Maximizing Engagement of All Learners

There is widespread recognition that teachers are tasked with creating favorable learning conditions for a diverse population of learners. Course participants will learn that teachers and learners may view engagement through the lens of different enduring questions. When answering the enduring questions of learners, teachers will learn how to avoid various engagement traps. Throughout the course teachers will have opportunities to reflect on their own cycle of inquiry and demonstrate an impact on the achievement of students through engagement.

In this course participants will:

  • Summarize the current need for personalization within a standards-based system
  • Apply a number of potential pitfalls related to engagement (gaps, traps, wraps, and naps)
  • Reflect on any overlap between current practice and engagement myths
  • Create an engagement map to guide future learning interests

To read the full description and enroll, click:

Maximizing Engagement of All Learners


Check out what other teachers from your area and across the country are saying about this course.

Arizona | California


In this course I learned that I need to create an environment for learning. I need to ensure that I set up lessons that address where my students are at skill wise. I need to ensure that I am providing them a classroom free of distractions. To close the engagement gap I also need to understand the impact of emotions on students and ensure that my classroom is a place where students feel comfortable and safe trying new things. The idea that my students are coming into my classroom with behaviors that are based on previous experience can be daunting, but I can help any child once I create a personal relationship with the student. I need to help students learn about how they learn. I am the one who needs to disseminate information on how the brain works and help children understand the growth mindset. I believe this is key to a change in my classroom. Focusing on teaching students how they can learn to learn and engaging in a relationship with them that shows I believe everyone can learn will allow for the next shift. In providing feedback, I need to be clear for what my expectations are for students through modeling. Then when I give feedback, it needs to be often and not general or a praise of ability. Praising effort will provide confidence for my students and help them understand that learning is not about getting the right answer. I want them to understand that it is not about “smart” and all about strategy. Going forward I want to be sure that the behavior I see in my classroom I am attempting to diagnose the message the student is sending and then attempt to create learning experiences for them so they can grow. (AZ)


his course has helped me maximize the engagement of all my learners in my History classes. I learned about the Fixed vs. Growth mindset. I never knew I was limiting the learning potential of my students by labeling them as “the smart one” or the “perfect student” in class. I never knew that my putting labels on my students that prevented them from taking risk with their education because they feel like they wouldn’t belong in the category I put them. I learned about the barriers we often put up as teachers without realizing we might be alienating a segment of the class. I learned about many strategies such at the B.R.A.I.N.S. to help students re-engage in our lesson and feel confident about learning. (CA)

This course contains a wealth of valuable information. The Oregon University brain research coupled with the Harvard child development studies were revelations. The results of toxic stress at an early age and the continuing effects on the mind and body spoke right to the heart of the poor, neglected, and abused population of students I serve. While I boast about creating a “safe” learning environment, (Maxim #11: Learners do not care how much you know until they know how much you care: A+), I need to be more attuned to students needs and establish an ongoing dialogue with learners to “design” engagement and remove distractions so students have a greater opportunity to learn. I have settled for their “best” and hindered their brain growth. (CA)

This class has taught me that teachers need to be aware of the engagement level of their students. They need to worry about how the students are learning as much as what is being taught. Teachers need to take responsibility in finding out why some students may not being engaged and helping those students regain focus during lessons. Teachers need to teach students to take responsibility for their own learning and attention levels. Teachers need to take the initiative in learning about current brain research as it pertains to student learning. Learning to change strategies of teaching subject matter will help teachers become better teachers. I am thankful for learning this new material to help my students. (CA)

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