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? (continue reading)
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. (continue reading)
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. (continue reading)
In a recent series of short video interviews, Lucy Calkins and her TCRWP coauthors discussed the guiding principles they had in mind while creating the forthcoming Units of Study in Phonics. Watch the videos below to discover the why the authors paid particular attention to transfer and engagement. (continue reading)
