McCombs and Vakili (2005)
Learner Engagement
Gibbs and Poskitt (2010)
Learner Engagement
Gibbs and Poskitt (2010)
Literature Review on the Learner Engagement in middle school years.
Reflections
The learner engagement article reminds me of the Te Whaariki document. BWECC: Belonging, wellbeing, exploration, communication, contribution. Playcentre has a lot to answer for! These principles are fundamental. Remembering that all learners are motivated, establishing what they are motivated to achieve is always the question. At times, I think that conflict between what the student wants to achieve and the teacher wants the student to achieve are at differing viewpoints. It is this, that causes the discrepancy within the educational field.
"Academic self-regulated learning is strongly linked to personal agency, to goal setting and to self-efficacy. Similarly, the disposition to be a learner is linked to feelings of self-efficacy and interest".
Therefore, it is up to the teacher to establish 'buy in' into an aspect that is beyond the egocentric view of the student. Whilst taking into consideration of the 'age in stage' of the student (psychological, physical, and social - Nigel Latta explains this well). Which in turn links straight back to the Te Whaariki achievement objectives: students must feel that they Belong before their Wellbeing is enhanced. One their Wellbeing is enhanced they will begin to Explore. Through Exploring, they will begin to Communicate, which in turn will lead to them Contributing.
At the moment, I question the change from Te Whaariki to the New Zealand Curriculum (2007) document. This is because the Te Whaariki document focuses on the holistic learner and although this is reflected in the Key Competencies, the reporting to the ministry and parents is based on segregated subjects. This in itself is interesting because once again I am placed in a position of confusion like I was just over 10 years ago.
Engagement is a multi-faceted construct that encompasses students’ sense of belonging and connectedness to their school, teachers and peers; their sense of agency, self efficacy and orientation to achieve within their classrooms and in their broader extra-curricular endeavours; their involvement, effort, levels of concentration and interest in subjects and learning in general; and the extent to which learning is enjoyed for its own sake, or seen as something that must be endured to receive a reward or avoid sanction. Further, engagement is a variable state of being that is influenced by a range of internal and external factors including the perceived value or relevance of the learning and the presence of opportunities for students to experience appropriately-pitched challenge and success in their learning. As such engagement is malleable by the actions of teachers.
Reflections
The learner engagement article reminds me of the Te Whaariki document. BWECC: Belonging, wellbeing, exploration, communication, contribution. Playcentre has a lot to answer for! These principles are fundamental. Remembering that all learners are motivated, establishing what they are motivated to achieve is always the question. At times, I think that conflict between what the student wants to achieve and the teacher wants the student to achieve are at differing viewpoints. It is this, that causes the discrepancy within the educational field.
"Academic self-regulated learning is strongly linked to personal agency, to goal setting and to self-efficacy. Similarly, the disposition to be a learner is linked to feelings of self-efficacy and interest".
Therefore, it is up to the teacher to establish 'buy in' into an aspect that is beyond the egocentric view of the student. Whilst taking into consideration of the 'age in stage' of the student (psychological, physical, and social - Nigel Latta explains this well). Which in turn links straight back to the Te Whaariki achievement objectives: students must feel that they Belong before their Wellbeing is enhanced. One their Wellbeing is enhanced they will begin to Explore. Through Exploring, they will begin to Communicate, which in turn will lead to them Contributing.
At the moment, I question the change from Te Whaariki to the New Zealand Curriculum (2007) document. This is because the Te Whaariki document focuses on the holistic learner and although this is reflected in the Key Competencies, the reporting to the ministry and parents is based on segregated subjects. This in itself is interesting because once again I am placed in a position of confusion like I was just over 10 years ago.
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