Engaged Learning

Richard VanDeWeghe is an associate professor of English at the University of Colorado Denver. He has taught middle school and high school, he has been a faculty member at two universities, and he is a field director for the National Writing Project. He has directed two sites of the National Writing Project; supervised preservice teachers in the Initial Professional Teacher Education program at the University of Colorado Denver; and worked with practicing teachers in numerous schools and districts on reading, writing, and thinking across the curriculum. VanDeWeghe has been awarded Teacher of the Year at the University of Colorado Denver, where he was also named a President's Teaching Scholar. He was selected as Outstanding Educational Leader (1992) by the Colorado Language Arts Society, and he was a recipient of the 2006 National Network for Educational Renewal, Richard W. Clark Partner School Award. His research interests concern theoretical and empirical issues that inform instructional practice-engaged learning; reading, writing, and thinking across the curriculum; teacher education; teacher professional development through inquiry; and the intersection of brain research and humanistic education. He has published articles in such resources as Educational Leadership, Phi Delta Kappan, English Education, English Journal, and the Journal of Teaching Writing. He was writer and column editor for the "Research Matters" column for English Journal for six years. He has presented workshops and papers for the National Council of Teachers of English, the National Writing Project, College Composition and Communication, Modern Language Association, and the Australian Reading Association. VanDeWeghe has a bachelor's degree in English and speech education from Western Michigan University, a master of arts degree in English from Michigan State University, and a doctorate in English with a specialty in the teaching of writing from Michigan State University.

Foreword by Richard Sterling Preface Acknowledgments About the Author Part I. Flow, Minds, and Hearts 1. Engagement as Flow Engagement Engagement as Flow The Conditions of Flow 2. Engaged Brains #1: Brains Search for Meaning Looking for Meaningful Patterns Constructing Personal Theories Paying Attention in Personally Significant Ways #2: Emotions Drive Brains in Learning #3: Engaged Brains Engender Mind-Body States 3. Engaged Hearts #1: Mindfulness #2: Unity #3: Compassion 4. Engagement and Instructional Practice Decisions About Engaged Learning Brain Decisions Heart Decisions Flow State Decisions A Way of Thinking Part II. Teaching for Engaged Learning 5. Modeling Engaged Learning Teacher Modeling Modeling Habits of Mind and Heart Modeling Work Habits Thinking Writing Reading History Class Revisited 6. Using Words That Support Engaged Learning Talking About Learning Noticing and Naming Identity Agency Generalizing Knowing Democratic Learning Community Talking About Intelligence Fixed Intelligence Malleable Intelligence Talking About Intelligence Intelligence Praise Science Class Revisited 7. Using Discussions to Engage Learners Engaging Ideas Engaging Questions Engaging Silence The Dynamics of Engaging Discussion Biology I Revisited 8. Supporting Engaged Readers Engaged Reading Trinal (Three-Part) Approaches to Reading Before-Reading Comprehension Strategies During-Reading Comprehension Strategies After-Reading Comprehension Strategies Carmen and School Reading 9. Supporting Engaged Writers Engaged Writing Purposes for Writing Audiences for Writing Forms of Engaged Writing Teachers Respond to Engaged Writing Courtney and School Writing 10. Promoting Engagement Through Memory Pathways Memory Pathways Semantic Pathways Episodic Pathways Procedural Pathways Emotional Pathways Spatial Pathways Multiple Memory Pathways Engaged Remembering in Ms. Gonzales' Classroom Afterword: Lingering Questions What About Assessment? What About Classroom Research? What About Study Groups? What Now? References Index

"It's tough to bring heart and soul into the classroom. The author makes a clear and concise case for doing this, and does so elegantly." -- Nancy Foote, Math Specialist "The author offers a basis for understanding and developing lessons that not only engage students' minds but ensure the connection with the heart of learning." -- Debby Chessin, Associate Professor of Curriculum & Instruction "This work could make a distinctive change in educational practice." -- Kathleen Choma, Math Teacher "This book is a breath of fresh air in this age of 'buzz words' and linear thinking." -- Cindy Corlett, Middle School Science Teacher "No other book on teaching has excited me as much as this one. It should be the core text for prospective teachers in any field." -- Jonathan Potter, English and Drama Teacher "VanDeWeghe presents powerful instructional practices to help students use both their hearts and their minds in learning." -- Louann Reid, Professor