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It worked well. The kids were really engaged. The first is that students are motivated by the activity and the second is that they are actively doing something. Perhaps the latter is seen to imply to the former because, in many classrooms, full participation in the activity might be optional. Professor Robert Coe claims that engagement is a poor proxy for learning. Source: Professor Robert Coe. This is quite reasonable. We can imagine students busily and enthusiastically doing stuff but learning little; or at least learning little of what is intended.
For instance, a Macbeth diorama could engage students for hours without improving their ability to analyse the play. We can also imagine students staring pretty blankly while a teacher talks and yet learning loads. I view an orderly classroom as highly desirable. I think that, in many cases, it is a necessary prerequisite for learning to occur. But I would not argue that we can infer from an orderly classroom that learning is taking place.
Students could be behaving very well and learning little. Conversely, it is quite possible for students to be learning whilst some members of the class are misbehaving.
In my first year of teaching I had a difficult Year 10 science class for 80 minutes on a Friday afternoon. If we worked hard for the first 40 minutes I let the students research a science topic in the computer room for the last 40 minutes. They learnt little science from this research but many teachers dropped by and commented on how well behaved the students were. If this engagement leads to better learning then we could and should use better proxies to measure this learning.
