Just because a lesson is fun and exciting for the students, does not mean it is addressing an essential learning outcome. I also feel that is where, we as educators, are sometimes "missing the boat." I have found that sometimes teachers are so eager to make their lessons engaging and fun, that they completely miss the learning objectives. To be honest, I actually feel I did this a great deal my 1st year in the classroom after completing my teacher training program. My teacher training year was so full of "engage, engage, engage the student" that I may have lost the emphasis on a balanced curriculum. Perhaps, somewhere in my teacher training year I just misinterpreted "engaging versus rigor." This is where "purposeful planning" comes in to play. We must plan our lessons with an essential learning outcome in mind and ask ourselves questions like:
- "What should my students be able to do after this lesson?" ,
- "How will they demonstrate that learning to me?"
- "How does that learning apply to the standards and curriculum?" Then you can ask yourself,
- "What are some ways I can deliver this lesson that INTERESTS my students?"
- "How can I grab their attention and maintain it throughout the lesson?"
- "How does this connect to their lives?" (Past, Present, and Future)
I have heard some teachers disgruntled over "having to teach to the curriculum." The curriculum and state standards are in place so there is consistency in what are students are learning at school. To make learning engaging we don't necessarily need to change or modify the curriculum, (and oftentimes, if you are in public education, you simply can't!) we just need to deliver our lessons/activities in a way that address our students learning styles.
On page 241 - 245 of the Alderman text, the nature and role of interest is discussed. "Embellishments to make tasks more attractive and enjoyable for students include student control, curiosity, and personalization."(p. 243, Alderman) Below I have highlighted simple ways that these can be incorporated into your classroom:
student control - CHOICE! As we have all mentioned before, anytime you can offer your students choice, do! There are SO MANY ways to incorporate choice in your classroom. You can also give student control through student evaluation. The use of Student Portfolios is a great tool for self-evaluation and student control over learning.
curiosity- This is one of my favorites!! I call it the hook, line and sinker. :) Any activities that illicit a students curiosity are likely to attract a deeper level of interest. The use of AESTHETIC LEARNING (rick-taking, imagination, perceptivity, active engagement, sensory experience) in your classroom can assist in task engagement. To learn more about AESTHETIC LEARNING, I highly recommend reading a book titled the Art Experience by John Dewey.
personalization/contextualization- Present the content in a natural or contextual way. For example, activate schema or create "connections". The use of technology will allow educators to implement this type of task engagement into their classroom more often. Examples are viewing of video clips, united streaming, visual aids, etc.
In addition to the above task engagement embellishments, I also think it is so necessary to have "those conversations" with your students. I'm sure each of us have experienced moments of being unmotivated. However, as adults, we have learned strategies of "self talk" to help us "pull through". This is when the teacher and student relationship becomes valuable. We must take the time to teach students self-talk skills so children can learn how to self-regulate and discipline themselves to understand that the world is not always going to be a "fair, fun and exciting" place. If you can have these talks with your students and model your own sense of perseverance and motivation skills, you may just inspire them along the way to do the same!
