Professional Documents
Culture Documents
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09/16/2018
When thinking about how people learn, until very recently I’ve only thought, or rather
only had to think about, myself. I’ve always been very self-reflective about my learning, and the
schools I attended growing up encouraged this. Of course I know I’m just one person, and,
going to apply to all people. Still, up until the beginning of August, I hadn’t considered just how
differently other people might approach learning than I do. I tend to speak, think, and process
information very quickly, and being inquisitive and critical come naturally to me. I guess I knew
this about myself before, but in teaching, it’s become very apparent. I often find myself having to
explain concepts twice to students because I went too quickly the first time. Despite all my class
readings about how we learn, I’m still trying to figure out how to apply my knowledge and what
One important piece of being able to help students learn effectively is about
understanding the students themselves– the things they bring to the classroom, both intellectually
and culturally, and how they like to work. If teachers don’t create a classroom environment
where students feel as if they can express themselves, then learning won’t happen as effectively
as is possible. This has been studied extensively over the years, and one of the most notable
According to her paper “Toward a Theory of Culturally Relevant Pedagogy”, learning potential
is hindered when culturally diverse students are forced to conform to the dominant culture of the
classroom, which is not their own (Ladson-Billings, 1995). Of course, I have expectations for
how I would like to see a classroom operating, but the key is, those expectations should be based
on who my students are as people, and not based on an arbitrary idea of what is “correct” in
latinx. It helps a lot that most teachers at my placement are part of these minority groups as well,
because that cultural competence is there. For example, my mentor teacher is black and I’m
latina, and all of our students are either black/African American or latinx. It helps a lot that we
come from these cultures and can help each other achieve an effective level of cultural
competency for both. At the beginning of the year, I’d help my mentor teacher pronounce
Spanish names correctly, and she’d do the same for me with more traditionally black names. If
both of us didn’t know how to pronounce something, we’d ask the student first and take note
instead of getting it wrong and having to be corrected. In my opinion (and hers) getting names
right is one of the simplest ways we can show we’re paying attention to our students as people.
Beyond that, we try to address the needs of our students as fully as possible by making the class
a comfortable place for students to interact; we don’t discourage the use of African American
Vernacular English or Spanish as long as students are using them to discuss content, and turning
in written work in Standard English. We don’t harp too much on hand-raising before speaking in
class unless we need to have a very structured discussion, and even then, no one gets in real
trouble for forgetting. We want students to be their authentic selves so that they can learn
authentically. In order to prioritize learning, we must first prioritize our students as a complex
and diverse group of human beings. Only then can we ensure students are reaching their learning
potentials.
Up to this point, I’ve discussed how creating a hospitable class environment is necessary
for effective learning, but what exactly is learning? According to Dr. Jeanne Ormrod, learning
experience” (Ormrod, 2016). So, learning is based on something a person experiences that
transforms their thinking in some way. This definition also implies that learning is continuous–
we as humans have experiences every day, so there’s potential for learning to occur every day,
whether it’s formal and in a classroom, or informal and outside of a classroom. Framing learning
in this way is really helpful for me as a teacher because it helps me to focus on creating
transformative experiences for my students rather than just worrying about directly teaching
content. This kind of thinking as a teacher falls in line with what we know about the way people
learn: active learning has an advantage over passive learning for both content retention and
development of critical thinking skills (Bonwell & Eison, 1991; Gokhale 1995; & Yale Center
for Teaching and Learning, 2018). As teachers, we want our students to perform to the best of
their abilities, and ensuring students are active participants in their education seems to be the key
So the question now becomes: how can we provide students with opportunities to have
thought-transforming experiences in the classroom so that we can improve or in some cases even
work towards a goal without knowing exactly what needs to be accomplished. Meaningful
learning “occurs when humans relate new concepts to pre-existing familiar concepts” (Vallori,
2014). In other words, meaningful learning happens when facts are learned within the context of
what we already know, instead of in a disconnected manner. This idea is central to Daniel T.
Willingham’s article Students Remember...What They Think About, where it is argued that facts
themselves are not meaningful, but rather the connections between facts in a person’s mind are
what construct meaning and understanding of concepts (2003). According to Willingham, one of
the best ways to ensure students are gleaning a holistic understanding from lessons is to “design
lessons so that students can’t avoid thinking about the lesson’s goal” (2003). Students should
know what they’re supposed to get from the lesson before starting, so they can make the correct
Sometimes getting students to think about a lesson’s end goal can come in the form of an
essential question that they’re trying to answer or an assignment that is directly related to the
learning goal. At my placement, teachers write the standard being taught that day on the board
and have students write down, discuss and annotate the standard so they themselves know
exactly what they’re supposed to be able to do at the end of the lesson. These strategies make it
so students must take responsibility for their own learning, which is a big part of using active
learning strategies effectively, because being an active participant means a person is making
something happen, not having something happen to them (Bonwell & Eison, 1991).
Now, this isn’t to say students are all on their own. Teachers too, are responsible for
creating an environment that promotes active learning and for ensuring students are getting
credible information with which to make connections. This type of student-teacher sharing of
responsibility is consistent with Vygotsky’s theories of development, and the idea that children
learn most effectively when they are working with an adult to accomplish a task they are not
necessarily able to accomplish on their own (Ormrod, 2016). These types of tasks are said to be
in a child’s “zone of proximal development”, and the way to help children accomplish tasks in
this zone is to provide support, or scaffolding, so that they are able to stretch themselves and
their thinking while still making the right mental connections with the material (Ormrod, 2016).
For learning science specifically, a lot of the connection-making involves working in the
classroom as scientists would in the lab by using a practical skills to accomplish a certain goal.
Thankfully, the Next Generation Science Standards have emphasized 3 dimensional learning,
which is when teachers ensure their science instruction incorporates and intertwines disciplinary
core ideas, crosscutting concepts, and science and engineering practices (NGSS, 2018). In this
3D model, disciplinary core ideas are content, crosscutting concepts are things like being able to
recognize patterns and relationships in data, and science and engineering practices are things like
solving (NGSS, 2018). We’ve used both 3D and non-3D instruction in my placement classroom,
and I see a lot more student engagement with 3D instruction. I think it’s because of the active
learning piece required of students in 3D lessons– students have to be able to do something with
their content knowledge rather than simply have the content knowledge. For example, a student
doing an investigation about the rate of a certain reaction under different conditions not only has
to know about rate laws (concepts), but also how to plan and conduction an investigation
(scientific practices) and then use the data from that investigation to identify patterns or trends in
the rates of reaction (crosscutting concepts) (NGSS, 2018). In this sort of investigation, students
are hitting every dimension of a 3D lesson while taking an active role in their learning– they’re
doing things to learn, and by hitting every dimension they’re making lots of connections between
their knowledge. This is fantastic for accomplishing meaningful learning, especially with teacher
Because of the benefits of student-centered instruction like I describe aboce, I’ve recently
been trying to think of myself as less of an “instructor” and more of a “guide” when considering
my own teaching because it seems, according to a lot of my class readings and my own research,
that even though I have the title of “teacher” I should be treating my role as one of facilitation.
As a teacher, I am not the most important person in the room– the students occupy that role. My
students are the learners and therefore most of the class time should be centered around them and
their needs, or they cannot learn effectively. Student-centered learning can look different from
classroom to classroom and teacher to teacher, but when considering how children learn best, it
is clear to me that I should focus heavily on creating a classroom where students are empowered
learning.
References
Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom.
https://files.eric.ed.gov/fulltext/ED340272.pdf.
NGSS. (2018). Three Dimensional Learning. Retrieved November 15, 2018, from
dimensions
http://jehdnet.com/journals/jehd/Vol_3_No_4_December_2014/18.pdf
Educator,77-81.
Yale Center for Teaching and Learning. (2018). Active Learning | Center for Teaching and