EDUC 5313 Week 3 Blog Assignment

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References:

Gura, M. (2017). Make, learn, succeed: Building a culture of creativity in your school. Hawker Brownlow Education.
ISTE standards: Students. ISTE. (n.d.). Retrieved July 15, 2022, from https://www.iste.org/standards/iste-standards-for-students

National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. Washington, D.C.: The National Academies Press. http://doi.org/10.17226/24783.

  

Week 3 Blog

  "How People Learn II: Learners, Context, and Cultures" (2018) chapter 4 explores processes the brain uses in order to learn. Executive functioning and self regulated learning play an integral role what and how students learn. Students must be aware of their thinking and understand why they think what they are thinking.
    In addition to executive function and self regulated learning, students must also have a good memory. There are three types of memory. Reconstruction memory, working and long term memories and memory for episodes. It is imperative students are able to recall previously learned lessons, ideas, and experiences. Teachers can improve student learning by tying ideas and concepts into cues such as visuals to assist students' recall of information.
    Designing lessons that allows student autonomy and incorporates student interests will help to build intrinsic motivation. Allowing students to explore open ended questions and create a final product or prototype fosters creativity and relevance (Gura, 2017). When students can collaborate with peers to discuss their thinking, they are able to clarify their thoughts. Collaboration also creates opportunities for students to receive immediate feedback. Students can consider making changes if their thinking has changed due to peer feedback or consideration of a new point of view and questioning. 
    The ITSE student standard 1.4 Innovative Designer marries the ideas HPL2 and Gura's ideas of creating a creative classroom. Students are able to develop their own process to solve real world problems while using digital tools. Students might experience productive struggles as they collaborate with their peers to test and refine their products. 
    When designing lessons, various tools and processes to support executive functioning and memory should be considered. For example, students could make a slide deck defining new vocabulary words. This activity would allow students students to choose a visual that is linked to the meaning. If students are struggling with recall, the slide deck is available and student could access work they previously completed to help recall the meaning.
    In conclusion, when designing lessons with the ITSE 1.4 Innovative Designer standard in mind, teachers can build an environment that fosters creativity through the use of student choice and technology. In addition, teachers can build in memory practice and opportunities for students to justify their thinking.

References:

Gura, M. (2017). Make, learn, succeed: Building a culture of creativity in your school. Hawker Brownlow Education.

ISTE standards: Students. ISTE. (n.d.). Retrieved July 15, 2022, from https://www.iste.org/standards/iste-standards-for-students

National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. Washington, D.C.: The National Academies Press. http://doi.org/10.17226/24783.