WHITE PAPER

STUDENT

DEVELOPING

ENGAGEMENT PROGRAM IN

EDUCATIONAL INSTITUTES

w w w . i a o . o r g

Table of Contents
1 2 3 4 5 6 7 8 9

Executive Summary Introduction: Student Engagement Importance of Student Engagement Introduction to Engagement Based Learning and Teaching Approach (EBLT) Key Elements of EBLT Developing Relationships with student for EBLT program Comparison of Classroom Management & EBLT Conclusion About IAO

Executive Summary
Several theories have appeared in the recent past discussing the relationship of student involvement and engagement. Intensive research has been conducted which reects the impact of student engagement on their learning outcomes in university, schools, colleges etc . The essential assertion is that students must be actively involved in their surroundings in order to learn eectively and grow in their specic eld of education. In this white paper we will review the in-depth need of student engagement and its importance. Main essence revolves around understanding the students engagement application and how the teachers and institutes can contribute towards eective learning. Most importantly discussed is the ability to identify and apply EBLT theories to achieve maximum amount of student engagement.

Executive Summary

Introduction: Student Engagement

In todays world, students are mostly engaged in activities that appeal to their imagination, their competitiveness and their need to socialize . With the given technology: iPods, pocket PCs, handheld devices, laptops, and mobile phones, they are involved almost consecutively in the technology world around them. Within this massive storage of data & information, students have learned several software programs and 101 ways to use their gadgets, thus expanding their knowledge and their ability to communicate and learn in innovative ways. The question then arises: Why do some students come to school essentially eager to learn and then become disconnected inside their classrooms? What makes some young students who are naturally inquisitive, with impressive creativity and enthusiastic minds tune out after they pass through the school gate? Why do other children constantly view school as enjoyable medium of knowledge and remain excited at the possibilities ahead of them? The answer lies in the basic fundamental of student engagement. Student engagement occurs when "students make a psychological investment in learning. Students aggressively work hard towards learning the knowledge the school oers. Students take pride not simply in gaining the traditional incentives of achievement (results or grades), but in indulging the material and incorporating it in their daily routine or lifestyle lives. Student engagement is increasingly seen as a sign of winning classroom environment, as well as a productive result of school reform. Students are attentive when involved in their assignments, regardless of challenges and hurdles, and take noticeable delight in achieving their work. Student engagement also refers to a "student's eagerness, need, aspiration and duress to participate in, and be victorious in, the learning procedure promoting advanced level thinking for long-term understanding. An often overlooked reality is that students learn in dierent ways, and educational institutions must nd productive ways to tap students nature to instigate curiosity. Even more importantly, the bitter truth is that students are anticipated to learn in ways that are contradictory (and frequently opposite) to how learning happens. Moreover students, are required to learn in ways that are suitable for the schools and professors rather than in ways that are brain-compatible and consistent with their other learning learning that has taken place since birth outside of school, without teaching professional, textbook, or worksheet.

Introduction

Importance Of Student Engagement

In the 21st century learning environment, for the traditional classroom and beyond, student engagement is dened by representing self-direction and accountability involving immersion, enthusiasm, individualization, experimentation, and an investment in the individual learning process. It is an open fact that the lack of student engagement is a predictor for drop out students from schools even after controlling for student background and academic achievements. Further more engaged students learn more, retain more, and enjoy learning more than students who are not engaged during their learning sessions. Few indicators of students who are engaged are as follows: Learning ability at high levels. A profound grasp on their learning. Engaged students retain what they learn. Engaged students transfer information/knowledge onto new contexts Yet, student surveys produced shocking results of fty percent of students reported being uninterested in at least one high school class every day. Up to Seventy-ve percent of students stated that they were bored because the material was not interesting or relevant to their daily lives or future interests. Overall, the perception is that education is boring and it was cited as one of the reasons kids drop out of school and do not pursue their education. Institutions are working towards identifying jobs that recognize the importance of student engagement in and out of educational institutions and classrooms. These positions are established on the concept that students who participate actively to their learning surroundings, through various understanding such as learning communities, service-learning, rst-year seminars, and undergraduate research, are more likely to succeed in college. Following are a few activities that may be practiced to achieve student engagement by educational institutes: Develop programs for faculty to improve their advising skills Coordinate peer-learning opportunities Encourage light discussion among students and teachers Create activities which allowing student-teacher interaction

Importance Of Student Engagement

Introduction To Learning And Teaching Approach (EBLT)

Just by telling or encouraging students to connect themselves in their class work is hardly ever enough. Students usually register this as another task / assignment given by the teacher. The engagement-based learning and teaching (EBLT) approach provides the basis for building and strengthening student engagement in classrooms and the overall learning procedure. This foundation is constructed through specic ideology, behavior, skills, and approaches. All members of the school community, universities or other educational institutes can also unite forces to develop worldwide performances that at the end of the day. Student engagement beliefs, principles, outlook, enthusiasm, behavioral practices, and abilities that are at the crux of high standards of student engagement. Student Engagement can broadly be categorized in three sections, that unfold in EBLT as follows: Cognitive Category: Beliefs and values. Emotional Category: Motivation and feelings. Behavioral Category: Habits and skills. In the EBLT approach, teachers and parents work methodically across all the above mentioned categories to guarantee an incorporated approach to nurture and support student engagement at the maximum level possible. The core practices of student achievement and other prociency, such as organizational skills and self-discipline, also will be developed in the student through this procedure of student engagement.

Introduction To EBLT

Key Elements of EBLT

We have already discussed the importance of EBLT, but the implementation of these practices play an equally important role in an eective EBLT program. The EBLT approach encompasses the following six goals: 1. Nurture one-on-one relationships: The one-on-one relationship between student and teacher is a signicant element that can direct to improved student motivation and advanced levels of engagement in educational and social activities. 2. Develop new skills and behavior. Teachers can learn innovative skills and adopt habits that help them to expand, polish, and improve their existing natural tendency to motivate and engage students. 3. Integrate systematic approach. Teachers can discover systematic strategies that assist student engagement. Students can build up behavioral skills and habits that direct to increased academic achievement and better participation in educational life. 4. Acquire responsibility for student engagement activities. It is basically the teachers responsibility to connect the students, as opposed to the teacher expecting students to come to class naturally and automatically engaged. 5. Encourage entire institute involvement culture. The best way to promote greater standards of student engagement is to increase and maintain an institute wide initiative that is devoted to developing a culture of student engagement. Involving students in school activities, and providing a thorough and relevant education program for all students. 6. Professional development is an important part of increasing student engagement. Sta development, in combination with sta ownership and acknowledgment, is critical to developing and managing a culture of successful student engagement.

Key Elements of EBLT

Developing Relationships With Student For EBLT Program

Strong optimistic relationships are signicant to the education procedure. Students are more likely to Adapt to a personal dedication to engage in thorough learning when they know their faculty, parents, and fellow students care about how well they perform. Students are eager to peruse making the investment towards learning when they are motivated, supported, and assisted. Developing positive and strong relationships complements student engagement. For students to connect completely in demanding learning, they should have greater levels of support from the people around them such as teachers, families and friends. Possibly what is required is a taxonomy to support educators identify and measure relationships that develop learning. The International Center has developed such a similar method, called the Relationship construction, which consists of seven levels of relationships. Level A is Isolated. This is the lack of any optimistic relationships. The individual feels alone and remote from social relationships that would improve learning. Level B is Known. A person must know someone before a relationship is shaped. When teachers approach towards developing positive relationships with their students, the rst step is to get familiar with them. This approach can also be extended to their families, hobbies, dislikes, goals, and most importantly learning styles. Level C is Receptive. Frequently, a developing relationship is explained in terms of providing the support and encouragement a student needs. Nevertheless, an introduction step is showing that the teachers are concerned and genuinely care about building a relationship. This comes from regular interaction in multiple scenarios and taking a vigorous interest. Level D is Reactive. In this type, a person receives direction or support from another. This relationship develops personal support or cognitive information. Level E is Proactive. On this level, people have made a proactive dedication to do more than lend support when required and take an active interest in helping the other person. Level F is Sustained. Positive support system is balanced from family members, friends, and faculty members. It is a relationship that will continue over a long period of time. This is the level of relationship that productive parents have with their children. Level G is mutually Bene cial. Although this is the upper most level in relations building, it is seldom in education, because in this cast, both parties contribute support to one another for an extended period of time. Such individuals are usually close people with similar approaches of learning.

Developing Relationships for EBLT Program

Phases of Faculty Development

The dierent level in the relationship building is to help recognize the changes that need to be made to develop relationships. If a teacher notices that a student is isolated, the rst step is to involve in interventions by getting to know the student and accommodating activities among fellow students to increase what they know about one another. Just because students hang out together does not mean that they really know much about each other. Sometimes a student in a group can be just as isolated as one who sits alone in a school during breaks. If a teacher notices that a particular student relationships at the known level, relationship interventions can be the focal point on frequency of contact and displaying behaviors of receptivity. The next level moves to behaviors that provide support to students.

Comparison of Classroom Management & EBLT

The teachers responsibility for imparting knowledge and developing learning in the classroom often is distributed into instruction and classroom management. Instruction is referred to the content delivered in the classrooms. Classroom management is used to refer to the teaching procedures and strategies that educators use to provide ecient learning. A general misconception is that usually the term classroom management mostly develops an impression that classroom is an industrial procedure rather than an integration of people. Classroom managements encourages teachers to develop an environment and practice techniques without any emotional engagement to make sure the classroom learning is done in the most eective manner. Educational leaders have suggested that schools must abandon the word classroom management and replace it with relationship building.

Phases of Faculty Development

Conclusion
In conclusion to discussed agendas, interaction on campuses for students is to get familiar with their peers. Student-peer interaction is essential if partaking in campus activities and student organizations is to be meaningful. These involvements reinforce academic learning and also saturate into other areas of learning such as questioning the policies of the educational institutes, politics, culture, religions, economy etc. A powerful national economy depends in part on the educational achievement of its students. A nation that values educational success of its citizens is a nation that is working to compete in the global economy.

Conclusion

About IAO
Accreditation and educational quality assurance are essential factors that complete the educational ecosystem. While regional accreditation bodies have dutifully evaluated education providers on a regional scale; a body to recognize and accredit education providers on an international scale was needed in the wake of growing globalization. With more students studying at Educational Institutions or working for companies outside their home country, it was imperative to create standards that are both regionally and internationally recognized and accepted. To accomplish the challenge, IAO created a unique Points Prole System by organizing the best global practices in education in one place. IAO gathered educational quality assurance standards from around in world in collaboration with various regional accreditation bodies and created evaluation criteria, that works as a general basis of evaluation for any education provider, regardless of its regional location. The core focus of the Points Prole System is to work as an additional international accreditation for education providers that will supplement their regional accreditation. The Points Prole System is a dynamic and evolving system that is continually updated in order to cater new developments in the academic world. In relation to this, IAO is also working upon a Points Prole System for students on an individual level that will increase individual acceptability and recognition of students in both educational sector and the employer market. IAO owes its success to its strong network and team of accreditation professionals spread in over 25 countries around the world. IAO has also collaborated with regional accreditation bodies to supplement their strict accreditation methods with its expertise of standardizing the educational environment internationally. IAOs expertise and services are also recognized by dierent global accreditation associations.

About IAO

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