Exploring Teaching Techniques to Increase Active Engagement During Whole Group Instruction
Open Access
Author:
Clancy, Erin Marie
Area of Honors:
Elementary and Kindergarten Education (University College)
Degree:
Bachelor of Science
Document Type:
Thesis
Thesis Supervisors:
Bernard Joel Badiali, Thesis Supervisor Bernard Joel Badiali, Thesis Honors Advisor James F Nolan Jr., Faculty Reader
Keywords:
active participation cognitive engagement elementary classroom whole group instruction teaching techniques thinking process
Abstract:
As a Professional Development School intern, sitting in front of twenty-three third and fourth grade students at Park Forest Elementary School in State College, Pennsylvania, I often wondered, “Are they even listening to me? How do I know?” Through the use of systematic observations, student surveys, and student and teacher interviews I investigated on and off-task behaviors, types of teacher questioning, and students and teachers’ points of views on participation. The following questions developed as a result of that research. What can I do as an educator to increase the level of active participation in the classroom? How does implementing total participation techniques impact student engagement during whole group instruction? Which total participation techniques will be most effective for my group of learners? After implementing and intentionally incorporating total participation techniques, I discovered that the number of off-task behaviors decreased, and the number of students actively participating increased.
