Appropriate and effective teaching and learning approaches to engage and motivate students

Five Good Ways to Talk About Data Amanda Datnow and Vicki Park Most data use efforts in schools hinge on the teacher team meeting as the key setting in which data will be shared, analyzed, and used to inform instruction. In data-focused team meetings, teachers may eagerly examine a wide variety of information on student learning, consider multiple interpretations of the data, support one another in developing meaningful instructional improvements—or not. In this article, the authors focus on how school leaders can support teachers in having more productive discussions in team meetings that focus on data. In the course of their research over the past decade, the authors have distilled five essential components for quality conversations around data:

Appropriate and effective teaching and learning approaches to engage and motivate students

Hollywood directors are said to be only as good as their last picture. Maintaining their reputations means keeping up the good work—continuing to do encores that are not only high-quality but that fully reflect the tastes and expectations of the time.

A similar measure applies to engineers. Tthe next century will require that we do even more at an even faster rate, and we are not sufficiently prepared to meet those demands, much less turn in another set of virtuoso performances.

The changing nature of international trade and the subsequent restructuring of industry, the shift from defense to civilian applications, the use of new materials and biological processes, and the explosion of information technology—both as part of the process of engineering and as part of its product—have dramatically and irreversibly changed the practice of engineering.

Motivating Disengaged Learners

If anything, the pace of this change is accelerating. The enterprise has two fundamental, and related, problems. The first regards personnel: Fewer students find themselves attracted to engineering schools. The second regards the engineering schools, which are increasingly out of touch with the practice of engineering.

Not only are they unattractive to many students in the first place, but even among those who do enroll there is considerable disenchantment and a high dropout rate of over 40 percent. Moreover, many of the students who make it to graduation enter the workforce ill-equipped for the complex interactions, across many disciplines, of real-world engineered systems.

This approach—which emphasizes the scientific and mathematical foundations of engineering, as opposed to empirical design methods based on experience and practice—served the nation well during the Cold War, when the national imperative was to build a research infrastructure to support military and space superiority over the Soviet Union.

But times have clearly changed, and we must now reexamine that engineering-science institution, identify what needs to be altered, and pursue appropriate reforms. As the world becomes more complex, engineers must appreciate more than ever the human dimensions of technology, have a grasp of the panoply of global issues, be sensitive to cultural diversity, and know how to communicate effectively.

In short, they must be far more versatile than the traditional stereotype of the asocial geek.

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These imperatives strongly influence how a modern engineer should be educated, which means that he or she requires a different kind of education than is currently available in most engineering schools. In particular, we see six basic areas in great need of reform: Engineering professors are judged largely by science-faculty criteria—and the practice of engineering is not one of them.

Can you imagine a medical school whose faculty members were prohibited from practicing medicine? Similarly, engineering professors tend to discount scholarship on the teaching and learning of their disciplines.

Can we long tolerate such stagnation at the very source of future engineers? These perceptions of engineering faculty are not merely our own. When the National Academy of Engineering convened 28 leaders from industry, government, and academia in January to discuss research on teaching and learning in engineering, the retreat participants agreed that although an increased focus on scholarly activities in engineering teaching and learning is much needed, the current faculty-reward system does not value these activities.

The nitty-gritty of particular industries cannot, and should not, be included in the curriculum—particularly for undergraduates. Whereas physics and continuous mathematics largely filled the bill for most of the 20th century, there are now additional fundamentals.

The first professional degree. And therein lies the rub: Maintaining such a policy in this day and age is a disservice to students, as it necessarily deprives them of many of the fundamentals they need in order to function; and it is a misrepresentation to employers.

This means that lifelong learning is essential to staying current throughout an engineering career, which may span some 40 years.Jan 31,  · In response, I describe five approaches to teaching that engage and motivate students and teachers, and have a proven record of being successful in the many schools that I .

Effective teachers focus attention on the less interested students as well as the motivated ones. Here are nine techniques—based on intrinsic and extrinsic motivation—that can be used to motivate secondary school students in mathematics. An emphasis on active learning is at the core of these humanistic approaches to learning.

Appropriate and effective teaching and learning approaches to engage and motivate students

The terms ' andragogy ' and ' pedagogy ' highlight the difference between earlier models of training and the more usual approach nowadays. Understanding Inclusive Learning and Teaching in Lifelong Learning.

Appropriate and effective teaching and learning approaches to engage and motivate students

Understanding inclusive learning and teaching in lifelong learning My aim in this unit is to look at inclusive learning and teaching in lifelong learning and explore it in the context of teaching Information Technology.

I will analyse and evaluate aspects, strategies and approaches to inclusive learning.

Facing the Achievement Gap

Sometimes, communication needs to be encouraged. And sometimes to be effective, communication must also be practiced. Learning how to ask the right questions will be a challenge.

It will also encourage teamwork as interacting with the other team members is necessary. The center person states an HR appropriate “never have I ever. Instructional Strategies Motivate and Engage Students Literacy plays an important role in teaching and learning math, science, history, art and career/technical studies.

Teachers can improve students’ reading and writing skills by appropriate evidence from the text.

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