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A focus on engagement can underpin a process of personalised inquiry through which
the educator can develop effective learning experiences. Using evidence-based knowledge
of a child's successful learning pathways, strategies can be identified, high expectations
set and incremental progress recorded on their journey towards optimal engagement
in learning. Their engagement will be the benchmark for assessing whether we have
achieved this goal.
Carpenter et al, 2010
Better
practice (1)
If engagement is to be used effectively within the teaching toolkit it has to be
in the repertoire utilised by teachers. The following tasks will help you to introduce
staff to the extended concept of engagement for children and young people with CLDD.
Begin with reading this article by Carpenter, Egerton, Brooks
and Durdle etc 'Engagement in learning'.
From your work and professional explorations to date, within the context of working
with children with CLDD,
write six key points which justify this statement and provide a rationale for engagement
as a dynamic for positive pupil learning in your school.
Better
practice (2)
You are asked to write a one-page briefing sheet as part of
the staff induction pack for your school. Based on your experience and professional
learning, think of the key messages and write a clear document with recommendations
for further reading. Submit this to your headteacher.
Prepare a PowerPoint presentation for a staff meeting that
would demonstrate how engagement for children with CLDD could be permeated across the curriculum and in a range
of learning contexts.
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