Engaging is an educational influence method that focuses on bringing students' cognitive processes "online". In other words, engaging means promoting and supporting students' ability to give their attention and to intentionally choose to participate in the process of learning self-regulation. It includes the following:


  • Onboarding - Provide a process for incrementally introducing a student to the "rules" of how a course works

  • Fun and play - Create an enjoyable environment for learning

  • Urgency - Create a feeling that something needs to be done now

  • Curiosity - Create some mystery and provide opportunities for student discovery

  • Variety - Provide several types of activities and experiences to present content

Agentic Thinking

  • Give people opportunity to consider information more deeply and act according to it

  • Salient information - Give students useful, important information to engage with and consider

  • Feedback - Help students adjust their thinking by providing helpful information about their performance they can use to consider new approaches to future situations

  • Introspection and articulation - Prompt students to consider the content in the context of their own experiences and thinking and provide opportunities to express what they discover in complete sentences

  • Situated cognition and experiential learning - Provide authentic experiences situated in as close to the actual environments as possible through projects and simulations

Learning Self-regulation

  • Assessing

    • Perceive task - Understand what is expected

    • Evaluate task - Identify the specific requirements

    • Evaluate self - Consider your own abilities

  • Performing

    • Identify Standards - Determine how your learning will be evaluated

    • Set Goals - Establish what your final results should look like

    • Plan - Define when you will do what

    • Act - Time on task, Quality work, Meet deadlines, Thoughtful consideration

  • Evaluating

    • Monitor self - Consider your own cognitive and emotional response

    • Evaluate performance - Compare your results with the task's standards

    • Evaluate reactions - Consider how your teacher or grader responded to your work

  • Adapt - Use what you learned in the Evaluating phase to improve in the next cycle