Topic: Engagement

Finding the right books for your classroom of adolescent readers is key to building engagement. The right book in the hands of a kid can change a life forever.

If educators don't have a language to define and describe engagement—a point on the horizon toward which we're working—and if we don't incorporate talk of engagement into our discourse with students, how can we help children become truly engaged?

Engagement, in part, depends on what you feel and sense when you enter a classroom. It's the culture—unseen and unheard, but omnipresent, and it's a little tougher to pin down.

Our ideas about engagement were for formed in early childhood by our parents, and have been solidified by what our teachers did to 'motivate' us. In classrooms now, many of these old notions are concretized by what our colleagues believe about motivation and engagement.

Ellin Oliver Keene helps us answer the question, what is the difference between motivation and engagement?

Ahead of the publication of Engaging Children: Igniting a Drive for Deeper Learning, Heinemann Fellows Aeriale Johnson and Jess Lifshitz read and reacted to Ellin’s soon-to-arrive book.

Fostering Belongingness to Support Student Participation

Why is Inquiry Work Good For Kids?

How Can You Adjust Your Classroom Environment to Maximize Engagement?

Heinemann Fellow Kate Flowers on Working Toward "Do No Harm" Feedback

Heinemann Fellow Hollis Scott: Fostering Engagement and Independence in the Classroom

Pop Culture as a Point of Engagement

Patricia Vitale-Reilly on Classroom Rituals

Considering the Cognitive Classroom Environment

Patricia Vitale-Reilly: Choice in Process

How To Acquire And Use Knowledge, And Dive Deeper Into Different Perspectives

How To Teach Comprehension Responsively At Any Grade Level With Any Text

Small Changes, Big Differences: Plan Backwards for Student Engagement