Student Engagement in their Learning

"Tell me and I forget. Teach me and I remember. Involve me and I learn." 

Benjamin Franklin

What is it?

Student engagement is meaningful student involvement throughout the learning environment, and includes cognitive, behavioral, and emotional engagement (Martin & Torres, 2016). Empowering teachers to consider multiple methods of engagement and the individual backgrounds and characteristics of their students when planning for their classroom is key. Creating an environment that reflects and provides for each individual not only engages every learner, but shows value for the learning and well-being of all students. 

Why is it important?

Educational research has long shown that classroom communication and how teachers and students interact strongly influences student learning and understanding (Bickmore, Brand & Gawned, 1990; Roschelle, Penuel, & Abrahamson, 2004). Cognitive and effective engagement of students in their own learning is essential to sustainable academic growth (Frye et al., 2013).  Additionally, the provision of meaningful and engaging pedagogy and curriculum and personalized learning environments contributes significantly to student success (Klem & Connell, 2004). Underpinning successful engagement strategies and practices is the development of positive, productive relationships between teachers and students (Roorda et al., 2011). 

Our Goal:

To improve mastery of rigorous academic standards in mathematics and literacy for students with diverse learning needs through meaningful student engagement, student-centered classroom environments, and strong student-teacher relationships.


Student Engagement Resource List - Edutopia

20 Strategies for Increasing Student Engagement (PDF) - William N. Bender, Learning Sciences International


Bender, W. N. (2017). 20 Strategies to Increase Student Engagement. Retrieved from

Bickmore-Brand, J., & Gawned, S. (1990). Scaffolding for improved mathematical understanding. Language in mathematics, 43-58.

Frye, D., Baroody, A. J., Burchinal, M., Carver, S. M., Jordan, N. C., & McDowell, J. (2013). Teaching math to young children: A practice guide (NCEE 2014-4005). Washington,        

DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education.

Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of school health, 74(7), 262-273.

Martin, J., & Torres, A. (2016). What is student engagement and why is it important. Retrieved May, 4, 2018.

Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of educational research, 81(4), 493-529.

Roschelle, J., Penuel, W. R., & Abrahamson, L. (2004, April). Classroom response and communication systems: Research review and theory. In Annual Meeting of the American Educational Research Association, San Diego, CA (pp. 1-8).

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