Learner engagement and me

Note: This course is designed in two parts: self or peer development followed by an active workshop.

This first section is intended for self-study based on a selection of readings and a guided peer discussion. It can also be used as a pre-workshop ‘flipped’ activity for the second section, a CPD active workshop. Email the Teaching Essentials team if you would like to arrange a workshop for your department or course team. Workshops will be customised to reflect your needs and context.

‘Learner engagement and me’ is about…

…Teaching. Simply, our key focus is,

Learner engagement describes teaching in a learner-centred paradigm

You are welcome to bring a colleague, friend or student with you. You will work mostly on your own, with support, to focus on your own practice unless you choose to bring someone to help you.

Intended learning outcomes

By participating in this workshop you will,

  • know how to use principles to evaluate your own practice to inform your own learner-centred approaches;
  • understand what learner-centred strategies are and how you can apply them for engaging your students as high achieving learners;
  • share your own practice and learn from peers;
  • discover ways to build a learning community around interactivity.

Session outline

Duration: at least 1 hour is recommended, but you can stay for 2 hours if this helps you develop your thinking.

The session will begin by comparing different meanings of student engagement. The rest of the session is designed to create a space for you to consider key principles for learner-centred practice.

Comparing different meanings of student engagement

(10 minutes)

We will begin by clarifying what we mean in the workshop by learner engagement and differentiating this from ideas like ‘the student voice’ and student engagement in extracurricular activities. However, these meanings are not disconnected as we shall see.

A space for sorting, sifting, and developing

Working individually, you will focus on key principles for delivering learner-centred teaching. You will use tools to help you identify, sort, sift and prioritise the principles according to what you would like to develop in your own practice. To help you do this, the session offers a structure,

  1. Sort – review key general ideas and principles;
  2. Sift – remove distractors and hone in on self-identified challenges and priorities;
  3. Develop – using free writing techniques, drawing or by recording structured conversations you will rapidly develop ‘expressions’ – these are brief “What, Why, How, What Else, and What next” artefacts.

All participants will be free to roam around the room and observe what others are thinking.

Facilitation and support will be on constant supply.

Key resources