Engaging Instruction Essay

I am a Registered nurse with an extensive background in a variety of clinical settings. I draw from these experiences a wealth of knowledge which I can readily disseminate in written form. I have a passion for writing and a solid command of the English language. I pay particular attention to grammatical, punctuation, and spelling errors. I believe in a positive, engaging learner experience. Engagement optimizes a student's success and

Mrs. Peterson began her lesson by using a goal-setting strategy. This strategy was utilized by beginning with the end result in mind. Mrs. Peterson framed the lesson by stating what the learning objectives and goals were for her students before the lesson even took place. She also posted the learning objectives on the board for students to view during the lesson. This tactic is helpful in case students get off track, they can easily be reminded what the desired results are for the end of the lesson.

177). It is evident that involving students in the goal setting process as well as monitoring their own progress is essential in

Student engagement is considered the primary theoretical model for understanding dropout and promoting school completion, defined as graduation from higher school with sufficient academic and social skills to partake in postsecondary educational options and/or the world of work. Engaged students do more than attend or perform academically; they also put forth effort, persist, self-regulate their behavior towards goals, challenge themselves to exceed, and enjoy challenges and learning (Christenson, Reschly, &Wylie, 2013). The study delivered a message that involvement in the school activities can provide better outcome for future. The study measure effectiveness of student engagement with the indicators such as credits earned, extracurricular participation, homework completion, and attendance. Involving in the IPHA can help public health students for better outcome. Academic major and professional organizations assist

The goal has to be clear and shared with students. It’s important for student to know what are they going to learn and do that day.

Everyday, teachers are faced with the challenge of teaching students new information that is valuable to their future. Teachers are responsible to determine what and how information is taught. How this information is taught to students is pertinent to their success; therefore, teachers must be able to use effective teaching methods in the classroom. Students have diverse learning styles; therefore, teachers need to determine how students learn best and pattern their teaching to accommodate these differences. During elementary school, children learn to read and write, acquire a basic understanding of content areas, and develop dispositions toward

Milman (2012) notes, the flipped or inverted classroom, used in K-12 and higher education, has been receiving attention. According to Milman (2012), advocates of the strategy make numerous benefits known, for example - increasing classroom engagement. Milman (2012) notes there are both advantages (it seems to be a good fit to teach procedural knowledge) and disadvantages (students may not watch the videos and or it may not be the best way to learn the concept). Additionally Milman (2012) notes, “no empirical research exists to substantiate its use” (p. 2); however, many instructors support its use as a teaching strategy. According to Hamdan, McKnight, McKnight, and Arfstrom, (2013) both quantitative and qualitative research is limited; however, there is research that supports the model and the instruction of strategies that engage students in learning. Hamdan et al (2013) state Flipped Learning “has been mainly a grassroots movement” (p. 9), although more administrators and parents are researching this teaching method. Speak Up’s annual online survey (Fall of 2012) contained questions specific to the Flipped Learning method, 6% of respondents indicated they were using some form of video enhancement and 18% of teachers indicated interest in trying the method (Hamdan, McKnight, McKnight, & Arfstrom, 2013). In Addition, 60% of grade 6-12 students agreed this method would be a good way for them to learn (Hamdan et al., 2013).

Effective differentiated instruction reflects where the students currently are in their educational stage and not where a teacher wishes them to be. This step is important; placing students either too high or too low in the instruction can be adverse to the teacher’s goal of helping all students. Developing lesson strategies for students that are too demanding may have a negative effect on performance and reinforce negative emotions concerning learning. Likewise, developing lesson strategies that do not challenge students to perform at their best can also have a negative effect. Some students that are not engaged by a teacher's instruction are left adrift waiting for new or more stimulating material. Engaging students in the learning strategy is the key ingredient in producing active learners.

This report focuses on the first-year students who participated in the 2015 updated NSSE survey from the UV. Respondent profile provides more information about them and their characteristics. Out of 490 first-year students participated, there was 489 provided gender information. 137 of those were male, and they represent 42% of the total. On the other hand, there were 352 female respondents who representing 58% of the total. Out of total of 484 respondents, only 2 % of them were international. Regarding the races of the 490 respondents, it can be said that white students represent 65% of the total, The African American students represent 15% of the total. Multiracial students represent 8% of the total. Hispanic or Latino students

Considering a stereotypical class room, the bell rings, students are almost in their seats, and the teacher is demanding their attention. It is hard for the teacher to gain the attention let alone the willingness to learn from their students. No matter what subject is being taught, this has the recipe for boredom from the get go. Any curiosity or imagination for the students has been choked. In order for the teacher to gain the eagerness to learn from his students, he would have to resort to all the mental keenness he could muster. No matter how gifted the teacher, students tend to lose interest in learning in an everyday run of the mill style of class room environment. What creative power or what unusual and highly innovated resource

Instructional design and technology is a mixture of the designer’s knowledge of learning behaviors that is connected to the human psychology depending on educational materials to best help and facilitate the learning objectives. Instructional design is intensively linked with psychology in terms of variety of theories that are available to put the designers and learners on the right path to learn. The description of those theories give the designers a chance to see the vision and the outline of how to well create lessons for the learners including the media in ways as a tool for learning. The first thing to keep into consideration is to make sure the learners achieve the educational goals with high performance and efficiency.

Motivation is the “why” or reason we learn. Engagement, meanwhile, is typically the “what”. You want learners to become involved in learning. Then, think of eLearning quizzes – they really drive learner engagement by making them interact with the content. Doing a quiz, a learner has to think, dig deep, and ultimately become an active

Student Engagement and High Impact practices are utilized on a majority of campus across the globe. These practices implement success incentives to encourage growth among students and their academic and career development. Student engagement requires individual effort and involvement which, are critical elements that impact the college experience (Pascarella & Terenzini, 2005). Implementing high-impact practices promotes the different engagement strategies that increase the overall success of the student. George Kuh has presented ten high-impact practices that have been proven to be beneficial to students and their cumulative learning. These ten practices include First-year seminars and experiences, common intellectual experiences, learning communities, writing-intensive courses, collaborative assignments and projects, undergraduate research, diversity/global learning, service learning, community-based learning, internships, and capstone courses and projects (Kuh, 2008). These practice along with engaging strategies are essential to learning outcomes for students. The practices can be applied to students lives and promote intellectual growth and engagement. Implementing engaging activities throughout a student’s college career helps prepare students to collaborate research with field experience, make meaningful connections, and increase the likelihood of learning, success, and retention. Over the last five years, I have worked

Student motivation refers to a student's interest, desire and need to participate in and be successful in the learning process. Many teachers find the biggest challenge is not teaching but keeping their students constantly motivated to forge ahead because students can be easily distracted and lose their interest in class. It is generally accepted that student motivation plays a key role in academic learning. Students need active cooperation in class to become achievers in school.

Responsive teaching is defined as a way of thinking about teaching and learning that connects the learner and the content in meaningful, respectful and effective ways. The way a responsive teaching connects the learner and content varies. One responsive teacher might make connections through continuous assessments and intentional planning, whereas another responsive teachers might make connections through strategic implementation and evidence-based reflection. Both responsive teachers method’s lead to maximum individual growth. When it comes to managing their learning environment, responsive teachers share the same common goal, which is to build personal relationships with students. In doing so, students will be encouraged to work in teams, take risks, practice independence and share responsibility. With that being said, flexibility in responsive teaching simply means the the ability to easily modify your responsive teaching to respond to certain circumstances. In science, living things are constantly responding to rapid changes called stimuli and in responsive teaching, teachers need to respond to the stimuli that are students. As a living thing and a teacher, we should naturally respond to stimuli in order to create the most success for ourselves and the ones around us, in this case, our students. However, is a flexible response to stimuli necessary for the success of others and yourself? Does flexibility in responsive teaching cause success and effective teaching or