Buch, Englisch, 152 Seiten, Format (B × H): 156 mm x 234 mm
What Works and What Doesn't
Buch, Englisch, 152 Seiten, Format (B × H): 156 mm x 234 mm
ISBN: 978-1-041-53428-0
Verlag: Taylor & Francis Ltd
In this refreshingly honest and timely book, James Nottingham—creator of the Learning Pit and one of the world's most sought-after voices on teaching and learning—reveals actionable, practical strategies to help busy teachers engage students in deep learning.
Grounded in research spanning hundreds of thousands of students, this book provides clear guidance on ways to book classroom engagement across three key dimensions:
- Behavioural: Practical routines to foster active participation and reduce low-level disruption.
- Emotional: Proven strategies to build confidence, curiosity, and resilience.
- Cognitive: Science of learning techniques—including retrieval practice, spacing, and the testing effect—that turn engagement in lessons into longer-lasting learning.
This practical guide is ideal for primary and secondary teachers of all subjects, school leaders and instructional coaches, and student teachers seeking to build good habits of engagement from the outset.
Zielgruppe
Professional Practice & Development
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
FOREWORD: Mary Myatt
PREFACE: Why Engagement and Why Now?
0.1 Introducing Student Engagement
0.2 Why Must ‘We’ Strengthen Student Engagement?
0.3 Is It That Students Won’t Engage Or That They Can’t Engage?
PART 1: PINPOINTING STUDENT ENGAGEMENT
Chapter 1: What Is Engagement?
1.1 Is Engagement The Same As Motivation?
1.2 Does Fun Lead To Engagement?
1.3 Leaders’ Section: How To Look For Signs Of Engagement
1.4 Chapter Summary
Chapter 2: What Are The Benefits Of Engagement (and why is it our responsibility)?
2.1 What Are The Benefits Of Student Engagement?
2.2 Why Is Student Engagement Our Responsibility?
2.3 The Reciprocal Payoff: Why Student Engagement Is Good For Teachers
2.4 Chapter Summary
Chapter 3: What Is Engagement Like Right Now?
3.1 Is This Generation Really Worse Than The Last?
3.2 Is Engagement On The Decline As Well?
3.3 Leaders’ Section: School Attendance And Student Engagement
3.4 Chapter Summary
PART 2: STRENGTHENING STUDENT ENGAGEMENT
Chapter 4: Academic Self-Concept Is The Biggest Driver of Engagement
4.1 Academic Self-Concept
4.2 Knowledge Strengthens Academic Self-Concept
4.3 Learning Is The Ultimate Goal Of Engagement
4.4 Chapter Summary
Chapter 5: Strengthening Behavioural Engagement
5.1 Defining Behavioural Engagement
5.2 Have a Heart!
5.3 Building Behavioural Engagement
5.4 Leaders’ Section: Managing Different Theories Of Behaviour
5.5 Chapter Summary
Chapter 6: Strengthening Emotional Engagement
6.1 Defining Emotional Engagement
6.2 The Chemistry of Psychological Safety
6.3 Building Emotional Engagement
6.4 Chapter Summary
Chapter 7: Strengthening Cognitive Engagement
7.1 Defining Cognitive Engagement
7.2 Looking Engaged Versus Being Cognitively Engaged
7.3 Think About It!
7.4 Show Me Your Thinking!
7.5 Chapter Summary
PART 3: LOCKING IN STUDENT ENGAGEMENT
Chapter 8: Routines That Make Engagement Habitual
8.1 Engaging Students Right From The Outset Of A Lesson: Think Now!
8.2 Pit Puzzles: Odd One Out
8.3 Pit Puzzle: Quick Quiz
8.4 Pit Puzzle: Missing Words
8.5 Pit Puzzle: Kinesthetic Copycat
8.6 Pit Puzzle: The ICN Protocol
8.7 Pit Puzzle: Other Options
8.8 Pit Puzzles: The Full List
8.9 Chapter Summary
Chapter 9: Locking In The Gains Of Engagement
9.1 Why Is Retrieval Practice Necessary?
9.2 The Testing Effect
9.3 The Spacing Effect
9.4 Interleaving
9.5 Transfer
9.6 Designing Retrieval Practice For Your Students
9.7 Chapter Summary and Checklist
Chapter 10: Instructional Steps To Strengthen Student Engagement
10.1 Actions for Behavioural Engagement
10.2 Actions for Emotional Engagement
10.3 Actions for Cognitive Engagement
10.4 Notes About Effect Sizes
Index
