Comments on: Engagement v. Empowerment — continuing thoughts (part 1)

By: Some Weekend Thoughts | Suppl_eMINTS

Some Weekend Thoughts | Suppl_eMINTS — Fri, 22 Jan 2010 22:29:38 +0000

[...] reading David Warlick’s post on engagement versus empowerment, I couldn’t help but think about how this idea fits with the eMINTS program, inquiry-based [...]

By: Fallon Bassin

Fallon Bassin — Sun, 10 Jan 2010 20:12:34 +0000

Hi David,
The comparison between engagement and fun is an interesting one. It is often assumed that to be engaged, one must be having fun. As I write this, it also seems a bit ridiculous. Of course school is work, and work is not always fun. To consider the importance of fun in school, I thought it would be interesting to look up the definition for “fun”.
Using http://www.thefreedictionary.com, fun is defined first as a “source of enjoyment, amusement and pleasure”. If we asked our students if they think our classes are enjoyable, amusing or pleasurable, I think we all know how they would respond. It’s not that they do not like our classes, but I am sure all teachers know where our students would rather be.
I was most amused by the third definition: “Playful, often noisy, activity”. Is this what we want in our classrooms? Probably not. So, while we want our students to be empowered, we should probably be careful with the “fun”. With all of that said, I do find parts of my job “very enjoyable”!

By: Mike H

Mike H — Fri, 08 Jan 2010 19:12:23 +0000

I’m replying to this on purpose without first reading, part 2. I can appreciate the difference between engaging and empowerment, and I like Lehman’s part about, “what the students get from the experience once the class is done, not what happens during the class,” but I do have a few issues/questions.

Often, it’s difficult to get students to think about their futures, and thus the empowerment aspect of the debate. For example, I have 17 students who are preparing for a week long trip to The Hague in Holland to take part in a global Model United Nations activity. For months now, they’ve been researching, debating, and role playing their parts as delegated from Chad. It’s definetly an empowering activity b/c what we’re teaching them is preparation for the real world of this simulation which can also become a lifelong skill for these students. However, these are extremely motivated students who aren’t the norm. To me, it seems that going for empowerment assumes a student who not only knows what they want in life, but is ready to grab the bull by the horns.

I have a similar list as the above link detailing the difference between engaging and fun, but I think with most things, it’s a blend. Too much engagement probably does become too “fun” centered where too much empowerment can fly over the heads of most students. Finding that middle ground of both is key.

Now, on to part 2, where I’ll probably sound like an idiot here.

By: Todd Wandio

Todd Wandio — Fri, 08 Jan 2010 15:28:02 +0000

Hi David,
I hadn’t thought of engagement as translatable to “fun”. In fact, I embarked on the journey towards more engaged learners particularly because I see a lot of middle years schools confusing learning with fun and the lack of boundaries. To me, an engaged learner is one who actually exhibits an interest in the text, topic, discussion of the moment. I honestly don’t believe rapping a Shakespearean sonnet, for example will do more than entertain students, while blogging about their connection or lack of connection with the language is evidence that they have thought critically about the text.

Good food for thought, though. And a definite red flag to keep track of.

By: 2¢ Worth » Engagement v. Empowerment — continued thoughts (part 2)

2¢ Worth » Engagement v. Empowerment — continued thoughts (part 2) — Fri, 08 Jan 2010 14:20:21 +0000

[...] you haven’t already, it is best if you read part 1, [...]

By: David Warlick

David Warlick — Fri, 08 Jan 2010 12:58:09 +0000

Doug, that is exactly the point that Chris makes in his blog article, about entertainment. But I do hear lots of conversations and even initiatives seeking to increase engagement — when, as you imply, engagement is simply a by-product.

Thanks!

By: Doug Johnson

Doug Johnson — Fri, 08 Jan 2010 12:30:11 +0000

Hi Dave,

I thought this statement was interesting – “…if we see more engagement in them, then we will see more effective and perhaps more relevant learning. ”

I’ve always looked at it the opposite way – when you increase relevance, you increase engagement. I also believe we too often confuse entertainment and engagement. By differentiating them, I think we help define them. (See http://tinyurl.com/yhvanpr>.

Happy New Year to you and yours,

Doug