Promoting Student Engagement: Strategies for Keeping Students Motivated and Excited About Learning
As K-12 teachers, one of our primary goals is to promote student engagement in the classroom. Student engagement refers to the degree to which students are actively involved in and enthusiastic about their learning.
When students are engaged, they are more likely to retain information, develop critical thinking skills, and achieve academic success. However, in today's world, it is becoming increasingly challenging to keep students motivated and excited about learning.
This blog post will explore some research-based strategies for promoting student engagement in the classroom.
Create a Positive Learning Environment
The first step in promoting student engagement is to create a positive learning environment. This means establishing clear expectations, routines, and procedures for students.
According to research by Marzano, Pickering, and Pollock (2001), providing clear expectations and routines can increase student engagement and decrease disruptive behavior. Teachers can create a positive learning environment by:
Establishing clear classroom rules and consequences
Creating a daily routine that includes a warm-up activity and a clear agenda
Providing frequent feedback and praise
Encouraging student participation and collaboration
Integrate Technology
Another strategy for promoting student engagement is to integrate technology into the classroom. Research has shown that students are more engaged when they are using technology to learn.
According to a study by the National Education Association (2016), technology integration can increase student motivation, engagement, and achievement. Teachers can integrate technology into the classroom by:
Using online resources, such as videos, interactive websites, and games
Allowing students to use laptops or tablets to complete assignments
Encouraging students to use educational apps to reinforce skills
Using technology to facilitate collaboration and communication among students
Incorporate Active Learning Strategies
Active learning strategies are another way to promote student engagement. Active learning refers to engaging students in the learning process through hands-on, experiential activities. Research has shown active learning strategies can increase student engagement and improve academic performance.
According to a Freeman et al. (2014) meta-analysis, active learning strategies resulted in higher exam scores and lower failure rates than traditional lecture-based instruction. Teachers can incorporate active learning strategies into the classroom by:
Using cooperative learning structures, such as think-pair-share or jigsaw
Implementing project-based learning activities
Using simulations and role-playing activities
Incorporating student-led discussions and debates
Provide Meaningful Feedback
Finally, providing meaningful feedback is a crucial strategy for promoting student engagement. According to research by Hattie and Timperley (2007), feedback can have a significant impact on student learning and engagement. Effective feedback should be specific, timely, and targeted to help students improve. Teachers can provide meaningful feedback by:
Providing regular formative assessments to monitor student progress
Giving students specific feedback on their work
Encouraging self-reflection and self-assessment
Setting achievable goals for student growth and progress
Conclusion
Promoting student engagement is critical to academic success. As K-12 teachers, we can use a variety of research-based strategies to promote student engagement, including creating a positive learning environment, integrating technology, incorporating active learning strategies, and providing meaningful feedback. By using these strategies, we can help our students stay motivated and excited about learning.
References
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.
Hattie, J., & Timperley,