ABSTRACT
This chapter deals with a set of mentoring groups who illustrate another pathway to student engagement using the Fair Go pedagogy and mentoring. An enquiry-based learning environment became the driving dynamic of Brad’s teaching. Brad changed radically from a teacher who instructed and focused on control, dominating the learning voice of the classroom, to one who saw his role as focusing on the skills that would allow students to take responsibility for their tasks. Both Brad and Melinda felt they could speak openly with each other during the times when they were forced to address the scale of this quite different project. Melinda increasingly experimented with task designs that involved challenge, using various aspects of the MeE Framework, particularly the validity of high-cognitive, -affective and -operative learning outcomes, as a way of scrutinizing the extent of student engagement.
