Quality Learning Environment (QLE)

STUDENT ENGAGEMENT:  

                                                               Engagement Holistic Assessment Tool

Building Facilitation Strategies

Engagement Resources

 

 

Student engagement is measured by the extent to which students identify with and value schooling outcomes, have a sense of belonging at school, participate in academic and non-academic activities, strive to meet formal requirements of schooling and make serious personal investment in learning (Alberta Education, 2011).

At the core of the framework, we believe relationships and student engagement influence and are influenced by quality teaching and learning.

Engagement matters because... it must encourage learners to pursue their passions, make successful transitions to adulthood, and create life-long learners (Inspiring Education, p. 18)

We improve learning for all students by creating active engagement, building connections and relationships within the classroom and community, creating a culture of inclusion, and opportunities for purposeful and personalized learning experiences.

Levels of student engagement are related to five key drivers of schooling outcomes:  quality instruction, teacher-student relations, classroom learning climate, expectations for success, and student advocacy.  (Willms, 2011)

 

An Educated Albertan will be an Engaged Thinker and Ethical Citizen with an Entrepreneurial Spirit

Goals and Standards Applicable to the Provision of Basic Education in Alberta
Ministerial Order (#001/2013)
School Act, Section 39 (1) (f)

https://education.alberta.ca/media/1626588/ministerial-order-on-student-learning.pdf

Engaged Thinker and Ethical Citizen with an Entrepreneurial Spirit 

https://education.alberta.ca/media/3115408/competencies-overview-may-17.pdf


Engaged Thinker - Alberta must cultivate students with an inquisitive, engaged mind.  Students that are prepared to ask "why?" and think critically about the answers they receive.

This is how educated Albertans would describe themselves in 2030:

Engaged Thinker - "I collaborate to create new knowledge."

I am competent in the arts and sciences, including languages.  I know how to think critically and creatively, and how to make discoveries - through inquiry, reflection, exploration, experimentation, and trial and error.  I use technology to learn, innovate, collaborate, communicate, and discover.  I have developed a wide range of competencies in many areas including the gathering, analysis and evaluation of information.

Because I am familiar with multiple perspectives and disciplines, I can first identify problems and then find the best solutions.  As a team member, I integrate ideas from a variety of sources into a coherent whole and communicate these ideas to others.

As I have grown up, I have seen many changes in society and the economy.  I adapt to change with an attitude of optimism and hope for the future.  As a life-long learner, I believe there is no limit to what knowledge may be gleaned, what skills may be accumulated, and what may be achieved in cooperation with others. And always, I keep growing and learning.


Ethical Citizen - Knowing the answer is not enough.  Our children and grandchildren must be ethical, compassionate and respectful to truly grow and thrive.

This is how educated Albertans would describe themselves in 2030:

Ethical Citizen - "I do the right thing because it is the right thing to do."

It's not all about me.  I have learned about and and appreciate the effort and sacrifice that built this province and country.  My education has helped me see beyond my self-interests to the needs of the community.  As a result, I contribute fully to the world around me - economically, culturally, socially and politically.  As a steward of the earth, I minimize environmental impacts wherever I go.

I build relationships through humility; fairness and open-mindedness; and with teamwork and communication.  I engage with many cultures, religions, and languages.  This enables me to value diversity in all people and adapt to any situation.  I demonstrate respect, empathy and compassion for all people.

I can care for myself physically, emotionally, intellectually, socially, and spiritually, yet I am able to ask for help when needed from others and for others.  I am well-prepared to assume the responsibilities of life - whether they be the duties of a parent, a neighbour, a mentor, or an employee or employer.


Entrepreneurial Spirit - To shape innovative ideas into real-world solutions, our education system should develop motivated, resourceful and resilient citizens.  Alberta would do well to encourage our students to be bold, embrace leadership and actively seek new opportunities.

This is how educated Albertans would describe themselves in 2030:

Entrepreneurial Spirit - "I create new opportunities."

I am motivated, resourceful, and self-reliant.  Many people describe me as tenacious because I continuously set goals and work with perseverance and discipline to achieve them.  Through hard work, I earn my achievements and the respect of others.  I strive for excellence and personal success.

I am competitive and ready to challenge the status quo.  I explore ideas and technologies by myself and as part of diverse teams.  I am resilient and adaptable, and have the ability and determination to transform my discoveries into products or services that benefit my community and by extension, the world.

I have the confidence to take risks and make bold decisions in the face of adversity, recognizing that to hold back is to be held back.  I have the courage to dream.


Student Engagement:

TQS:  KSA 7  (translate curriculum content and objectives into meaningful learning)

What will I do to engage students Socio-Emotionally, Institutionally and Intellectually?

  • Understands what is expected;
  • Sees the content as relevant and meaningful for his or her future;
  • believes he or she is capable of succeeding;
  • feels accepted and supported by the teacher (Wiggins & McTighe, 2007)

How do I feel?

  • Relationships
  • Movement
  • Pacing
  • Intensity and Enthusiasm

Am I interested?

  • Challenge
  • Meaningful and Purposeful
  • Connected to Learning
  • Quality Question to provoke inquiry

Is this important?

  • Connected to student's lives
  • Ambitions, curiosity and creativity involved

Can I do this?

  • Clearly identified outcomes, quality assessment and reporting is aligned
  • Effective feedback
  • Self-Efficacy - the student's belief in one's own ability to complete tasks and reach goals (choices, behaviours, thoughts)

The Highly Engaged Classroom, Marzano & Pickering (2011)