20 Strategies for Increasing Student Engagement

The traditional "lecture, discuss, test" instructional format doesn't close achievement gaps; student engagement does. When students are meaningfully involved and emotionally invested in content, they learn moreand perform better. In 20 Strategies for Increasing Student Engagement, Dr. William N. Bender provides practical examples, guidelines, and the research behind his teaching tips to help educators focus on specific strategies for engaging students in the classroom. In today's rigorous educational landscape, even the most effective teachers are working to polish their practice. Bender offers a wealth of ways to develop intensive, attention-grabbing instructional techniques that foster high levels of student achievement, complete with: Step-by-step instructions for various classroom engagement strategies Examples and case studies across subject areas and grade levels Contributions from teachers, sharing strategies that work for them Data to help teachers measure the effectiveness of specific strategies Bender's teaching tips are categorized into four sections so it's easy to find specific engagement strategies for organizing instruction, using technology, implementing collaborative strategies, and leveraging strategies that give students personal responsibility for their learning. Readers are encouraged to skip around to the parts of the book that are most relevant to their work.

William N. Bender, PhD, is a national leader on the general topic of instructional tactics for the classroom, with special interests in discipline, project-based learning, technology in the classroom, differentiated instruction, and response to intervention. He has written 24 26 books in education, many of which are leading sellers in their respective topics.He currently presents numerous workshops each year for educators around the country and in Canada. His focus is always on practical strategies and tactics that work in real classrooms, and his work is firmly based on his experience teaching public school special needs students in eighth and ninth grade. After earning his PhD from the University of North Carolina, he taught educators at Rutgers University and the University of Georgia.