What do we mean by relevant, engaging learning?

Relevant and engaging learning experiences offer students opportunities to apply their current knowledge and capabilities to classroom content while addressing real-world problems. When learning is designed to be relevant to students' lives outside of school, they are more engaged and motivated to attend. This type of teaching uses a wide variety of instructional strategies designed to meet academic standards while incorporating the experiences and interests of students.

All of these strategies emphasize developmentally appropriate projects that deepen learning beyond rote memorization or following procedures and incorporate one or more design features viewed as critical for engaged learning:

• Instruction is flexible & interdisciplinary, combining concepts and knowledge from different disciplines to create deeper understanding.
• Learning experiences are rigorous, built on strong curriculum and pedagogical understanding.
• School is structured for deeper learning, applying techniques to ensure sustained, challenging learning.
• Student progress is regularly monitored through formal and informal assessments used to provide real-time feedback.
• Students learn about themselves as learners, developing a positive self-concept, fostering positive relationships, and critically reflecting on the learning progress.
• Students learn about their communities and the world around them, developing a sense of agency and a critical awareness of their role in shaping their experiences.

Relevant, engaged learning experiences can also incorporate the skillful use of technology. As more educators assign work using digital platforms, access to broadband, an updated device, and knowing how to use the device is required. Be careful not to overuse digital lessons that only require memorization. Skillfully leveraging digital tools can deepen engagement, help students learn to evaluate online content and prepare them to participate in the digital world.

Why does it matter for attendance?

If students see the relevance of learning for their lives and communities, their engagement and attendance improve. Meaningful learning that builds on their knowledge and experience helps students deepen conceptual understanding and develop the skills for lifelong learning. When families recognize the relevance of learning for their children’s lives, they are more likely to make sure their student shows up regularly. Engaged students are less likely to participate in risky behaviors such as substance abuse.

What is the evidence that relevant and engaging learning experiences improve attendance? Research shows that meaningful and engaging learning experiences improve attendance:

• Specific engagement strategies, such as problem-based instruction and project-based learning have a positive impact on student engagement and attendance.
• High quality after-school programs that use evidence-based practices significantly reduce absenteeism.
• Though the research findings are not conclusive, one study of the Connecticut Technical High School System found that 9th grade males who were admitted to a CTHSS had better 9th grade attendance rates and higher graduation rates than matched male students who just missed admission. Another study also found that participation in STEM-related vocational education and training decreased absences.
• Targeted professional development that supports the intentional incorporation of technology to increase student engagement and achieve learning goals is important. For example, the use of immersive virtual reality has been found to provide some positive effects on student engagement.
• Universal IB or AP enrollment opportunities are linked to higher graduation rates, better attendance and postsecondary success.

Should relevant and engaging learning experiences be a major route to reducing chronic absence in your state? To determine whether creating and expanding relevant and engaging learning experiences is a major strategy for reducing chronic absence in your state, consider these questions:

• What do qualitative and quantitative data tell you about whether learning is relevant and engaging in your state?
  • Do high rates of drop out in your state suggest students are not feeling engaged by the curriculum? Research suggests a strong link between student engagement and dropout, indicating that dropout is more of a process than a singular event. Chronic absence can be an early warning indicator of risk for dropout. Federal law requires states to report graduation rates as well as their plans to reduce dropout rates. These data are publicly available on state education department websites.
  • Does your state conduct student and/or parent surveys asking about relevant and engaging learning opportunities at their local school? The National Center for Safe Supportive Learning Environments offers school climate surveys free of charge that include the important domain of engagement. Communities in Schools and AIR also provide family and student surveys of engagement. These tools provide leaders with valuable feedback on the degree to which students (or their families) report that they participate in activities that are relevant and engaging.
  • Does your state have a system for evaluating teachers that would offer insight into whether teaching is relevant and engaging? States have an important role to play in providing guidance for evaluating teachers. Only ten states require a uniform teacher evaluation system. An additional fourteen states allow districts to opt into their statewide evaluation system. Tennessee has been recognized by the National Council on Teacher Quality for its statewide teacher evaluation system. The Tennessee Educator Acceleration Model includes a rubric that explicitly calls attention to teaching practices that are engaging, challenging and relevant for students.
  • Does your state collect data on the extent to which teachers have the capacity (both the tools and the skills) to integrate technology in ways that support student engagement in meaningful instruction? As noted in the National Educational Technology Plan, factors such as how students use technology and educator capacity to design meaningful and engaging lessons are key to ensuring students can access learning opportunities.
  • Does data suggest that students and families lack access to the technological tools and resources necessary to keep up with lessons and that can be used to deepen learning and engagement? The U.S. Census Bureau released its Digital Equity Act Population Viewer, an interactive map that shows broadband availability and use alongside demographics in every state. State leaders can use the map to assess equitable access to digital tools. (Users must create an account.)
  • Does your state have any policies that support broader access to high quality, challenging in-school learning programs such as International Baccalaureate, Advanced Placement or supplemental programs such as STEM-based afterschool and summer programs?
• What existing assets can your state build upon?
  • Who are the champions (agencies, education institutions, organizations, individuals) who could advance relevant and engaging learning at the state or local levels? Are there higher education institutions that can partner with state agencies to ensure that relevant and engaging teaching strategies are included as an integral part of teacher preparation?
  • Does your state teacher licensure/credentialing commission have guidelines that ensure that student engagement is a key component of ongoing teacher evaluation? Would these organizations be willing to develop such guidelines?
  • Does your state provide resources and professional learning opportunities for teachers to build their capacity to make curriculum and content more relevant and engaging for students?
  • Are there partners such as youth-serving organizations that might support policy or investment into programs that encourage incorporation of student voice and youth leadership development in schools?
  • Consider how your state might collaborate with labor and workforce development agencies to identify and collaborate with trade union and industry leaders to support wider access to applied learning. For example, the Oregon Workforce Partnership offers hands-on learning and skill development across seventeen sectors such as advanced manufacturing, healthcare and clean energy. In one of its sectors, called Team Oregon Build, students develop technical skills while working to provide much-needed affordable housing.
  • What funding can be leveraged to ensure relevant and engaging learning experiences for all students? Consider using federal Title II, Part A funding, state or even local funding to provide teacher professional development related to relevant and engaging teaching strategies. Many state and local funds can also be used to develop or expand extended learning programs with meaningful and engaging experiences for students outside the classroom or regular school hours.
  • Are there existing initiatives designed to support engaging and relevant learning opportunities for all students? Find out if there are local or state efforts aimed at supporting diverse teaching strategies that provide learning opportunities, such as interactive activities, collaborative tasks and peer teaching, or storytelling, games and role-playing to make lessons more engaging and relevant. For example, a blog post by the North Carolina New Teacher Support Program describes how new teachers can employ diverse teaching methods to create an engaging learning environment.
  • What resources or professional learning opportunities are available in your state to support the development and use of curricular materials and instructional practices that are engaging and relevant? For example, the Illinois State Board of Education provides districts with a Curriculum Evaluation Tool that includes items focused on multiple pathways for engagement, developmentally appropriate tasks and opportunities for students to integrate their experiences. The Delaware Department of Education offers free access to Digital Delaware for teachers, school and district leaders and families that includes resources for evaluating instructional materials, access to professional learning opportunities and family resources.
  • Are there bright spot schools or exemplary programs that demonstrate effective approaches to meaningful and engaging learning that your state can learn from? Consider using state data to identify particular schools or districts that have comparatively better attendance and determine whether their performance is a result of employing engaging and relevant teaching strategies. Look for existing Career and Technical Education programs in local schools that have comparatively better attendance as a result of applying learning to real problems. How might lessons learned from these bright spots be incorporated into other types of classrooms?

How do our policies support relevant and engaging learning?

• Are there sample policies or practices that increase access to relevant and engaging learning for all students? There is a wide variety of policies states can adopt to support districts and schools to create these learning opportunities. For example, does your state have a “profile of a graduate” and does it reflect a commitment to relevant and engaging learning experiences? Does your state allow multiple pathways for students to demonstrate knowledge and mastery (e.g. through performance assessments, portfolios or capstone projects)? Does your state allow students to earn credit for learning experiences outside the classroom?
• Are there counterproductive policies that should be eliminated or modified because they are barriers to relevant and engaging learning for all students? For example, does your state definition of attendance rely on “seat time” which may impede more flexible and innovative approaches to learning? Have there been cuts to funding for arts and music programs that allow all students to explore their interests beyond the core curriculum? Do evaluation guidelines focus teacher attention on test scores over relevant and engaged learning?