Teacher Professional Development: Create with AI

Today, Dorothy Burt was our guest speaker for our teacher professional development on "Creating with AI."

She highlighted the main ideas of engagement with learning, which should always include the learner's behavioral, cognitive, social, and emotional engagement.

Part of my Masters of Contemporary Education paper, I looked at 'what is student engagement?'  Axelson and Flick (2010) noted that etymologically speaking, "engage" means to formally agree to something. Bowden et al., (2019) view student engagement as the "glue" or  important contexts such as student's home lives, school, peers, and community to student success.

Axelson and Flick (2010) describes three forms of engagement: behavioural, emotional, and cognitive engagement. Behavioural engagement is described as outward cues.  Often the lines are blurred with student engagement, the belief of teachers' overall teacher judgement can be based on a learner's behavioural engagement or just not understanding or the learner is bored.

Cognitive engagement is about the student's will, how they feel about themselves, their work, their skills, and the strategies they utilize to master their work (Davis et al., 2012). Students within my class work hard, but still seem unable to learn effectively. Cognitive engagement refers to the quality of students' engagement, whereas pure effort refers to the quantity of their engagement in class.

As a classroom teacher, I agree with both authors as all four types of engagement need to be considered in planning teaching and learning tasks for students.

Dorothy continues to encourage us, to embrace these multiple AI websites.  I haven't used any of these AI art, however will use it to support our writing prompts.  

  

create with AI

wonderful.ai

References:

Axel, R.D., & Flick, A. (2010).  Defining student engagement. Change: The magazine of higher learning, 43(1), 38-43.

Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & R Hipkins.  (2012).  Supporting future-oriented learning and teaching: A New Zealand perspective.  New Zealand Council for Educational Research.  Ministry of Education

Butler, D. L., & Cartier, S. C. (2004). Promoting effective task interpretation as an important work habit: A key to successful teaching and learning. Teachers college record, 106(9), 1729-1758.

Davis, H.A., Summers, J.J., & Miller, L.M. (2012).  What does it mean for students to be engaged?  An interpersonal approach to classroom management: Strategies for improving student engagement.  Corwin Press.  Pp 21-33.