Learning Target #3: Engage All Students

This is the third in a series of blogs focusing on how to use brain research to develop lesson plans and to engage students. The third strategy has to do with creatively engaging students.  

One of the most common complaints heard from students today is that they are bored in class. In Dr. Armstrong’s research in schools across the country, she noted a certain dynamic that was consistently played out in classrooms with all ages and in all academic areas. Invariably, there was a group of students that, once presented with the lesson or new information, caught on quickly and were able to master the content without further explanation. Dr. Armstrong noted that very frequently these students were left to sit and wait while the teacher provided support for those students who struggled to grasp the lesson being taught. That group of students was often the same one who complained of being bored in class. These teachers were unintentionally holding a group of students behind while struggling students received most of the teacher’s attention. These students deserve the same opportunities for engagement and growth as did any other student in the class.

By putting in some extra time and preparation in advance, teachers can plan for these situations and provide meaningful activities for students who have mastered the day’s lesson quickly. Assigning additional work in the form of more of the same problems only adds to the boredom and frustration. But, by providing opportunities for the students to direct their learning into areas of their own interests, the teacher can keep all students engaged and productive. For example, I once taught a class of algebra I students whose ability levels were very diverse. On a daily basis, I had a number of students who understood quickly and a number who needed much of my attention in order to grasp the concept. I devised a plan that allowed students who thought they had mastered a concept to voluntarily complete the 6 most challenging problems. If they scored at 90% or higher, I allowed them to skip the rest of the problems and work on an enrichment project of their choosing. These projects could be most anything that fit within the curriculum. Many times, students had areas of interest in which they would like to further their knowledge and share their results with the classroom.

I had a group of students who were looking for an enrichment project to work on after they finished their daily assignments. They all agreed that they loved pizza and they were interested in business. We devised a plan for them to research and develop a business model to open their own pizza restaurant. They used their math skills to figure pay scales, write purchase orders for materials, rent facilities and develop pricing for their products. This project took the group of 3 students about a month to complete. They then presented their findings to the class and fielded their questions regarding entrepreneurship and ways to use the math they had learned in real world applications. This project served to energize a group of students who had previously complained of being bored in class. With a little creativity, it is possible to ensure that all students are actively engaged in class and no student is held behind.