Engaged Learning Indicators - Prof. J. Andris - SIUE, Edwardsville, 2009

The North Central Regional Education Laboratory has provided a set of web resources based on the book Designing Learning and Technology for Educational Reform, by Beau Fly Jones, Gilbert Valdez, Jeri Nowakowski, and Claudette Rasmussen (NCREL, 1994). These resources define the concept of engaged learning by specifying a set of learning indicators given in the table below. Each of the eight areas is linked to a description of these indicators.

1. VISION OF LEARNING
   • Responsibility for learning. Students take charge and are self-regulated learners. They define learning goals and problems that are meaningful to them and understand how specific activities relate to these goals. Students are also involved in setting and using standards of excellence to evaluate whether they have achieved their goals.
   • Strategic. Students continually develop and refine learning and problem solving strategies. They apply and transfer knowledge to solve problems creatively.
   • Energized by Learning. Engaged learners derive excitement and pleasure from learning and are intrinsically motivated.
   • Collaborative. Students have and value the skills to work with others. They understand that learning is social, and they understand that many problems/issues have multiple points of view.
2. TASKS
   • Authentic. Tasks bear a close relationship to real world problems in the home and workplaces of today and tomorrow. They build on life experiences, require in-depth work, benefit from frequent collaboration, and are of relevance and interest to learner(s).
   • Challenging. Tasks are complex and typically involve sustained amounts of time. Students must stretch their thinking and social skills in order to be successful.
   • Multidisciplinary. Disciplines are wholly integrated in order to solve problems or address issues.
3. ASSESSMENT
   • Performance-Based. Assessments are meaningful, challenging experiences that involve presenting students with an authentic task, project, or investigation, and then observing, interviewing and/or examining their artifacts and presentations to assess what they actually know and can do.
   • Generative. Students and their teachers create the assessment criteria and/or tools so that they are meaningful and generate knowledge.
   • Seamless and Ongoing. Instruction and assessment are integrated; assessment of the process and products occurs throughout the instruction.
4. INSTRUCTIONAL MODEL
   • Interactive.The course of instruction responds to student needs and interests, and students can make key decisions regarding their learning.
   • Generative. Students are encouraged to construct and produce knowledge in meaningful and deep ways. They solve problems, conduct meaningful inquiry, engage in reflection, and build a repertoire of effective strategies.
5. LEARNING CONTEXT
   • Collaborative. The school is conceptualized and designed as a learning community where students learn to work collaboratively.
   • Knowledge Building. Learning is made public so that the learner can get input from diverse perspectives and build on that knowledge.
   • Empathetic. Diversity and multiple perspectives are valued and utilized to build on the strengths of all students
6. GROUPING
   • Flexible. Groups are formed and reformed according to the purpose of instruction. Groups are formed based on common needs and interests, usually for short periods of time.
   • Equitable. Groups are organized so that over time students have opportunities to learn from all other students.
   • Heterogeneous. Groups include males and females and a mix of cultures, learning styles, abilities, socioeconomic status, and ages in order to capitalize on the range of background knowledge and differing perspectives.
7. TEACHER ROLES
   • Facilitator. Teachers create opportunities for students to work collaboratively to solve problems, do authentic tasks, and share knowledge and responsibility.
   • Guide. Teachers help students to construct their own meaning by modeling, mediating, and coaching. They constantly adjust the level of information and support according to students' needs.
   • Co-Learner/Co-Investigator.Teachers learn along with students, and students may serve as teachers.
8. STUDENT ROLES
   • Explorer. Students discover concepts and connections and apply skills by interacting with the physical world, materials, technology, and other people. Often students are encouraged to jump into an open-ended activity in order to stimulate their curiosity, become familiar with the instructional materials, and formulate early understandings of the task.
   • Cognitive Apprentice. Students observe, apply, and refine through practice the thinking processes used by practitioners in specific content areas. They receive ongoing feedback on many aspects of a complex problem or skill.
   • Teacher. In order to teach others, students must integrate and holistically represent what they have learned.
   • Producer. Students generate knowledge and products for themselves and the community which synthesize and integrate knowledge and

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