Ddeguzman Reflection2

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Running Header: Student Engagement
Student Engagement
Dion Deguzman
Arizona State University

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Teacher Mindset
To begin reflecting on what it means for student to be engaged in the classroom, we must
first reflect on ourselves as teachers. This is a difficult task for teachers or people that have a
high belief that what they are currently doing is the best thing possible for their students. In the
Week Four module, we learned about this idea of deep versus surface learning which almost
seems too simple but was broken down in much detail. In this week, you begin to realize as
student interns that student engage all begins with how involved and willing the teacher is to
have their students engage in a lesson. Teachers must have a, “… commitment to providing deep
learning education experiences…” as well as make a, “…significant effort to go beyond basic
understanding and skill development,” (Seif, 2018). This effort that Seif speaks upon, in his
article, is about finding the connections between what they are learning, and the real world.
Teachers are notorious for getting the question, “when will I ever use this?” when dealing with a
student who is frustrated about the topic at hand. Yet, if you begin a whole lesson with the intent
and preface the meaning of the lesson a student will be more willing to stay engaged.
Face to Face vs. Online Engagement
As part of the Mary Lou Fulton Teacher’s College, I do not think when we started this
path we would ever be thinking or talking about this topic. With a whole global pandemic going
on, you become more aware of your students and how they are dealing with school and classes
when it has shifted gears to online. There are similarities between the two as you are still
approaching online engagement, as you would in-person, by creating a safe environment for your
students to be themselves. This is especially important when looking into the online space, now
students will not get that one-on-one time that they could get by raising their hand in a
classroom, their question they might feel is “stupid” will not be asked as everyone now has to
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hear it. Yet, as the article regarding taking offline classes online states that you have to be able to
define what the common goal is and how to get there whilst respecting each other through it
(Tucker, 2020).
An Engaging Plan
What tends to be the biggest problem within the internships and teachers that I have seen
teach for years is that the content stays the same every year. There is so much that goes on
between a year that you have to make the change to adapt to your environment and technology
around you. To begin a lesson the teacher has to think about the objective as a whole, and not
just as a standard. They must ask themselves what the language objective is, versus the content
objective, as that could change every year. One year, students must be able to “read and
analyze,” but the next year, especially seeing this new dynamic of teaching, students have to
listen, watch or read and then analyze as the technology grew and reading off their laptops will
not keep them engaged in the lessons. These more complex language objectives activate more
skills for the student so that they don’t feel lost as to how they get to that said objective (Lewis,
2014). As well as objectives, it is just as important as the teacher to track progress and see where
your students are. One of the best discussions I had during this module was about formative
assessments. My group spoke about the fact that students stay more engaged when they know
they will either get quizzed or asked about the content that they are learning. This conversation
evolved into different ways that you can do this whilst being creative and keeping it stress free.
In the document provided by the Great Falls Public Schools, there are such greater and more
stress free formative assessments that could be used in your classroom from simple exit ticket
ideas to online apps for the classroom that do not pressure your students as much as a quiz would
on Google Forms (Russell, 2020).

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Self-Reflection & Realization
This module felt like one big self-reflection and realization that we are in a profession
that is constantly changing. Although we did understand this concept, it heightened in this part of
the semester just looking at how most of these articles and forms we were given were created
within the last five years and already had things that could be changed based on this year. As a
teacher, I now understand that I have to be creative and to try new things and not be afraid of it.
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References
Lewis, K. (Director). (2014, October 23). What are content and language objectives? [Video
file]. Retrieved October 10, 2020, from https://youtu.be/sfIheht9hGw
Russel, C. (2020). 54 different examples of formative assessment. [PDF]. Great Falls: Great Falls
Public School District.
Seif, E. (2018, November 16). Dimensions Of Deep Learning: Levels Of Engagement And
Learning. Retrieved October 10, 2020, from https://inservice.ascd.org/dimensions-of-
deep-learning-levels-of-engagement-and-learning/
Tucker, C. R. (2020). Successfully Taking Offline Classes Online. Retrieved October 10, 2020,
from http://www.ascd.org/publications/educational-
leadership/summer20/vol77/num10/Successfully-Taking-Offline-Classes-Online.aspx

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1

Running Header: Student Engagement

Arizona State University

learning education experiences…” as well as make a, “…significant effort to go beyond basic

Face to Face vs. Online Engagement

on Google Forms (Russell, 2020).

Self-Reflection & Realization

file]. Retrieved October 10, 2020, from https://youtu.be/sfIheht9hGw

Public School District.

Learning. Retrieved October 10, 2020, from https://inservice.ascd.org/dimensions-of-

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