Running head: LITERATURE REVIEW

Literature Review
Jennifer Buck
National University

In partial fulfillment of the requirements for

TED 690Capstone Course
Professor Carol Sheperd

LITERATURE REVIEW

2
Abstract

This literature review investigates strategies that teachers can use to encourage student
learning. Many students are self-directed learners, however, there are some students who
need to be motivated. Are these students a lost cause? Absolutely not, No Child Left
Behind (NCLB) ensures the academic achievement of all students. All teachers are
trained to ensure learning for every student. Best practice student engagement strategies
are as follows: support content standards mastery, activate prior knowledge, foster active
investigation, promote group interaction, encourage collaboration, allow for choice,
include games and humor, nurture higher level thinking, and monitor accountability.
These students are taught to create and maintain personal goals and to become
independent thinkers. Students are not supposed to please the teacher but accomplish
target goals they have generated. The best practices are introduced and reinforced daily
to help students develop a habit of power learning. This literature review correlates with
Domain C of the Teacher Performance Expectations (TPEs).

LITERATURE REVIEW

Scholarly book: Best Practices Motivation & Student Engagement: Creating Power
Learners
Author: Linda D. Bentriglia
Publisher: Young Light Educate
Published date: 2010
Chapter 6: Power Learning and Student Engagement
Pages: 111-132
Reviewer: Jennifer Buck, National University
Overview:
The chapter I reviewed discusses different teaching strategies to that can be used
to encourage and motivate students in the classroom. Many students are self-directed
learners and already are born with an intrinsic characteristic to do well. However, some
students need to develop these habits of characteristic by being motivated and engaged in
the learning process. If a teacher solely stands and delivers information by speaking in a
monotone voice and lectures for hours, is this engaging to students, or even adults? No,
students need interaction, opportunities to explore a topic rather than being fed the
information from the teacher, and asking their own questions to build interest and
relevant to their developing minds.
When teachers learn to group students in cooperative settings and groupings,
learning becomes powerful. Distractions are set aside and students understand how to
stay focused. Students will not argue over who is doing what in the group setting. Each
student takes on a task exciting and engaging to them. These groupings can be formal or
informal created to discuss, interact, research, and collaborate different parts of a lesson

LITERATURE REVIEW

plan. Groupings can be configured to discuss prior knowledge on a topic, research new
facts, or review for an upcoming quiz or test.
Linda Ventriglia (2010) suggests, there are many ways to get to a standardsbased learning goal. In this approach students are given the freedom to choose how they
will acquire knowledge. Providing many variations of an assignment that targets a
standard is allowing choice and helps students develop a sense of individual goal setting.
If students can create a goal, maintain learning for that goal, and achieve the goal,
engagement, motivation, and mastery of content can be achieved. Life is about choices
and this allows students to determine meaningful information for decision-making and
problem solving.
These students are taught to create and maintain personal goals and to become
independent thinkers. Students are not supposed to please the teacher but accomplish
target goals they have generated. The best practices are introduced and reinforced daily
to help students develop a habit of power learning. So, why is this important during the
learning process for students? The TPEs in Domain C discuss: student engagement,
developmentally appropriate teaching practices, teaching English learners, and making
content accessible. This literature review is proof directly related to the TPEs in Domain
C. The outcome from these power teaching strategies and learning are correlated with
student mastery of content standards.

LITERATURE REVIEW

5
References

Ventriglia, L.D. (2010). Best practices motivation & student engagement: Creating
power learners. Mexico: Young Light Educate.