Sustaining pupil engagement in literacy lessons

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What kind of tasks and activities disengaged pupils?

A large proportion (82%) of the off-task behaviour took place during lessons where the teaching was characterised by prescribed activities and closed tasks. The researchers defined closed tasks as those that involve correct responses or require single, narrow strategies for success, for example where pupils are expected to learn the mechanics of writing (punctuation, capitalisation etc) through worksheet exercises rather than in their own creative writing.

Lessons characterised by closed tasks lacked the factors that foster engagement with learning (choice, challenge, control, collaboration, construction of meaning, positive consequences). The researchers noted how they were often:
phonics lessons with no follow-up opportunties for application of skills;
reading lessons which focused exclusively, or primarily, on round robin reading;
conducted as whole class sessions in which pupils listened to the teacher or were told to work independently on workbook style exercises.

The researchers suggested that open tasks allowed pupils more freedom and a sense of ownership over their work and learning, and that they are associated with the factors that foster engagement with learning. They gave examples of open tasks, which included:

encouraging pupils to find answers using sources of their own choosing;
teaching basic skills in the context of meaningful themes or topics; and
encouraging pupils to ask questions and discuss their work with each other.

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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 What kind of tasks and activities disengaged pupils? A large proportion (82%) of the off-task behaviour took place during lessons where the teaching was characterised by prescribed activities and closed tasks. The researchers defined closed tasks as those that involve correct responses or require single, narrow strategies for success, for example where pupils are expected to learn the mechanics of writing (punctuation, capitalisation etc) through worksheet exercises rather than in their own creative writing. Lessons characterised by closed tasks lacked the factors that foster engagement with learning (choice, challenge, control, collaboration, construction of meaning, positive consequences). The researchers noted how they were often: phonics lessons with no follow-up opportunties for application of skills; reading lessons which focused exclusively, or primarily, on round robin reading; conducted as whole class sessions in which pupils listened to the teacher or were told to work independently on workbook style exercises. The researchers suggested that open tasks allowed pupils more freedom and a sense of ownership over their work and learning, and that they are associated with the factors that foster engagement with learning. They gave examples of open tasks, which included: encouraging pupils to find answers using sources of their own choosing; teaching basic skills in the context of meaningful themes or topics; and encouraging pupils to ask questions and discuss their work with each other.