profiles of student engagement

Profiles of Student Profiles of Student EngagementEngagement

Engagement:

High CommitmentHigh Attention

The task, activity, or work students are assigned or encouraged to undertake has inherent meaning or value to the student.

EngagementEngagement

Strategic Strategic ComplianceCompliance

Ritual Ritual ComplianceCompliance

RetreatismRetreatism

RebellionRebellion

Profile Elements

EngagementEngagement• The student sees the activity as The student sees the activity as

personally meaningful.personally meaningful.

• The student’s level of interest is The student’s level of interest is sufficiently high that he persists in the sufficiently high that he persists in the face of difficulty.face of difficulty.

• The student finds the task sufficiently The student finds the task sufficiently challenging that she believes she will challenging that she believes she will accomplish something of worth by accomplish something of worth by doing it.doing it.

• The student’s emphasis is on optimum The student’s emphasis is on optimum performance and on “getting it right.”performance and on “getting it right.”

Students who are engaged:Students who are engaged:

• Learn at high levels and have a profound Learn at high levels and have a profound grasp of what they learngrasp of what they learn

• Retain what they learnRetain what they learn

• Can transfer what they learn to new Can transfer what they learn to new contextscontexts

Strategic Compliance

Low CommitmentHigh Attention

The task, activity, or work has little or no inherent meaning or value to the student, but it is associated in the student’s mind with outcomes and results that are of value (e.g., entry into college.)





RebellionRebellion

Profile Elements

Strategic ComplianceStrategic Compliance

• The official reason for the work is not the reason The official reason for the work is not the reason the student does the work—she substitutes her the student does the work—she substitutes her own goals for the goals of the work.own goals for the goals of the work.

• The substituted goals are instrumental—grades, The substituted goals are instrumental—grades, class rank, college acceptance, parental approval.class rank, college acceptance, parental approval.

• The focus is on what it takes to get the desired The focus is on what it takes to get the desired personal outcome rather than on the nature of the personal outcome rather than on the nature of the task itself—satisfactions are extrinsic.task itself—satisfactions are extrinsic.

• If the task doesn’t promise to meet the extrinsic If the task doesn’t promise to meet the extrinsic goal, the student will abandon it.goal, the student will abandon it.

Students who are strategically Students who are strategically compliant:compliant:

• Learn at high levels but have a Learn at high levels but have a superficial grasp of what they learnsuperficial grasp of what they learn

• Do not retain what they learnDo not retain what they learn

• Usually cannot transfer what they learn Usually cannot transfer what they learn from one context to another from one context to another

Ritual Compliance:

Low CommitmentLow Attention

Students are willing to expend whatever effort is needed to avoid negative consequences, though they see little meaning in the tasks assigned or the consequences of doing those tasks.Ritual Ritual

ComplianceCompliance




RebellionRebellion

Profile Elements

Ritual ComplianceRitual Compliance• The work has no meaning to the student The work has no meaning to the student

and is not connected to what does have and is not connected to what does have meaning.meaning.

• There are no substitute goals for the There are no substitute goals for the student.student.

• The student seeks to avoid either The student seeks to avoid either confrontation or approbation.confrontation or approbation.

• The emphasis is on minimums and exit The emphasis is on minimums and exit requirements—what do I have to do to get requirements—what do I have to do to get this over and get out?this over and get out?

Students who are ritually compliant:Students who are ritually compliant:

• Learn only at low levels and have a Learn only at low levels and have a superficial grasp of what they learnsuperficial grasp of what they learn

• Do not retain what they learnDo not retain what they learn

• Seldom can transfer what they learn from Seldom can transfer what they learn from one context to another one context to another

Retreatism:

No CommitmentNo Attention

The student is disengaged from the task, expends no energy in attempting to comply with the demands of the task, but does not act in a way that disrupts others and does not try to substitute other activities for the assigned task.





RebellionRebellion

Profile Elements

RetreatismRetreatism• The student is disengaged from current The student is disengaged from current

classroom activities and goals.classroom activities and goals.

• The student is thinking about other things The student is thinking about other things or is or is emotionally withdrawn from the action.emotionally withdrawn from the action.

• The student rejects both the official goals and The student rejects both the official goals and the official means of achieving the goals.the official means of achieving the goals.

• The student feels unable to do what is being The student feels unable to do what is being asked, or is uncertain about what is being asked, or is uncertain about what is being asked. asked.

• The student sees little that is relevant to life in The student sees little that is relevant to life in the academic work.the academic work.

Students who are in retreat:Students who are in retreat:

• Do not participate, and therefore learn Do not participate, and therefore learn little or nothing from the task or activity little or nothing from the task or activity assignedassigned

Rebellion:

No CommitmentNo Attention

The student summarily refuses to do the task assigned, acts in a way that disrupts others and/or attempts to substitute tasks and activities that he or she is committed to in lieu of those assigned by the school and the teacher.





RebellionRebellion

Profile Elements

RebellionRebellion

• The student is disengaged from current The student is disengaged from current classroom activities and goals.classroom activities and goals.

• The student is actively engaged in The student is actively engaged in another agenda.another agenda.

• The student creates her own means and The student creates her own means and her own goals.her own goals.

• The student’s rebellion is usually seen in The student’s rebellion is usually seen in acting out—and often in encouraging acting out—and often in encouraging others to rebel.others to rebel.

Students who are in rebellion:Students who are in rebellion:

• Learn little or nothing from the task or activity Learn little or nothing from the task or activity assignedassigned

• Sometimes learn a great deal from what they elect Sometimes learn a great deal from what they elect to do (though rarely that which was expected)to do (though rarely that which was expected)

• Develop poor work habits and sometimes develop Develop poor work habits and sometimes develop negative attitudes toward intellectual tasks and negative attitudes toward intellectual tasks and formal educationformal education

Highly EngagedEngagement


RitualCompliance

Retreatism

Rebellion

Well ManagedEngagement


RitualCompliance

Retreatism

Rebellion

PathologicalEngagement


RitualCompliance

Retreatism

Rebellion

Schlechty Center’s 10 Design QualitiesSchlechty Center’s 10 Design Qualities

Design Qualities of ContextDesign Qualities of ContextContent and SubstanceContent and SubstanceOrganization of KnowledgeOrganization of KnowledgeClear and Compelling Product StandardsClear and Compelling Product StandardsProtection from Adverse ConsequencesProtection from Adverse Consequences

Design Qualities of Choice Product Focus Affirmation Affiliation Novelty and Variety Choice Authenticity

profiles of student engagement

Documents

student rejects

work students

assigned task

official goals

students emphasis

task doesnt

task itselfsatisfactions

substitute goals