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We designed and implemented an innovative teacher learning activity within the context of a graduate course. Course-takers created and completed a teaching demonstration and their "students" (i.e., fellow course-takers) were each assigned a specific role to play (e.g., disengaged) in order to provide the "teachers" with opportunities to practice their classroom management skills. After completing the demonstrations, the course-takers completed an assessment of their own and their colleagues' teaching effectiveness and their attitudes toward the role-playing activity. Overall, course-takers reported that they learned valuable teaching skills and generally enjoyed the role-playing activity. Such role-playing activities can safely provide developing teachers with opportunities to practice various pedagogical strategies, while simultaneously helping them sharpen their classroom management skills. [ABSTRACT FROM AUTHOR]

Background: The Trickle-Down Engagement Model posits that instructor engagement promotes student engagement which, in turn, has positive implications for student learning. Objective: Our goal was to provide evidence-based practical recommendations for instructors to communicate their engagement with course material to students, activating the trickle-down process. Method: In two experiments, we used recorded mock lectures in which we manipulated instructor movement within the classroom (Study 1) and enthusiastic statements that cued instructor engagement (Study 2). In both studies, we measured student learning and assessed perceptions of the instructor's engagement, their own engagement, and the presented material. Results: Engaged cue statements successfully communicated instructor engagement but physical movement did not. Consistent with the Trickle-Down Engagement Model and our hypotheses, perceptions of instructors' engagement positively related to participants' own engagement, which was also positively related to better learning outcomes. Conclusion: When instructors verbally communicate their engagement with course material, students are more engaged and demonstrate better learning. Teaching Implications: Channeling explicit, positive instructor engagement has numerous benefits, including enhanced student learning and educational experiences. [ABSTRACT FROM AUTHOR]