IAO - This presentation has detail knowledge on how to develop student engagement program in educational institutes.

1. WHITE PAPER
DEVELOPING
STUDENT
ENGAGEMENT PROGRAM IN
EDUCATIONAL
INSTITUTES
w w w . i a o . o r g

2. Table of Contents
1 Executive Summary
2 Introduction: Student Engagement
3 Importance of Student Engagement
4 Introduction to Engagement Based Learning and Teaching Approach (EBLT)
5 Key Elements of EBLT
6 Developing Relationships with student for EBLT program
7 Comparison of Classroom Management & EBLT
8 Conclusion
9 About IAO

3. Executive Summary
Several theories have appeared in the recent past discussing the relationship of student involvement and
engagement. Intensive research has been conducted which reflects the impact of student engagement on
their learning outcomes in university, schools, colleges etc . The essential assertion is that students must be
actively involved in their surroundings in order to learn effectively and grow in their specific field of education.
In this white paper we will review the in-depth need of student engagement and its importance. Main essence
revolves around understanding the student’s engagement application and how the teachers and institutes can
contribute towards effective learning. Most importantly discussed is the ability to identify and apply EBLT
theories to achieve maximum amount of student engagement.
1 Executive Summary

4. Introduction: Student Engagement
In today’s world, students are mostly engaged in activities that appeal to their imagination, their competitive-
ness and their need to socialize . With the given technology: iPods, pocket PC’s, handheld devices, laptops, and
mobile phones, they are involved almost consecutively in the technology world around them.
Within this massive storage of data & information, students have learned several software programs and 101
ways to use their gadgets, thus expanding their knowledge and their ability to communicate and learn in
innovative ways.
The question then arises: Why do some students come to school essentially eager to learn and then become
disconnected inside their classrooms? What makes some young students who are naturally inquisitive, with
impressive creativity and enthusiastic minds “tune out” after they pass through the school gate? Why do other
children constantly view school as enjoyable medium of knowledge and remain excited at the possibilities
ahead of them? The answer lies in the basic fundamental of student engagement.
Student engagement occurs when "students make a psychological investment in learning”. Students aggres-
sively work hard towards learning the knowledge the school offers. Students take pride not simply in gaining
the traditional incentives of achievement (results or grades), but in indulging the material and incorporating it
in their daily routine or lifestyle lives.
Student engagement is increasingly seen as a sign of winning classroom environment, as well as a productive
result of school reform. Students are attentive when involved in their assignments, regardless of challenges and
hurdles, and take noticeable delight in achieving their work. Student engagement also refers to a "student's
eagerness, need, aspiration and duress to participate in, and be victorious in, the learning procedure promoting
advanced level thinking for long-term understanding.
An often overlooked reality is that students learn in different ways, and educational institutions must find
productive ways to tap students’ nature to instigate curiosity. Even more importantly, the bitter truth is that
students are anticipated to learn in ways that are contradictory (and frequently opposite) to how learning
happens. Moreover students, are required to learn in ways that are suitable for the schools and professor’s
rather than in ways that are brain-compatible and consistent with their “other” learning – learning that has
taken place since birth outside of school, without teaching professional, textbook, or worksheet.
2 Introduction

5. Importance Of Student Engagement
In the 21st century learning environment, for the traditional classroom and beyond, student engagement is
defined by representing self-direction and accountability involving immersion, enthusiasm, individualization,
experimentation, and an investment in the individual learning process.
It is an open fact that the lack of student engagement is a predictor for drop out students from schools even
after controlling for student background and academic achievements. Further more engaged students learn
more, retain more, and enjoy learning more than students who are not engaged during their learning sessions.
Few indicators of students who are engaged are as follows:
Learning ability at high levels.
A profound grasp on their learning.
Engaged students retain what they learn.
Engaged students transfer information/knowledge onto new contexts
Yet, student surveys produced shocking results of fifty percent of students reported being uninterested in at
least one high school class every day. Up to Seventy-five percent of students stated that they were bored
because the material was not interesting or relevant to their daily lives or future interests. Overall, the percep-
tion is that education is boring and it was cited as one of the reasons kids drop out of school and do not pursue
their education.
Institutions are working towards identifying jobs that recognize the importance of student engagement in and
out of educational institutions and classrooms. These positions are established on the concept that students
who participate actively to their learning surroundings, through various understanding such as learning
communities, service-learning, first-year seminars, and undergraduate research, are more likely to succeed in
college.
Following are a few activities that may be practiced to achieve student engagement by educational
institutes:
Develop programs for faculty to improve their advising skills
Coordinate peer-learning opportunities
Encourage light discussion among students and teachers
Create activities which allowing student-teacher interaction
3 Importance Of Student Engagement

6. Introduction To Learning And Teaching Approach (EBLT)
Just by telling or encouraging students to connect themselves in their class work is hardly
ever enough. Students usually register this as another task / assignment given by the teacher.
The engagement-based learning and teaching (EBLT) approach provides the
basis for building and strengthening student engagement in classrooms and the overall learning
procedure. This foundation is constructed through specific ideology, behavior, skills, and approaches.
All members of the school community, universities or other educational institutes can also unite forces to
develop worldwide performances that at the end of the day. Student engagement beliefs, principles, outlook,
enthusiasm, behavioral practices, and abilities that are at the crux of high standards of student engagement.
Student Engagement can broadly be categorized in three sections, that unfold in EBLT as follows:
Cognitive Category: Beliefs and values.
Emotional Category: Motivation and feelings.
Behavioral Category: Habits and skills.
In the EBLT approach, teachers and parents work methodically across all the above mentioned categories to
guarantee an incorporated approach to nurture and support student engagement at the maximum level
possible. The core practices of student achievement and other proficiency, such as organizational skills and
self-discipline, also will be developed in the student through this procedure of student engagement.
4 Introduction To EBLT

7. Key Elements of EBLT
We have already discussed the importance of EBLT, but the implementation of these practices play an equally
important role in an effective EBLT program. The EBLT approach encompasses the following six goals:
1. Nurture one-on-one relationships: The one-on-one relationship between student and
teacher is a significant element that can direct to improved student motivation and advanced
levels of engagement in educational and social activities.
2. Develop new skills and behavior. Teachers can learn innovative skills and adopt habits that help them to
expand, polish, and improve their existing natural tendency to motivate and engage
students.
3. Integrate systematic approach. Teachers can discover systematic strategies that assist
student engagement. Students can build up behavioral skills and habits that direct to
increased academic achievement and better participation in educational life.
4. Acquire responsibility for student engagement activities. It is basically the teacher’s
responsibility to connect the students, as opposed to the teacher expecting students to come
to class naturally and automatically engaged.
5. Encourage entire institute involvement culture. The best way to promote greater standards of student
engagement is to increase and maintain an institute wide initiative that is devoted to
developing a culture of student engagement. Involving students in school activities, and providing a
thorough and relevant education program for all students.
6. Professional development is an important part of increasing student engagement.
Staff development, in combination with staff ownership and acknowledgment, is critical to developing
and managing a culture of successful student engagement.
5 Key Elements of EBLT

8. Developing Relationships With Student For EBLT Program
Strong optimistic relationships are significant to the education procedure. Students are more likely to
Adapt to a personal dedication to engage in thorough learning when they know their faculty, parents,
and fellow students care about how well they perform. Students are eager to peruse making the
investment towards learning when they are motivated, supported, and assisted.
Developing positive and strong relationships complements student engagement. For students to connect
completely in demanding learning, they should have greater levels of support from the people around them
such as teachers, families and friends.
Possibly what is required is a taxonomy to support educators identify and measure relationships that
develop learning. The International Center has developed such a similar method, called the Relationship
construction, which consists of seven levels of relationships.
Level A is Isolated. This is the lack of any optimistic relationships. The individual feels alone and
remote from social relationships that would improve learning.
Level B is Known. A person must know someone before a relationship is shaped. When
teachers approach towards developing positive relationships with their students, the first step is to get familiar
with them. This approach can also be extended to their families, hobbies, dislikes, goals, and most importantly
learning styles.
Level C is Receptive. Frequently, a developing relationship is explained in terms of providing the
support and encouragement a student needs. Nevertheless, an introduction step is showing that the teachers
are concerned and genuinely care about building a relationship. This comes from regular
interaction in multiple scenarios and taking a vigorous interest.
Level D is Reactive. In this type, a person receives direction or support from another. This
relationship develops personal support or cognitive information.
Level E is Proactive. On this level, people have made a proactive dedication to do more than
lend support when required and take an active interest in helping the other person.
Level F is Sustained. Positive support system is balanced from family members, friends, and faculty members.
It is a relationship that will continue over a long period of time. This is the level of relationship that productive
parents have with their children.
Level G is mutually Beneficial. Although this is the upper most level in relations building, it is seldom in
education, because in this cast, both parties contribute support to one another for an extended period of time.
Such individuals are usually close people with similar approaches of learning.
6 Developing Relationships for EBLT Program

9. Phases of Faculty Development
The different level in the relationship building is to help recognize the changes that need to be made to
develop relationships. If a teacher notices that a student is isolated, the first step is to involve in interventions by
getting to know the student and accommodating activities among fellow students to increase what they know
about one another. Just because students “hang out” together does not mean that they really know much
about each other. Sometimes a student in a group can be just as isolated as one who sits alone in a school
during breaks. If a teacher notices that a particular student relationships at the “known” level, relationship
interventions can be the focal point on frequency of contact and displaying behaviors of receptivity. The next
level moves to behaviors that provide support to students.
Comparison of Classroom Management & EBLT
The teacher’s responsibility for imparting knowledge and developing learning in the classroom often is
distributed into instruction and classroom management. Instruction is referred to the content delivered in the
classrooms. Classroom management is used to refer to the teaching procedures and strategies that educators
use to provide efficient learning. A general misconception is that usually the term “classroom management”
mostly develops an impression that classroom is an industrial procedure rather than an integration of people.
Classroom managements encourages teachers to develop an environment and practice techniques without
any emotional engagement to make sure the classroom learning is done in the most effective manner.
Educational leaders have suggested that schools must abandon the word “classroom management” and
replace it with “relationship building.”
7 Phases of Faculty Development

10. Conclusion
In conclusion to discussed agendas, interaction on campuses for students is to get familiar with their peers.
Student-peer interaction is essential if partaking in campus activities and student organizations is to be
meaningful.
These involvements reinforce academic learning and also saturate into other areas of learning such as
questioning the policies of the educational institutes, politics, culture, religions, economy etc.
A powerful national economy depends in part on the educational achievement of its students. A nation that
values educational success of its citizens is a nation that is working to compete in the global economy.
8 Conclusion

11. About IAO
Accreditation and educational quality assurance are essential factors that complete the educational ecosystem.
While regional accreditation bodies have dutifully evaluated education providers on a regional scale; a body to
recognize and accredit education providers on an international scale was needed in the wake of growing
globalization. With more students studying at Educational Institutions or working for companies outside their
home country, it was imperative to create standards that are both regionally and internationally recognized
and accepted.
To accomplish the challenge, IAO created a unique Points Profile System by organizing the best global
practices in education in one place. IAO gathered educational quality assurance standards from around in
world in collaboration with various regional accreditation bodies and created evaluation criteria, that works as a
general basis of evaluation for any education provider, regardless of its regional location. The core focus of the
Points Profile System is to work as an additional international accreditation for education providers that will
supplement their regional accreditation.
The Points Profile System is a dynamic and evolving system that is continually updated in order to cater new
developments in the academic world. In relation to this, IAO is also working upon a Points Profile System for
students on an individual level that will increase individual acceptability and recognition of students in both
educational sector and the employer market.
IAO owes its success to its strong network and team of accreditation professionals spread in over 25 countries
around the world. IAO has also collaborated with regional accreditation bodies to supplement their strict
accreditation methods with its expertise of standardizing the educational environment internationally. IAO’s
expertise and services are also recognized by different global accreditation associations.
9 About IAO

12. Contact Office
IAO, 10685-B Hazelhurst Dr. #11524
Houston, TX 77043, USA
Phone E-mail Website
1-866-2768-IAO (426) contact@iao.org www.iao.org