In my previous blog, I argued that vaguely instructing teachers to ‘increase student engagement’ isn’t helpful feedback. This week, after a few classroom observations, I realized something else: sometimes what we call an engagement problem isn’t just about engagement.
“Let’s all work to increase student engagement so that students can own their learning!” has been a collective rallying cry for a while now. But, if we are making it a priority and going so far as to add it to lesson planning requirements , why isn’t it translating to classroom practice or higher student outcomes? I’ve realized that giving general feedback to “increase student engagement” just isn’t good practice. Here are some feedback strategies that will get you the results you want to see.
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