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Passage
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Meaningful,
Engaged Learning
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In recent years,
researchers have formed a strong consensus
on the importance of engaged learning in schools and classrooms.
This consensus, together with a recognition of the changing
needs of the 21st century, has stimulated the development of
specific indicators of engaged learning. These indicators of
engaged learning can act as a "compass" for reform
instruction, helping educators chart an instructional course
and maintain an orientation based on a vision of engaged learning
and what it looks like in the classroom and community.
What does engaged learning look like? Successful, engaged
learners are responsible for their own learning. These students
are self-regulated and able to define their own learning goals
and evaluate their own achievement. They are also energized
by their learning; their joy of learning leads to a lifelong
passion for solving problems, understanding, and taking the
next step in their thinking. These learners are strategic in
that they know how to learn and are able to transfer knowledge
to solve problems creatively. Engaged learning also involves
being collaborative--that is, valuing and having the skills
to work with others.
In order to have engaged learning, tasks need to be challenging,
authentic, and multidisciplinary. Such tasks are typically
complex and involve sustained amounts of time. They are authentic
in that they correspond to the tasks in the home and workplaces
of today and tomorrow. Collaboration around authentic tasks
often takes place with peers and mentors within school as well
as with family members and others in the real world outside
of school. These tasks often require integrated instruction
that incorporates problem-based learning and curriculum by project.
For engaged learning to happen, the classroom must be conceived
of as a knowledge-building learning community. Such communities
not only develop shared understandings collaboratively but also
create empathetic
learning environments that value diversity and multiple perspectives.
These communities search for strategies to build on the strengths
of all of its members. Truly collaborative classrooms, schools,
 and
communities encourage students to ask hard questions, define
problems, lead conversations, set goals, have work-related conversations
with family members and other adults in and out of school, and
engage in entrepreneurial
activities.
Collaborative work that is learning-centered often involves
small groups or teams of two or more students within a classroom
or across classroom boundaries. Heterogeneous groups (including
different sexes, cultures, abilities, ages, and socioeconomic
backgrounds) offer a wealth of background knowledge and perspectives
to different tasks. Flexible grouping, which allows teachers
to reconfigure small groups according to the purposes of instruction
and incorporates frequent heterogeneous groups, is one of the
most equitable means of grouping and ensuring increased learning
opportunities.
One important student role is that of explorer. Interaction
with the physical world and with other people allows students
to discover concepts and apply skills. Students are then encouraged
to reflect upon their discoveries, which is essential for the
student as a cognitive apprentice. Apprenticeship takes place
when students observe and apply the thinking processes used
by practitioners. Students also become teachers themselves
by integrating what they've learned. Hence, they become producers
of knowledge, capable of making significant contributions to
the world's knowledge.
(520 words)
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