For the most part students will go along unquestioningly with the tasks we ask of them. They are acculturated in the system to comply and "just do the work". The occasional question posed "Why do we have to do this anyway?" can seem disrespectful, even defiant. But I am seeing better now that unless I take the initiative and have the foresight to clearly state at the outset why this lesson or task matters, it is in fact surprising that the challenging question is not being asked more often!
A good start to a key lesson or unit means stating the BI (Big Idea), the LG (Learning Goal) and the SC (Success Criteria). These three things may seem superfluous when we are in the middle of a busy season of covering the curriculum. But they provide the foundation and energy for raising the level of understanding and motivation. Students have a right to see the relevance of what they are being asked to do. By making a connection to their lives they will be motivated to become more engrossed in the learning. Too often students are detached and disinterested and I as the teacher accept that as normal. As long as I have something to grade and the task is completed, life in the classroom goes on. But the norms of schooling are often at odds with the norms of life-long learning. So it's worth spending an extra few minutes working out the BI, LG and SC clearly and in language students can understand. Without these in place the level of engagement runs the risk of flat-lining or even spiraling downward. It could mean the difference between the appearance of learning and learning for life.
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