MOTIVATION, ENGAGEMENT, AND STUDENT VOICE

Abstract

2For many teachers, the issues discussed in those pieces are at the heart of the student experience they are trying to provide. The purpose of the activities and materials in this series is to prepare educators to understand, contextualize, and apply the concepts explained in the research so that student-centered approaches are more frequently used in middle and high school classrooms. The activities are designed to facilitate the development of a mindset that encourages a critical analysis of what participants believe, what they do, and what might need to be changed to fully realize the potential of student-centered teaching. Each activity either concludes with or is dedicated to the development of student-centered practices that are anchored in the research findings detailed in the paper. Some activities are best conducted before participants read the paper or book chapter and some are best done after it has already been read ( see table 1 on page 2 ). Taking seriously the authors’ claim that “to build student-centered classrooms we need to build schools and school cultures that are teacher centered,” the activities are easily personalized for particular audiences and may be adapted to fit time and location constraints. Although designed as a series of workshops bookended by a pre- and post-survey of beliefs, activities can also be done as individual “one–off” sessions and in any order.

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