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Instructional Framework - Student Engagement
//“Until you have a relationship with kids you can’t tell what’s relevant for them, and it is relevance that makes rigor possible,” ~Bill Gaggett// **When engaged in learning…** · Students are //attentive// - not just in attendance · Students //stick with// the tasks they have been assigned or encouraged to undertake—they are persistent. They //stick with// the task //until it is completed// and //completed well//. · Students are //committed// to the task, activity, or assignment.

Product Focus Clear and Compelling Product Content and Substance
 * Rigor**

Choice Novelty Authenticity Organization of Knowledge
 * Relevance**

Safe Environment Affirmation Affiliation
 * Relationship**

[|**Schlechty Levels of Engagement**] //(Schelechty, Working on the Work, p.3)// **Authentic Engagement –** The task, activity, or work the student is assigned or encourage to undertake is associated with a result or outcome that has clear meaning and relatively immediate value to the student – for example, reading a book on a topic of personal interest to the student or to get access to the information that the student needs to solve a problem of real interest to him or her.
 * Ritual Engagement** – The immediate end of the assigned work has little or no inherent meaning or direct value to the student, but the student associates it with intrinsic outcomes and results that are of value – for example, reading a book in order to pass a test or to earn grades needed to be accepted at college.
 * Passive Compliance** - The student is willing to expend whatever effort is needed to avoid negative consequences, although he or she sees little meaning in the tasks assigned or the consequences of doing those tasks.
 * Retreatism** - The student is disengaged from the tasks, expends no energy in attempting to comply with the demands of the tasks, but does not act in ways that disrupt others and does not try to substitute other activities for the assigned task.
 * Rebellion** - The student summarily refuses to do the task assigned, acts in ways that disrupt others, or attempts to substitute tasks abd activities to which he or she is commented in lieue of those assigned or supported by the school and by the teacher.

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 * __Something to Think About:__**

Reflection is a powerful strategy for engagement when used correctly, it can deepen the understanding of a learning experience, and can also enable learners to become self-appraising.
 * __Questions Students Should Ask:__**

One can learn from experience, but it is with conscious reflection on experience that the learning is deepened.

Listen to the following four questions: What did I learn? How do I know I know it? What helped me learn it? How much effort did I put into learning it? These are examples of reflective questions.


 * 1) What is the purpose of this lesson?
 * 2) Why is this important to learn?
 * 3) In what ways am I challenged to think in this lesson?
 * 4) How will I apply, assess, or communicate what I’ve learned?
 * 5) How will I know how good my work is and how I can improve it?
 * 6) Do I feel respected by other students in this class?
 * 7) Do I feel respected by the teacher in this class?

[|Rigor, Relevance, Relationships: Additional Information]