Product reviews for Outstanding Teaching: Engaging Learners

"Outstanding Teaching, Engaging Learners” is an accessible book, written in quite an informal style and with an encouraging tone. The authors put forward the concept of -˜flow' as being the way to engage learners. This is defined in the first chapter as -˜being completely involved in an activity for its own sake-¦-¦-¦Your whole being is involved and you are using your skills to the utmost'. They state the six foundations of -˜flow':
- Tasks are appropriately challenging
- Teacher input is minimal
- Students must have the necessary learning skills
- Goals are clear and worthwhile
- Tasks are intrinsically motivating
The reader is directed to the chapters, which cover these concepts.
The rest of the book describes the teaching methods needed to achieve high levels of student engagement and gives numerous examples of activities to support them. Real life observations that the authors have made of teachers using these methods, allows the reader to more fully understand what can be done.
One of the main themes of the book is that teacher input should be minimal and much of the learning should be collaborative. The authors not only give guidance as to how a collaborative lesson should be organised but they also make it clear that time should be spent at the beginning of an academic year where the teacher lays down some -˜ground-rules'. They call this stage, -˜contain' and it -˜establishes positive norms that the teacher wants to see in his or her classroom'. These will -˜grow and become embedded over time'. This will probably be the time where teacher input is at its highest. Standards of behaviour, such as turn taking, are established and also strategies which can be referred to time and time again. An example is a class mantra such as:
Teacher: Mistakes are what?
Class: Our friends.
Teacher: Because-¦-¦.?
The activities which allow for collaborative learning are described in detail and the rationale behind them is made clear. For example, students often need a lot of repetitive practice before a piece of learning is automatic. The Learning Grid gives plenty of opportunities for this to be done in a -˜disguised' way and thus preventing the task from becoming dull and non-engaging. When discussing the Learning Grids, and other activities the authors show how they can be differentiated.
I have read this book, not as a practising classroom teacher but as a CPD course developer and trainer for Dyslexia Action. Learners with dyslexia and co-occurring difficulties often have problems with concentration and can all too easily become disengaged. -˜Learned helplessness' is quite common. In many ways there is a similar approach to teaching to the one we advocate for the participants on our courses. We would wish for learners with dyslexia to be in classroom where collaborative learning is taking place and where students feel that they can meet challenges (at the appropriate level) and take risks and receive positive and immediate feedback from teachers and peers. Opportunities for over-learning and the kind of repetitive practice that such activities as the Learning Grid can provide are essential for learners with dyslexia.
We already use some of the activities described in the book and it is good to have so many more.
I will be happy to recommend this book to Dyslexia Action.