Sustaining pupil engagement in literacy lessons

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Implications

This study highlighted a number of strategies that help to motivate and engage pupils in lessons. These included providing open-ended tasks that encourage active learning, giving pupils choice, getting pupils to work collaboratively, encouraging them to take control of their own learning, and scaffolding pupils’ learning so that they are challenged, but also working within their capabilities.

In completing this digest, the authors began to ask questions about implications of the findings for practitioners.

Teachers may like to consider the following implications of this study:

What could you do more of to engage pupils in active learning activities (such as discussing ideas with a partner and asking higher level questions) and limit the amount of time spent on passive learning activities in your classroom (such as listening to the teacher and reading around the class)?
What opportunities do you have to take part in coaching with another teacher? Would you find it helpful to ask a colleague to observe a session and identify examples of conversations where you successfully scaffolded a child’s learning and then discuss with you how you might further develop the support you give?

School leaders may find the following implications helpful in acting on the messages in this study:

The researchers noted phonics lessons tended to be the most prescriptive when they involved closed tasks. What opportunties are there for colleagues to share ideas for teaching phonics in ways that are more meaningful to the children?
How could colleagues share ideas about ways they encourage their pupils to take control of their own learning, for example by choosing the stories they would like to read for themselves?

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What factors were associated with off and on-task behaviour? What kind of tasks and activities disengaged pupils? How did lessons involving closed tasks affect pupils? How was the study designed? Implications Where can I find out more? Send us your feedback Collated digests To find out more about collated digests click here Get Word Reader Sustaining pupil engagement in literacy lessons This digest found in English Behaviour Send to a friend Word doc 60KB Printer friendly Collate for later Implications This study highlighted a number of strategies that help to motivate and engage pupils in lessons. These included providing open-ended tasks that encourage active learning, giving pupils choice, getting pupils to work collaboratively, encouraging them to take control of their own learning, and scaffolding pupils’ learning so that they are challenged, but also working within their capabilities. In completing this digest, the authors began to ask questions about implications of the findings for practitioners. Teachers may like to consider the following implications of this study: What could you do more of to engage pupils in active learning activities (such as discussing ideas with a partner and asking higher level questions) and limit the amount of time spent on passive learning activities in your classroom (such as listening to the teacher and reading around the class)? What opportunities do you have to take part in coaching with another teacher? Would you find it helpful to ask a colleague to observe a session and identify examples of conversations where you successfully scaffolded a child’s learning and then discuss with you how you might further develop the support you give? School leaders may find the following implications helpful in acting on the messages in this study: The researchers noted phonics lessons tended to be the most prescriptive when they involved closed tasks. What opportunties are there for colleagues to share ideas for teaching phonics in ways that are more meaningful to the children? How could colleagues share ideas about ways they encourage their pupils to take control of their own learning, for example by choosing the stories they would like to read for themselves?