional resources:


September 2017 | 192 pages | Corwin

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.

 
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

Supplements

Love all of Fisher/Fry books. Enrollment precluded use in class.

Dr Jim Nichols
School Of Education, Nyack College
December 1, 2017

Sample Materials & Chapters

Chapter 1 - The Inviting Classroom

Chapter 3 - Clarity


Preview this book

Douglas Fisher

Douglas Fisher, Ph.D., is Professor of Educational Leadership at San Diego State University and a leader at Health Sciences High & Middle College. He has served as a teacher, language development specialist, and administrator in public schools and non-profit organizations, including 8 years as the Director of Professional Development for the City Heights Collaborative, a time of increased student achievement in some of San Diego’s urban schools.  Doug has engaged in Professional Learning Communities for several decades, building teams that design and implement systems to impact teaching and learning.  He has published... More About Author

Nancy Frey

Nancy Frey, Ph.D., is a Professor in Educational Leadership at San Diego State University and a leader at Health Sciences High and Middle College. She has been a special education teacher, reading specialist, and administrator in public schools. Nancy has engaged in Professional Learning Communities as a member and in designing schoolwide systems to improve teaching and learning for all students. She has published numerous books, including The Teacher Clarity Playbook and Rigorous Reading.  More About Author

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... More About Author

Dominique B. Smith

Dominique Smith is a social worker, school administrator, mentor, national trainer for the International Institute on Restorative Practices, member of ASCD’s FIT Teaching (Framework for Intentional and Targeted Teaching®) Cadre and Corwin’s Visible Learning for Literacy Cadre. He is passionate about creating school cultures that honor students and build their confidence and competence. He is the winner of the National School Safety Award from the School Safety Advocacy Council.Smith's major area of research and instruction focuses on restorative practices, classroom management, growth mindset, and the culture of achievement. In... More About Author

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... More About Author

Also available as a South Asia Edition.

Purchasing options

Please select a format:

ISBN: 9781506375731
$34.95