Learning Manifesto

Knowledge is a gift, but teaching students to be learning-centered is a gift that keeps on giving. ~ Carl Moore

Curiosity is a catalyst for personal and academic development

As a self-learner, I firmly believe that a learning environment must foster curiosity and exploration for the learning to be effective and authentic.  I strongly believe that a classroom culture where exploration, questioning, productive struggle, and making mistakes is the norm. Everyone is comfortable being uncomfortable as they engage in authentic learning opportunities that seek answers as a way to grow.   Mistakes are seen as something interesting and something to explore (Khan, 2014).  Implementing this learning environment makes the student curious and excited about the learning journey.  Through this learning environment, a growth mindset is cultivated as challenges are embraced and the hunger for knowledge is increased.  Through these challenges, students learn to try and iterate because adaptability, persistence, and resilience are their state of being. 

Learning with Technology

Technology is essential in the increasingly digital world but must be used effectively to cultivate 21st-century skills and increase student engagement.  For our 21st-century learners to fully engage in the learning process, we should help them be adaptable, flexible, and innovative by creating a significant learning environment (CSLE) (Harapnuik, D. & Thibodeaux. T., 2023)  Effective utilization of technology has no limits to the positive impact it can have.  Technology provides the opportunity to offer personalized learning as educators can differentiate to meet individual student needs.  Educators can meet diverse learning styles and preferences.  Technology is used as a catalyst to enhance learning and when effectively employed, the technology disappears in the learning environment (Harapnuik, 2021). 

Technology can be used to:

Create Interactive Learning Environments

Provide Innovative interactions with content

Learn through virtual simulations

Increase content retention due to engagement

Provide immediate feedback

Breakdown geographical barriers to Increase communication

Promote Collaboration

Piftalls with traditional education

“Students spend a huge amount of time in the classroom not thinking.” 

~ P. Liljedahl

As I visited many classrooms, I noticed that teachers continue to teach using the traditional style.  Teachers are the ones thinking and doing. (Leljedahl, 2024 ) “Students spend a huge amount of time in the classroom not thinking.”  This is problematic because if students are not thinking they are not learning.”  Students listen or pretend to listen to the lectures, take notes, and learn one way of doing things.  If we want students to be ready for global issues, think innovatively, and solve problems we are yet to learn about they need to be provided with the opportunity to think for themselves.  Learn to handle setbacks, endure challenging situations, persist, be in awe of the findings, and engage in the learning path.  

In order for our students to become global thinkers they must practice the learning process early on.  We would help them be adaptable, flexible, and innovative by creating a significant learning environment (CSLE) (Harapnuik, D. & Thibodeaux, T., 2023).  We need to provide our curious students multiple opportunities for them to practice and embrace becoming self-directed learners.  Setting up the learning environment and authentic learning opportunities, where they have a choice, take ownership of their learning, and have a voice is vital. 

Change is hard and resistance to change makes it difficult to move away from traditional teaching where students are the recipients of information to them doing the thinking and learning.  Educating and embracing a growth mindset will begin the shift required so that students are the ones thinking.

Elementary Math 

As a math coordinator, I spend a lot of time training academic coaches and teachers to teach math in a way that allows students the time to see and do the math.  Facilitating productive struggle in the classroom is foundational. Teachers take the role of a facilitator and encourage students to learn through exploration, curiosity, and questioning. Teachers can not be the keeper of knowledge.       

Using technology in the classroom does not necessarily mean expensive online programs. In my roles as a bilingual teacher, academic coach, and now math coordinator I have used technology to create personalized learning for students and academic coaches to close the academic gap or enrich their learning.  Basic technology programs like Google Suite allowed me to create these plans.  Creating videos using Screencastify to teach a concept or create a how-to video allowed the learner to reference the material at their own time or review it at their own pace.   Also using Google Suite or video to provide just-in-time feedback is another way I have used technology effectively.  

When we incorporate technology effectively we can leverage it to provide authentic learning experiences and maximize learning.  The use of images, and videos are readily available and can help engage students and also allow them to apply their own learning by creating videos or using images.  For example, when learning geometry, students used Google Slides, and the web to find images around the world that illustrated the geometry vocabulary words they were learning.  They had so much fun and realized that geometry is all around us.  The conversation between them was rich as they were surprised at how many vocabulary words were found in just one image.  Each presentation was unique and they had the opportunity and flexibility to make it their own and add their own style.  As they collaborated they learned from each other, and even learned about new locations around the world.  They also built their own city and created their building using two-dimensional and three-dimensional shapes.  Technology allowed me to differentiate and meet the needs of our students and authentically engage them.    

“If kids engage deeply and effectively in a  learning process the grades and test scores are a natural by product. ~ Sal Khan

I believe math skills can be cultivated and developed through authentic learning opportunities for students to engage in productive struggle.  Confidence and resilience are built when mathematicians see mistakes and challenges as learning opportunities.  I aim to continue to learn and share information about how to use technology efficiently so that all learners can see and do the math. 

A learning environment promotes a mindset that says, 

“I can do this!”