How can we Develop a more Engaged and Involved Student?

As the understanding of human development broadens and society’s philosophies shift, as well as a rapidly changing landscape of technology and social interaction; it is not outrageous to re-evaluate the way for current generations to approach education. Schools need to shift their focus toward understanding the whole child (Sliwka & Yee, 2015). Imagine, if schools identified individual student needs on the first day of school, a holistic approach is necessary for the 21st century.

A holistic approach in education is increasing in demand by parents, thus some are looking towards an alternative approach to education. Many public school systems struggle to develop innovative programs to support students in creative ways. Although slow, public school systems are starting to follow suit, as they start to broaden their views on education (Sliwka, 2008). The social, emotional, and political climate continues to shift and the emphasis to incorporate a learners’ centered school still exists but has not fully been implemented.

Understanding Engagement and how it can Change the World

While trying to really understand the idea of engagement in education, the Canadian Education Association launched an initiative to identify how students are engaged in their classes. (Willms, Friesen & Milton, 2009, p. 6). They found that engaged students became more proactive in their learning, rather than just participating in classes which formed the basis of the previous understanding of engagement. Although daily participation in classes was the only requirement; the primary focus was on getting students to have deep conversations about their learning. Student engagement was a more beneficial approach to learning. The Canadian Education system realized the benefits; therfore actively started to encourage it. Students took on the challenge to become more invested in their schooling giving them more ambition in their studies.

Intelligence Re-Defined

Even the creator of the first intelligence test acknowledged that there were limitations on his test asking the same questions from everybody, and this has been backed by scientists that have come after him. Siegler (1992) notes that intelligence is believed to be more fluid, so it makes sense that education should be more fluid.  In a study undertaken by Elliott and Dweck (1988), students who demonstrated learning-oriented goals were compared to students who set performance-based goals. It was explained in the study that learning goals inspired a chain of thoughts and behaviors that were different from performance goals.

By defining different forms of intelligence, understanding ways to engage, and discovering the motivations behind student learning- a new form of education was designed. Now there is more focus on the overall development of student choice and inquiry allowing students freedom in their learning. This new approach; partnered with a more engaged and more involved student, is slowly starting to change the world of education.

References:

Sliwka, A. & Yee, B. (2015). From Alternative Education to The Mainstream: Approaches in Canada and Germany to Preparing Learners to Live in a Changing World. European Journal of Education. Vol. 50. N. 2. DOI: 10.1111/ejed.12122  

 Willms, Jon & Friesen, Sharon & Milton, Penny. (2009). What Did You Do in School Today? Transforming Classrooms through Social, Academic, and Intellectual Engagement. (First National Report). Online Submission. https://www.researchgate.net/publication/234702084_What_Did_You_Do_in_School_Today_Transforming_Classrooms_through_Social_Academic_and_Intellectual_Engagement_First_National_Report

Siegler, R. S. (1992). The other Alfred Binet. Developmental Psychology, 28, 179-190.

Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54.