scholarly journals Designing Student Engagement in Project Based Learning

2019 ◽  
Author(s):  
Yanti Shantini ◽  
Laksmi Dewi ◽  
Takahashi Mitsuru
Keyword(s):  
Student Engagement ◽  
Project Based Learning

scholarly journals Engaging English Learners Through Literature, Fairy Tales, and Drama

2019 ◽  
Vol 8 (2) ◽  
pp. 138
Author(s):  
Alison Larkin Koushki
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Student Engagement ◽  
Fairy Tales ◽  
English Learners ◽  
Fairy Tale ◽  
Research Question ◽  
Language Education ◽  
Project Based Learning ◽  
The Impact

Use of literature in the English language classroom deepens student engagement, and fairy tales add magic to the mix. This article details the benefits of engaging English learners in literature and fairy tales, and explores how drama can be enlisted to further mine their riches. An educator’s case studies of language teaching through literature and drama projects are described, and the research question driving them highlighted: What is the impact of dramatizing literature on students’ engagement in novels and second language acquisition? Research on the effects of literature, drama, and the fairy tale genre on second language education is reviewed. Reading and acting out literature and fairy tales hones all four language skills while also enhancing the Seven Cs life skills: communication, creativity, critical thinking, collaboration, commitment, compromise, and confidence. Adding the frame of project-based learning to the instructional strengths of literature and drama forms a strong pedagogical triangle for second language learning. Fairy tales are easily enacted. English educators and learners can download free fairy tale scripts and spice them with creative twists of their own creation or adapted from film and cartoon versions. Providing maximum student engagement, tales can be portrayed with minimum preparation. Using a few simple props and a short script, English learners can dramatize The Three Bears, Little Red Riding Hood, Cinderella, or Snow White in class with little practice. Engagement increases when teams act out tales on stage for an audience of family, friends, classmates, and educators. In fairy tale enactment projects, whether in class or on stage, students apply their multiple intelligences when choosing team roles: script-writing, acting, backstage, costumes, make-up, sound and lights, reporter, advertising, usher, writer’s corner, or stage managing. The article concludes with a list of engaging language activities for use with fairy tales, and a summary of the benefits of fairy tale enactments for English learners.

The association of self-determination with student engagement moderated by teacher scaffolding in a Project-Based Learning (PBL) case

2021 ◽  
pp. 1-22
Author(s):  
Ramón Tirado-Morueta ◽  
Yolanda Ceada-Garrido ◽  
Antonio J. Barragán ◽  
Juan M. Enrique ◽  
José M. Andujar
Keyword(s):  
Student Engagement ◽  
Project Based Learning ◽  
Self Determination

Hands-On Activities to Keep Students With Disabilities Engaged in K-12 Classrooms

2019 ◽  
pp. 185-211
Author(s):  
Pankaj Khazanchi ◽  
Rashmi Khazanchi
Keyword(s):  
Student Engagement ◽  
Learning Styles ◽  
Students With Disabilities ◽  
Real World ◽  
Project Based Learning ◽  
Classroom Teachers ◽  
Inclusion Classrooms ◽  
Hands On ◽  
K 12

The central aim of this chapter is to identify the best practices in hands-on activities to keep students with disabilities engaged in K-12 classrooms. With diversity being a key component in today's classroom, teachers struggle in devising strategies to keep students with disabilities stay engaged. Improving student's learning by keeping them engaged is vital for our nation's competitiveness. Studies have shown the role of hands-on activities in improving engagement of students with disabilities. This chapter will define student engagement and will highlight some of the causes of student disengagement in classroom, relationship between hands-on activities and student engagement, need of hands-on activities/project-based learning in 21st century classrooms, creative ways to implement hands-on activities, connecting hands-on activities with the real-world situations, creating hands-on activities for students with disabilities in self-contained and inclusion classrooms, and matching students' interest and learning styles when developing hands-on activities.

Video Projects

2013 ◽  
pp. 204-220
Author(s):  
Marianne Castano Bishop ◽  
Jim Yocom
Keyword(s):  
Student Engagement ◽  
Differentiated Instruction ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Project Based Learning ◽  
Comprehensive Approach ◽  
Cognitive Domain ◽  
Theoretical Frameworks ◽  
Bloom’S Taxonomy ◽  
Design For Learning

Video projects offer valuable opportunities for students to engage in the academic enterprise and demonstrate what they are learning. This chapter explores what will be referred to as the Helix-Flow: an amalgam synthesizing and strengthening three theoretical frameworks of instruction, including Project-based Learning, Universal Design for Learning, and Bloom’s Taxonomy of Cognitive Domain. The Helix-Flow captures the essence of these three theories and serves as a backdrop for understanding and appreciating video projects as a learning artifact. As a helix, the spirals wrap around the cylinder or cone. Each spiral represents one of the theories and the cylinder or cone represents student engagement with video projects. The spirals or theories support the cone or student engagement with video projects. Each theory or spiral has its own inherent and prescribed set of principles and guidelines. Each theory integrates with the others while keeping its own strengths, providing a comprehensive approach to instruction and student engagement. Each theory scaffolds differentiated instruction. This chapter will also examine the five Rs as guidelines for multimedia projects – Rationale, Roles, Resources, Rubric, and Readiness as well as the design of video assignments, assistance, production phases, and assessment.

Hands-On Activities to Keep Students With Disabilities Engaged in K-12 Classrooms

2022 ◽  
pp. 1154-1180
Author(s):  
Pankaj Khazanchi ◽  
Rashmi Khazanchi
Keyword(s):  
Student Engagement ◽  
Learning Styles ◽  
Students With Disabilities ◽  
Real World ◽  
Project Based Learning ◽  
Classroom Teachers ◽  
Inclusion Classrooms ◽  
Hands On ◽  
K 12

The central aim of this chapter is to identify the best practices in hands-on activities to keep students with disabilities engaged in K-12 classrooms. With diversity being a key component in today's classroom, teachers struggle in devising strategies to keep students with disabilities stay engaged. Improving student's learning by keeping them engaged is vital for our nation's competitiveness. Studies have shown the role of hands-on activities in improving engagement of students with disabilities. This chapter will define student engagement and will highlight some of the causes of student disengagement in classroom, relationship between hands-on activities and student engagement, need of hands-on activities/project-based learning in 21st century classrooms, creative ways to implement hands-on activities, connecting hands-on activities with the real-world situations, creating hands-on activities for students with disabilities in self-contained and inclusion classrooms, and matching students' interest and learning styles when developing hands-on activities.

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