JOURNAL ENTRY 1
Objective:
As described by, Elizabeth, F. Barkley in, “Student Engagement Techniques: A Handbook for College Faculty” student engagement is, “a process and product that is experienced on a continuum and results from the synergistic interaction between motivation and active learning.” (Barkley, 2010, p. 8). The existence of a lack of understanding and consensus of the term ‘student engagement’ is described. the double helix is introduced as a classroom-based model that can be utilized to understand student engagement. It is described how the double helix comprises a strain that represents active learning and motivation. The two spirals, “ work together synergistically increasing in intensity and creating a dynamic phenomenon that is greater than the sum of their individual effects.“ (Barkley, 2010, p. 7). Barkley talks about how engagement occurs on a continuum and how it starts when the two spirals intersect and how learners can have transformative peak learning experiences.
Reflective:
Totally makes sense! Now I undestand it. This chapter was made much easier to understand the double helix. I found the chapter easy to read; although there were complex and real issues.
Interpretive:
After reading through chapter 1 of the handbook, I have come to realize how little I actually know and understand what engagement really means. I understand the significance and complexity of active engagement in the learning process. If the learners are not engaged in the learning then there will not be a deep-rooted understanding of the concepts presented. Consequently, the learners will be limited in utilizing the information presented to them. They will be unable to form their personal interpretations of the ideas and use the information in response to new scenarios/situations and challenges they may come across.
Decisional:
I need to educate myself further on what really covers the terms active engagement, motivation and learning. I will research the methods that educators use to engage, construct meaning and foster the development of a deeper understanding of the concepts are being presented to their students. This site I came across is very interesting and talks about techniques other educators are using.
References:
Barkley, E. F. (2010). Student Engagement Techniques: A Handbook for College Faculty. San Francisco: Jossey-Bass.
Johnson, B. (2012). How Do We Know When Students Are Engaged?. Edutopia. Retrieved from: http://www.edutopia.org/blog/student-engagement-definition-ben-johnson
Objective:
As described by, Elizabeth, F. Barkley in, “Student Engagement Techniques: A Handbook for College Faculty” student engagement is, “a process and product that is experienced on a continuum and results from the synergistic interaction between motivation and active learning.” (Barkley, 2010, p. 8). The existence of a lack of understanding and consensus of the term ‘student engagement’ is described. the double helix is introduced as a classroom-based model that can be utilized to understand student engagement. It is described how the double helix comprises a strain that represents active learning and motivation. The two spirals, “ work together synergistically increasing in intensity and creating a dynamic phenomenon that is greater than the sum of their individual effects.“ (Barkley, 2010, p. 7). Barkley talks about how engagement occurs on a continuum and how it starts when the two spirals intersect and how learners can have transformative peak learning experiences.
Reflective:
Totally makes sense! Now I undestand it. This chapter was made much easier to understand the double helix. I found the chapter easy to read; although there were complex and real issues.
Interpretive:
After reading through chapter 1 of the handbook, I have come to realize how little I actually know and understand what engagement really means. I understand the significance and complexity of active engagement in the learning process. If the learners are not engaged in the learning then there will not be a deep-rooted understanding of the concepts presented. Consequently, the learners will be limited in utilizing the information presented to them. They will be unable to form their personal interpretations of the ideas and use the information in response to new scenarios/situations and challenges they may come across.
Decisional:
I need to educate myself further on what really covers the terms active engagement, motivation and learning. I will research the methods that educators use to engage, construct meaning and foster the development of a deeper understanding of the concepts are being presented to their students. This site I came across is very interesting and talks about techniques other educators are using.
References:
Barkley, E. F. (2010). Student Engagement Techniques: A Handbook for College Faculty. San Francisco: Jossey-Bass.
Johnson, B. (2012). How Do We Know When Students Are Engaged?. Edutopia. Retrieved from: http://www.edutopia.org/blog/student-engagement-definition-ben-johnson