Abstracts
Abstract
Engagement in the classroom is a complex and multifaceted concept that encompasses a dynamic interplay of cognitive, affective, and behavioral dimensions. In secondary education, especially within ESL (English as a Second Language) contexts, fostering genuine engagement requires implementing diverse strategies that effectively reach students on multiple levels intellectually, emotionally, and socially. This article examines how Collaborative Learning Techniques (COLTs)—specifically Think-Pair-Share, Jigsaw, Role-Play, and Case Studies – are powerful tools to promote engagement across these interconnected dimensions. Drawing on classroom practice, empirical research, and pedagogical theories, it demonstrates how adopting an empathy-centered pedagogy can nurture deep thinking, emotional connection, and active participation among students. Ultimately, the article emphasizes that engagement should not be viewed as a fleeting outcome but as an ongoing, evolving process that flourishes when classroom environments prioritize inclusion, collaboration, emotional safety, respect and the competencies of Social and Emotional Learning (SEL).
Résumé
L’engagement en classe est un concept complexe et multidimensionnel qui englobe les aspects cognitifs, affectifs et comportementaux. Les techniques d’apprentissage collaboratif (TAC) comme « Réfléchir-Partager en duo », « Puzzle », « Jeu de rôle » et « Études de cas » favorisent l’engagement en stimulant la pensée critique, la connexion émotionnelle et la participation active. Ces stratégies, fondées sur l’empathie et l’apprentissage social et émotionnel (ASE), créent des environnements d’apprentissage inclusifs et bienveillants où les élèves se sentent valorisés et prêts à réussir tant sur le plan scolaire que social.
Appendices
Bibliography
- Aronson, E. (2002). Building empathy, compassion, and achievement in the jigsaw classroom. In J. Aronson (Ed.), Improving Academic Achievement (pp. 209–225). Academic Press.
- CASEL. (2020). SEL framework. Collaborative for Academic, Social, and Emotional Learning.
- Dewi, Y. A., Pratisti, W. D., & Prasetyaningrum, J. (2019). The effect of role-play to increase empathy toward students with disruptive classroom behaviour. International Summit on Science Technology and Humanity, 210–219.
- Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement : Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109.
- Heiney, S. P., Polyakova-Norwood, V., & DeGregory, C. (2019). Using a continuing multimedia case study to develop critical thinking and empathy. Journal of Nursing Education, 58(3), 169–172.
- May, D. (2009). Jigsaw learning : Using an innovative teaching technique to promote group learning, cooperation, listening, engagement, and empathy. 27th EuroCHRIE Annual Conference Proceedings, 756–760.
- Mercer, S. (2016). Seeing the world through your eyes : Empathy in language learning and teaching. In P. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive psychology in SLA (pp. 91–111). Multilingual Matters.
- Rahmawati, Y., Utami, T. H. B., Nurjayadi, M., & Mardiah, A. (2020). Using think-pair-share to develop students’ social and emotional competencies in chemistry learning. Jurnal Kimia Dan Pendidikan Kimia, 5(1), 43–53.
- Stevens, R. (2015). Role-play and student engagement : Reflections from the classroom. Teaching in Higher Education, 20(5), 481–492.
- Watt, D. (2007). Toward a neuroscience of empathy : Integrating affective and cognitive perspectives. Neuro-Psychoanalysis, 9(2), 119–140.