How do you engage and motivate your students and staff with your curriculum goals and expectations?

Build in a student feedback loop and therefore critical thinking. This will maximise engagement and lead to continual improvement and therefore ongoing evolution of the process

Engaging students and staff in curriculum goals and expectations is crucial for creating a positive and productive learning environment. Here are some strategies to help you achieve this: 1. Clearly communicate goals: Start by clearly defining the curriculum goals and expectations. Use language that is easy to understand and specific. This will help students and staff understand what is expected of them. 2. Connect goals to real-life examples: Make the curriculum goals relatable to students' lives by providing feedback Remember, engaging students and staff in curriculum goals and expectations is an ongoing process. Regular communication, support, and recognition are key to fostering a positive learning environment and achieving success.

Engagement and motivation often thrive when people feel connected to their goals. With students, I aim to make the curriculum relatable, showing real-world applications and fostering discussions about their interests. For staff, it's about creating a collaborative environment where their contributions and ideas are valued, aligning their goals with the overall vision. Regular communication, feedback loops, and acknowledging achievements play pivotal roles in keeping everyone engaged and motivated.

From my experience ensure you understand learners expectations and teach to their learning styles. Plus remember to ensure the learner takes onus of their own aims and objectives which should be negotiated with tutor/learner, give guidance, praise and what hopefully will be achieved

To engage and motivate students and staff with curriculum goals, empower them with ownership in goal-setting. Foster collaboration by encouraging input on curriculum design, involving them in decision-making processes, and tailoring learning experiences to individual interests. This autonomy builds a sense of ownership, increasing enthusiasm and commitment to achieving shared objectives

Instead of creating the curriculum for students, create it with them. Share the guiding documents, have them work collaboratively to identify what they're interested in by generating inquiry questions. Build the curriculum from there. Co-construction is key to agency and engagement.

Nothing feels better to students when their needs and interests are acknowledged. When students' interests are connected to the curriculum, their level of engagement increases which makes for an increase in participation. Students will be more willing to spend time on things that interest them.

I’ve found it very helpful to present staff and students with options as to what they would want to learn. This is exactly what is meant by cultural literacy. Creating an inclusive culture means actually asking the community (the students or staff) to identify from options where they really want to learn and grow. You’ve accepted that you will help facilitate their learning journey; however, they are in charge of their own learning since this was their consensus as a community. Politics have limited educators and society’s view on “cultural literacy” into this race and socio-economic vacuum when a community of any kind creates it’s own culture over time.

By getting to know one's students as the school year begins, educators have the opportunity to incorporate this information into their real-world authentic lessons. Students of all age levels are connected more when their names and interests are incorporated into the lesson.

Connecting with your students’ interests is paramount for buy-in. I have found that by examining current cultural trends can be a sure fire way to connect the content/curriculum in an authentic way. But you have to be willing to stretch your own thinking and pedagogical practices. Think outside the box, be creative and see where it can take you.

One way I loved to differentiate was by using Gardner's Multiple Intelligences. Students choose how they want to plan and present their project. A rubric is provided letting students know what needs to be included. Differentiation allows the needs of students to be met as they are learning and mastering given standards.

I’ve written a book about this. Beyond the Classroom. It includes tips for educators wanting to do more than a classroom’s 4 walls allow.

An example of differentiation comes while presenting the lesson. Start the lesson with an engaging video to activate learning. Have guided notes and anchor charts for students during the introduction to learning to reference later. Create space for students to discuss questions and answers in a group directly after introduction to learning since this is instructional time. Provide students with a end of unit question that is similar to what they will see 10 minutes before class. Have students explain what they learned after taking a one question or two question multiple choice quick test and review. Differentiation for new and experienced teachers must be broken down into steps for clarity.

One thing I keep in mind is that your audience won't memorize your points and ideas if you only say them or have 1 slide to present about your great idea. Opening with a video or an activity to get the engagement marbles rolling around is the key to starting off strong.

Personalising learning is key to allow students to take ownership of their work and feel empowered to produce something that best represents them as individuals - both their interests and academic strengths

I do this a lot in the labs. To them I am reminiscing, but actually I am discussing common workplace issues. I ask their opinion on handling the issue so that they can guided to the answer.

One effective way to encourage students to learn is by engaging them and demonstrating your enthusiasm for the topic. A technique I use is to create anticipation by dropping hints throughout the week about what I might be introducing or discussing in a lesson. For instance, I once ended a presentation about a trip to Borneo with the question, "Who was the mysterious captain who rescued my group from a storm on the South China Sea?" The students were intrigued and discussed it for a week, speculating and guessing about the captain's identity.

Having students learn using the whole brain should also include physical engagement. For example, show your understanding of your learning by creating a group movement piece. Or, stand up, touch five chairs, turn to the nearest person and in one sentence summarize your new learning.

All of these suggestions require integrative extrinsic motivation. Ask the learner what their goals are and work from there ??