Background

As educators, developers, and purveyors of Education, within some context, it is often posited that every child has a learning style(s) or various learning needs that help them find success. Still, these styles can change over time or depending on the content or subject matter the student is studying. Whether you believe in theories regarding learning styles (now called learning preferences), it is evident that not all students learn in the same manner, and we, as educators, must adjust to meet the needs of every student for them to find success in the classroom. Even in the workplace, we must adjust our conversation(s), strategies, and approaches for co-workers and colleagues as we discuss projects, curriculum, standards, etc., because we all process information differently. This comes down to a straightforward matter: we are all human and very different in terms of how we process information for understanding and retention of information to apply it or utilize it later.

When early researchers set out to study learning and thus develop theories on learning, a theme emerged as theorists began to understand more and more about the brain and how it works (Woolfolk, 2016). Although the brain is still a mystery in many ways, we know everyone's brain function is different, like a fingerprint, in how it processes information. Processes seem very simple to us if we combine them like a computer's central processing unit. Frequently, we see the brain compared to a computer's CPU because of its design, complex operating skills, recall, and flow of information. We are learning more about how everyone's brain is wired differently due to various internal and external factors. The research has affected how we design and adapt the curriculum to meet the standards or outcomes of a class, a unit, a training, etc., but also meet the learner's needs. Research also tells us that to make information "stick" for some time, the learning should encompass a variety of strategies and approaches (e.g., hands-on, cooperative learning, project-based learning, etc.) to move beyond the application of a concept(s) and to more strategic thinking through problem-solving and critical thinking (Bloom, 1956; Ohio Department of Education, 2013; Webb, 1999.). 

One of the approaches we can utilize is the use of technology to help learners (PK-12 and adults) apply a concept and critically think beyond the application or "recall" level of information by using hands-on learning. The current generation and their exposure to technology are profound, as we have discussed; however, their use may not be as much as their appropriate use (i.e., utilizing more than Snapchat or TikTok to locate credible news). Okay...follow along with me: The initial design of a lesson begins with solid learning objectives that tell you the "what" regarding the learning, but you create the "how" - how are we getting the learner there or to know the information? How will we assess their learning? The "how" or the teaching and the materials we choose to support the learning is where technologies come into play, just like any tool we utilize with our learners - both high-tech and low-tech. The integration of technology into the curriculum (e.g., embedding tools to foster critical thinking and creativity) is key—combining multiple tools (e.g., videos, websites, presentations, graphic design), discussion, cooperative learning, and trial/error can be a powerful combination for long-term retention of information and beyond the "recall" stages as outline by both Bloom and Webb. What other combinations can you think of that foster multiple tools and approaches that assist students in understanding content and expressing their knowledge in a meaningful and valuable way to more than just themselves and you as a teacher? Meaning, in what ways can we use various tools so that students can express what they know, how they know it, etc., beyond a traditional assessment (e.g., multiple choice). 

Utilize media or a video to convey information to multiple populations that can resonate with ideas, opinions, thoughts, curriculum, or content, etc., within the classroom and beyond. Let's get busy creating a video that is helpful to you and your learners.

References

Bloom, B.S. (1956). Taxonomy of Educational Objectives, Handbook 1: Cognitive Domain. New York: Longman. 

Ohio Department of Education. (2013). A Guide for Using Webb’s Depth of Knowledge with Common Core State Standards. https://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/English-Language-Art/Resources-for-English-Language-Arts/Instructional-Strategies-for-English-Language-Arts/WYC_DOK_Webbs_Flip_Chart.pdf.aspx

Webb, N. (1999). Research monograph No. 18: Alignment of science and mathematics standards and assessments in four states. Washington, D.C.: CCSSO. 

Please be creative with your videos; if you have another idea concerning software, apps, etc., use it! Just ensure that we can all access your video (make it public).

APA 7 HELP?

JONES APA 7 TEMPLATE (LITERALLY GO TO FILE, MAKE A COPY AND USE THIS TOOL)- HTTPS://DOCS.GOOGLE.COM/DOCUMENT/D/1TBDYGVLQN_KWEBC61AGCVSQ3C2A849KZUFF5QPNUULK/EDIT?USP=SHARING

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