Blog Posts

Cultivating Curiosity: A Journey into Effective Learning Practices

Understanding how people learn is essential for educators, especially in the age of technology integration. My journey as a first-grade teacher has been enriched by insights from "How People Learn".  One of the foundational principles I've embraced is the integration of metacognitive skills into daily learning experiences. Metacognition, or thinking about one’s thinking, empowers students to become aware of their learning processes. For instance, during a science lesson on light, I introduced shadow puppets and flashlights to my first graders. This hands-on activity not only engaged their curiosity but also allowed me to observe their understanding and misconceptions unfold.  In this lesson, students eagerly created their own shadow puppets; as they experimented with different shapes and distances from the flashlight, they began to grasp fundamental concepts—such as how shadows change size based on the proximity to the light source.  Ayoub, one of my students, excitedly stated, "Look! My rabbit shadow is bigger now because I moved it closer to the light!" This observation prompted further discussion, where students reflected on why shadows act and look differently under various conditions.  This hands-on activity not only engaged students but also allowed me to observe their thought processes. By asking questions like, "Why do you think the shadow got bigger when you moved it closer?" I prompted them to reflect on their observations, fostering metacognitive awareness.

Differentiated instruction emerged as another pivotal strategy. Recognizing the diverse learning needs and prior knowledge among my first graders, I employed various approaches to ensure all students could access and engage with the lesson content.  In my classroom, I had varying levels of prior knowledge and understanding among students. For example, while some students quickly grasped the concept of shadows, others needed support to connect the abstract idea of light and shadows.  To support students with different learning styles, I introduced a tactile exploration station where they could manipulate objects to create shadows. This hands-on approach appealed to kinesthetic learners who benefited from the physical interaction with materials. For example, Ashton, who preferred hands-on activities, eagerly exclaimed, "I can make my dinosaur look really big or small by moving the light closer or further!"  Incorporating the insights from "How People Learn" into my teaching practice has been transformative. By integrating metacognitive skills, and differentiating instruction, I've seen firsthand how students thrive and develop a deeper understanding of complex concepts like light and shadows. As I reflect on my journey as an educator, the words from the "How People Learn" resonate deeply: "Teachers must attend to designing classroom activities and helping students organize their work in ways that promote intellectual camaraderie and attitudes toward learning" (Bransford p.108). This underscores the importance of creating an environment where curiosity thrives, and students are motivated to explore and deepen their understanding.  Understanding how people learn isn't just about teaching—it's about nurturing curiosity, building confidence, and laying the foundation for lifelong learning.

7/9/2024  0 comments

From Classroom to Real Life: The Power of Computational Thinking in Problem Solving

In our increasingly digital society, computational thinking has emerged as a crucial skill for problem-solving and innovation. It transcends programming knowledge, encompassing a broader mindset that enables individuals to face more complex challenges explicitly. Computational thinking involves breaking down problems into smaller, manageable parts—a process known as decomposition. By understanding the fundamental components of a problem, individuals can approach solutions more effectively.  Computational thinking is important to integrate into various disciplines because it provides a structured approach to problem-solving. For students, it cultivates logical reasoning and analytical skills, essential for navigating academic challenges and real-world problems. Even in everyday tasks, such as organizing schedules or planning projects, computational thinking helps individuals develop efficient strategies by identifying patterns and designing algorithms.

To apply computational thinking, start by practicing decomposition in everyday tasks; break down problems into smaller parts to gain clarity and identify key elements.  Pattern recognition involves identifying similarities within problems, which help with strategic decision-making.  As noted in  "How People Learn", "Because of their ability to see patterns of meaningful information, experts begin problem solving at “a higher place” (deGroot, 1965).  This insight underscores the importance of computational thinking as a means to engage students in meaningful learning experiences that prepare them for the future.  In my student teaching, I witnessed firsthand the power of decomposition within the classroom.  One example involved a math lesson with addition.  One student, Freya, was having trouble understanding how to add numbers above ten and to help her, I used decomposition to break down the problem.  We took the problem 12+7 and broke it down into smaller part; first adding 10+2 to make 12 and then adding 7 in the two steps.  By breaking down the process into more manageable steps, Freya could better understand and follow each part.  Next, we used pattern recognition by identifying that whenever we add numbers, we could group them into tens and ones.  This method helped Freya recognize that similar strategies could be applied to different problems.  

A real-life example of applying computational thinking occurred when making my plans for my trip out to Ireland. I decomposed the task into smaller steps, such as booking flights, finding accommodations, and planning activities. By recognizing patterns from past trips, designing checklists, and focusing on key details, I created an organized and efficient plan that ensured a smooth and enjoyable trip.  In conclusion, embracing computational thinking in education provides educators with powerful tools to enhance teaching and learning. This approach not only enhances critical thinking and problem-solving skills among students but also equips them with the tools necessary to thrive in an increasingly digital and interconnected world. By integrating computational thinking into education, we foster a learning environment that prepares students to succeed in the 21st century.

7/9/2024  0 comments

A More Beautiful Question

Warren Berger's A More Beautiful Question dives into the transformative power of asking the right questions. In the chapters we explored, Berger emphasizes how questions can ignite creativity, drive innovation, and uncover deeper truths. The book highlights that questioning is not just simply an intellectual exercise but a vital tool for growth and problem-solving. Through a series of examples, Berger illustrates how the art of asking profound questions has led to breakthroughs in various fields, encouraging readers to cultivate this skill in their own lives.

One of the key takeaways from the book is the idea that questioning can lead to significant personal and professional development. Berger suggests that by challenging the status quo and asking questions that might initially seem uncomfortable or unconventional, individuals and organizations can discover new opportunities and solutions. This concept resonates deeply, as it encourages a mindset shift from accepting existing norms to actively seeking out improvements and innovations.  Berger also suggests that asking questions about one’s personal life can also spark positive change and increase happiness. Asking oneself “what if I changed just one thing about my life”, can bring about positive, refreshing change. 

Berger also touches on the notion that asking better questions can lead to better answers. He underscores the importance of fostering a culture where curiosity and inquiry are valued, both in the workplace and in personal endeavors. This perspective aligns with the idea that the quality of our questions often determines the quality of our outcomes. Personally, I have noticed a shift in my approach to problem-solving and decision-making since engaging with the book. By prioritizing thoughtful and open-ended questions, I have been able to navigate challenges with greater clarity and creativity. Berger's work reaffirms that embracing curiosity and questioning is not just an academic exercise but a practical strategy for continuous improvement and innovation.

Fostering curiosity and asking questions are key components of critical thinking, thus, integrating this approach into our teaching practices is essential. Encouraging students to ask questions should not be limited to specific lessons but rather be a KEY element of the learning experience across all grades. Picture a classroom where each lesson begins with students exploring questions like "Why is this the case?" or "What if things were different?" This approach promotes deep engagement and sparks creativity, allowing students to drive their own learning through inquiry.

I am aiming to have this be MY classroom.  If all teachers would transition from delivering information to facilitating exploration and discovery? By guiding students through question-based discussions and helping them set ambitious learning goals?  As an educator, I can create a dynamic environment where curiosity leads the way. This shift ensures that students are not simply receiving information but actively participating in their education, shaping it according to their interests and questions. My goal for the upcoming school year is to create a classroom where inquiry and exploration supported by a framework that prioritizes curiosity and encourages many questions, are awaiting at the front door for my students.

7/9/2024  0 comments

Fraction Fun: Bringing Math to Life with Design Thinking

Design thinking, as detailed in Stanford University's guide, involves five key phases: empathize, define, ideate, prototype, and test. Each phase builds on the previous one, focusing on understanding and addressing the user's needs through creative and practical solutions.  My engagement with the design thinking process through the Makers Project as part of the MAET program was definitely a process. In the empathize phase, I struggled because I have never immersed myself in the environment of a fourth-grade classroom. I had to do some research and look into standards and find common challenges fellow educators were seeing across the board as well as dig deep to remember some personal challenges.  Before even picking an idea, I knew I had a common goal of creating something that helped students do more hands-on learning while learning something beneficial to them specifically. During the ideate phase, I brainstormed several ideas, focusing on interactive and engaging activities. Specifically, I thought of creating fraction flowers and fraction pizzas. The fraction flowers activity involved students creating petals representing different fractions and assembling them to form a complete flower. The fraction pizzas allowed students to create pizzas divided into fractional parts, helping them visualize and manipulate fractions.

I decided to actually focus on both of these activities!  This hands-on approach aligns with constructivist learning theories, emphasizing active engagement and experiential learning. By physically assembling fraction flowers, students could observe and manipulate each fraction, gaining a concrete understanding of how fractions work. This process not only reinforced their knowledge of fractions but also enhanced cognitive connections through tactile and visual learning.  After developing my idea, I brought it to life!  I created a lesson plan that broke everything down.  I then tested my design with fellow educators to gather feedback and improve the activity. This collaboration sparked new ideas, such as creating the petals in different sizes based on the fraction on them or having the students cut out the pizza slices.  The feedback helped me refine the lesson, ensuring it was engaging and effective for my students. 

 A critical component of my design thinking process was integrating the TPACK framework. We learned from “The Handbook of TPCK for educators” that TPACK emphasizes the intersection of three primary forms of knowledge: technology, pedagogy, and content knowledge. In my maker project, the technology was simple but effective—using materials like paper, glue, tape and markers to create fraction flowers and pizzas. The pedagogical approach was rooted in constructivist learning theories, emphasizing hands-on experiential learning. By engaging in activities where they create and assemble fraction parts, students were able to construct their own understanding of mathematical concepts. The content focus was on fractions, a fundamental concept in elementary mathematics. The TPACK framework highlights the importance of integrating these three forms of knowledge to create effective and engaging learning experiences. By carefully designing activities that combined these elements, I ensured that students could engage with the material in a meaningful way. Overall, design thinking is a powerful problem-solving approach that emphasizes creativity, and hands-on/constructivist learning. My experience with design thinking and TPACK has prepared me with valuable skills and a mindset that prioritizes student centered design in my classroom, striving to make learning a better experience for my students.

7/9/2024  0 comments

Hands-On Innovation: Exploring Maker Spaces at University of Galway

Maker spaces in classrooms are more than just rooms filled with tools and technology; they are dynamic environments where creativity and hands-on learning come alive. In a recent exploration of Dr. Edward Clapp’s ideas on participatory creativity, I found his perspective particularly resonant: "Creativity is a distributed process of idea development that takes place over time and incorporates the contributions of a diverse network of actors" (Clapp, 2016). This quote highlights how maker spaces embody this concept by transforming learning into an active, collaborative process where ideas evolve through collective input and interaction with various tools.

During my time in Ireland for the Master of Arts in Educational Technology (MAET) program, I had the opportunity to visit the University of Galway’s makerspace, located within their library. This space was equipped with state-of-the-art tools such as 3D printers and a laser cutter. I personally used the laser cutter to design and create a custom wood keychain, with a bee on it!  An experience that vividly illustrated the hands-on, problem-solving nature of maker spaces. Eileen Kennedy, the coordinator of the space, shared that she relies on a team of students to help manage and run the makerspace. This collaborative effort not only aids in maintaining the space but also fosters a sense of ownership and leadership among the students, enhancing their learning experience.

The benefits of a makerspace extend beyond just the tangible outcomes of projects. They provide an inclusive environment that encourages curiosity, experimentation, and collaboration. By integrating a variety of tools and supporting a community of learners who contribute their unique skills and perspectives, maker spaces exemplify Clapp’s vision of creativity as a shared, evolving process. In essence, maker spaces are a practical application of participatory creativity, enabling students to explore and develop ideas in a supportive, resource-rich setting.  A big thanks to University of Galway and Eileen for giving us these opportunities to learn and experience an awesome maker space!

7/9/2024  0 comments

Wicked Problem- Creating Equity in Title 1 Schools by Recognizing Achievement Gaps

You might be wondering, what even is a wicked problem?  A wicked problem is a very complex issue with no clear solution because it involves many interconnected factors and conflicting perspectives. It involves numerous stakeholders and factors, making it challenging to address with straightforward or singular approaches, it may even result in finding even more problems!  My colleague and I, after going through so many wicked problems we chose achievement gaps within title 1 schools.  Addressing achievement gaps in Title 1 schools is a daunting task, characterized by its complexity and the multitude of factors involved. These schools, which predominantly serve students from low-income families, often deal with significant disparities in resources, support, and educational outcomes compared to more upscale schools. My team's exploration of this "wicked problem" has been an eye-opening experience, revealing the deep-seated challenges that contribute to educational inequity.  We began by investigating the root causes of achievement gaps, uncovering a range of contributing factors. Systemic and institutional challenges include implicit bias and discrimination, inequitable access to early childhood education, variability in school quality, and funding disparities. Socioeconomic influences further align these issues, with limited access to learning resources, varying levels of parental engagement, community and environmental challenges, health and nutritional deficits, and transportation barriers all playing a role. Additionally, cultural and language barriers.

Understanding these factors provided insight into the broader, long-term implications of achievement gaps. Economically, these disparities lead to lower lifetime earnings and diminished economic growth and innovation. Socially and health-wise, the consequences include restricted social mobility, weakened social cohesion, decreased political participation, and poorer health outcomes. Furthermore, the impact on educational continuity manifests in limited higher education opportunities, skill development, and persistent generational disadvantages.  With this understanding, we brainstormed potential solutions on a planning sheet, asking ourselves critical questions to generate innovative ideas for reducing the achievement gap in our educational settings.  We then formed this all into a presentation.  Some of our ideas included:

1. Partnerships for Enrichment:

• Collaborations with local businesses, non-profits, and higher education institutions could provide a wealth of resources and opportunities, such as:

  • Guest lectures and workshops

  • Internship and job-shadowing programs

  • Community engagement and networking events

  • Joint projects and tutoring initiatives

  • Sharing of facilities and resources

  • Mentorship programs with university students

  • Development of special interest clubs

2. Integration of Educational Technology:

• Implementing technology-focused strategies could enhance learning experiences, such as:

  • Provision of personal devices for students

  • Establishment of 1:1 device programs to ensure equitable access

  • Use of educational apps to reinforce learning

  • Virtual experiences to broaden students' horizons

  • Parent workshops to support home learning environments

3. Enhanced Professional Development:

• Supporting teachers through continuous professional growth can be pivotal, including:

  • Partnerships with educational bodies for specialized training

  • Participation in seminars, webinars, and workshops

  • Access to self-paced learning modules

  • Subject-specific training sessions

  • Team teaching initiatives to share best practices

In conclusion, tackling the achievement gaps in Title 1 schools is a complex and ongoing challenge that demands a comprehensive approach. This involves systemic reform, community engagement, and the adoption of innovative educational practices. As an educator, my daily decisions and actions play a crucial role in shaping a more equitable learning environment. It is not about making grand gestures, but about consistently making thoughtful choices that contribute to positive change. Let's embrace this challenge with commitment and creativity, knowing that every effort we make helps to build a more inclusive and supportive educational landscape for all students. 

7/9/2024  0 comments

Learning in Schools: A Deep Dive into Theories of Learning

Learning in schools is a dynamic process, influenced by various theories of learning. As educators, we are tasked not only with teaching content but also understanding how students acquire knowledge, skills, and attitudes. In this blog post, I will explore three major theories of learning—behaviorism, cognitivism, and social learning—and discuss how these theories shape the learning experiences in schools.

Understanding Behaviorism in the Classroom

Behaviorism, often seen as one of the earliest approaches to learning theory, posits that learning occurs through observable changes in behavior. “B.F. Skinner’s (1953) work in operant conditioning is central to this theory, emphasizing reinforcement and punishment as key mechanisms that drive learning”. For instance, when a student correctly answers a question, they might receive praise or a reward, reinforcing the behavior.

From a practical perspective, behaviorism often manifests in classrooms through routines and clear expectations. Teachers may use rewards like extra recess time to encourage desirable behaviors, while misbehavior might lead to consequences like time-outs or loss of privileges. Behaviorism, with its emphasis on external stimuli, can be effective in promoting certain types of learning, such as rote memorization or behavior. However, I wonder: Can behaviorism fully account for the internal cognitive processes behind deep understanding, or is it limited to shaping behavior in ways that may not always foster intrinsic motivation?

Cognitivism and the Mind as a Processor

In contrast to behaviorism, cognitivism focuses on the internal processes of the mind. Cognitive theories, such as “Jean Piaget’s (1952) stages of development, suggest that learning is an active process of mental construction”. Students are not passive recipients of knowledge; they actively organize and make sense of new information by connecting it to what they already know. Cognitive approaches also highlight the role of metacognition—students’ ability to monitor and regulate their thinking—as a crucial element in effective learning.

In the classroom, cognitive theory can be seen in strategies like problem-solving activities, discussions, and inquiry-based learning. For example, when students explore a math problem through trial and error, they are engaging in the kind of cognitive processing that helps them understand underlying concepts, rather than just memorizing. But here’s the question: How can we incorporate more metacognitive exercises to help students reflect on their thinking processes, and in turn, build their self-regulation skills?

The Social Learning Perspective: Learning Through Interaction

“Albert Bandura’s (1977) social learning theory introduces a new dimension to understanding how students learn—through social interaction and observation”. Bandura’s concept of modeling emphasizes the importance of learning from others, whether they are peers, teachers, or other figures in the community. Students observe and imitate the behaviors, attitudes, and emotional reactions of others, which can influence their own behavior and learning outcomes.

Social learning in the classroom often takes the form of collaborative activities, group discussions, or peer tutoring. When students work together on projects or learn from each other, they are engaging in the social learning process. For example, in group activities, students can benefit from hearing different perspectives, which may challenge their own ideas and deepen their understanding of the content. Reflecting on this, I wonder: How can we create more opportunities for collaborative learning, especially in classrooms where students have diverse learning styles and strengths?

Synthesis: Bridging Theories and Practice

After exploring these three learning theories, it’s clear that they each offer valuable insights into how students learn. While behaviorism can provide structure and support for building specific behaviors, it may not fully address the complexities of internal cognitive processes or the social contexts that influence learning. On the other hand, cognitivism emphasizes the active role of the mind in constructing knowledge, but it could benefit from incorporating more social elements, as students often learn best when they can collaborate and learn from others. Finally, social learning theory highlights the importance of peer interactions but may overlook individual cognitive factors.

Reflecting on these theories in the context of my own classroom, I realize that a blended approach might be the most effective. For example, I could use behaviorist strategies like reinforcement to build positive behaviors but also incorporate cognitive tasks like problem-solving and collaborative learning to foster deeper understanding. What would it look like if we consciously designed classrooms to integrate all three perspectives? I believe that a multifaceted approach could cater to diverse learners, encouraging both individual and social learning in equal measure.

Conclusion

As we continue to explore and integrate various learning theories into the classroom, it’s essential to recognize the dynamic and multifaceted nature of learning. No single theory can fully explain how students learn, but when we draw from behaviorism, cognitivism, and social learning, we create a richer, more inclusive environment that can support all types of learners. I wonder how our understanding of learning will evolve as we gain more insight into the complex relationship between behavior, cognition, and social interaction. In the meantime, I am excited to continue experimenting with different teaching strategies to create an environment where all students can thrive.

References

Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33–49. https://doi.org/10.1016/0742-051x(94)00012-u  

Piaget, J. (1952). The Origins of Intelligence in Children. https://doi.org/10.1037/11494-000   

Kilzer, E., & Skinner, B. F. (1953). Science and human behavior. The American Catholic Sociological Review, 14(2), 121. https://doi.org/10.2307/3707860  

3/10/25      0 comments