Engaging learners through curiosity and creativity

How do we keep learners engaged?  Getting engaged could lead to positive learning outcomes. However, achieving this is also a huge challenge for any educator.

Engagement is a major factor in pushing the students.  Perhaps to reach their full potentials, teachers need to make sure that students are holistically into what they are doing. (Marzano and Brown 157)

learners and creativity

Learners’ motivation 

Motivation is a powerful tool when dealing with any kind of learner. In effect, the power of knowing one’s students becomes effective in planning and carrying out activities.

The first five minutes 

The first minutes of the class play a crucial part in the learning cycle. Hence, teachers always need to make sure to open the class with a motivational activity.  Moreover, this should vary every now and then.

There is a need to spend a great deal of time thinking of a creative way to start the class.  After laying down the goals and outcome for the day, fun activities should jumpstart the lesson.

For example, this could be in the form of a game, a rhetorical question, a short clip, a song, an anecdote, etc.

These activities should be in the first 15 minutes of the session.  In effect, these lead to students getting hooked to class and wanting to learn more in the remaining time of the session.

Keeping learners productive 

One student quipped, “In English class, we’re always busy and time passes by so fast.”

Highly engaged students usually give positive feedback on their learning.  Furthermore,  students immersed in their work will always remember their lessons even after years pass by.  When asked about their work completed years back, productive students could easily relay what they did years ago.

learners in action

The value of creativity 

It is always good to know that students enjoy what they’re doing. It’s part of our basic human instincts that we do things best when we enjoy it.

Creativity is a key, and it is personal. Thus, in fostering learners’ creativity, it is a must that we know what our students want.

It is good to give them structure sometimes, but differentiating tasks make it more meaningful and personal to them.

For example, we could have just asked our students to do a research and write a journal, but that won’t foster creativity. As such, we’d rather give them options as to how they could show their research: by drawing, making a mind map, a PowerPoint, or short notes.

When learners are given the option based on their preferences, we allow them to explore their strengths. Eventually, this opens up doors to a collaborative environment and a better learning atmosphere banking on strengths.


Marzano, Robert and Brown, John. A Handbook for the Art and Science of Teaching. US: ASCD, 2009. Print.

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