“It’s actually quite measurable, and we can measure it elegantly in a way that’s actionable for educators.” “It turns out that engagement is not just an elusive intangible,” says Sonya Heisters, director of partnerships and outreach for YouthTruth, a San Francisco-based nonprofit that works with schools and districts nationwide to administer anonymous school climate surveys. School districts certainly can find ways to increase student engagement-but the most successful efforts appear to be born from a quantifiable starting point. Gallup also found that engaged students are 2.5 times more likely to say they get excellent grades, as well as 4.5 times more likely to be hopeful about the future than their disengaged peers. Getting students to care about what they’re learning requires authentic and meaningful connections and collaboration, as well as choice and agency in the classroom.Īlong with parental involvement, these factors contribute to better academic and personal outcomes. And while engagement is strong by the end of elementary school, it declines from fifth grade through roughly 10th grade, when only one-third of high school students report high levels of engagement. Not even half of students who responded to a recent Gallup Student Poll-47 percent-are engaged with school. This is exactly the sort of approach to teaching that resonates with today’s students-digital natives for whom engagement, according to research, is a serious problem stretching across racial, geographic, and socioeconomic lines. “They ended up being really creative, and it seemed to take the content to a different level.” “It was a drastic shift” in comprehension, says digital learning coach Suzanne Brooks. They overlapped pictures of the men with adapted song lyrics and common meme formats such as “That look you give when…” to demonstrate each leader’s perspective of the conflict. Previous classes, which had used traditional lectures, activities, worksheets, and videos to learn about the conflict between South Carolina and the federal government in 1832-33, had struggled to understand the importance of the dispute during Andrew Jackson’s presidency.īut when these eighth-graders were tasked with creating two memes-one to represent Jackson and the other to represent his vice president from South Carolina, John C. When eighth-graders at South Carolina’s White Knoll Middle School created projects about their state’s nullification crisis over high tariffs, they used something they were all very familiar with-memes.
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