Student Engagement

Student engagement is critical to academic success, and teachers must build positive student–teacher relationships to foster active engagement and motivate reluctant learners.

Teachers promote engagement by connecting learning to students’ lives (e. g., knowing students’ academic and cultural backgrounds) and using a variety of teacher-led (e.g., choral responding and response cards), peer-assisted (e. g., cooperative learning and peer tutoring), student-regulated (e.g., self-management), and technology-supported strategies shown empirically to increase student engagement. Monitoring student engagement and providing positive, constructive feedback can help sustain active student engagement and improve outcomes.

Related Materials

Igloo Vision

Igloo logo

An Igloo immersive space is a bit like stepping inside a giant VR headset – except you can get groups inside. Any kind of digital content can be shown on the walls of one of these spaces. 

The Igloo software can take any kind of immersive content - 360° images, videos, interactive apps, and so on – and put it in a space that anyone can use. But it’s not just about VR. Everyday digital applications and tools s, like PowerPoint or Zoom, can be used inside an Igloo. And the Igloo immersive video conferencing setup means colleagues all over the world can join in. 

The technology is installed

Outcomes survey for peers who participate in peer-mediated interventions and programs

travers.pmisp_measurement_tool-1
This resource is a valid and reliable measure called the Peer-Mediated Impact Survey for Peers (PMIS:P). This survey requires peers to respond to 46 items and report how they were impacted by their most recent or current peer-mediated intervention or program (PMI). Each of the 46 items are represented within seven thematic areas: (1) skill and intra-personal development, (2) self-worth impact, (3) changes in views, (4) social impact, (5) advocacy impact, (6) rewarding impact, and (7) future impact. Sample items include: “I am a better advocate for people with disabilities.” “I have more favorable views toward inclusion.” and “I developed...
Submitted by: 
Hilary Travers

Sheila Vander Tuig

exceptional
Sheila Vander Tuig is a special education vocational/transition coordinator with the East Central Kansas Cooperative in Education. In her role supporting students from three Kansas high schools, Ms. Vander Tuig continually demonstrates her passion to enhance postsecondary outcomes using a strengths-based approach, like CEC’s founder Elizabeth Farrell. Ms. Vander Tuig seeks out partnerships with community-based organizations and universities above and beyond her responsibilities in the classroom to bring innovative programs and projects that promote the success of all students she supports.
Publish Date: 
February 23, 2022

Sarah Novak

Novack
Sarah Novak is a middle school Intervention Specialist at Heritage Middle School in Westerville, Ohio. After graduating from Bowling Green State University with a degree in Special Education in 1999, she started her career teaching students with multiple disabilities in Waldorf, Maryland. Since that time, Sarah has taught at a variety of places with a variety of students, but has been at Heritage for 13 years because she is meant to work with middle school students
Publish Date: 
December 09, 2021

Related Topics

Instructional Planning
High Leverage Practices
Specially Designed Instruction
STEM Instruction
Universal Design for Learning

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