Educational Implications
As I said in the beginning of my research path, my main goal as an educator is to provide a fun and meaningful education for my students while allowing the capacity for truly deep learning. Through my work on this project, I have found that it is possible to create a learning environment where students are intrinsically motivated to learn and at the same time are building knowledge for themselves that is truly remarkable. When my student described the kind of math we were doing as “fun” math, I realized that this type of instruction and learning does not only have to be restricted within mathematics; it can be applicable in all areas of learning. I found that deeper learning exists more when students are more concerned with what they are learning or producing because it is interesting, instead of simply trying to answer unrealistic and boring math problems or trying to fit into the criteria of a rubric.
On their path of learning, students need to climb stairs; they need to be held accountable for what they are learning, and it is detrimental that they actually do learn each step along the way. Too often students forget or never learn a subject and simply move on. I realized the importance of taking time to really ensure deep learning of my students on every level, even if the syllabus or unit says it is time to move on.
As an educator it is paramount to make subject matter meaningful. Deep learning comes from a place of connections and interest. Rote learning might reach some students, but there is a higher likelihood of hitting that sweet spot of learning when students are accountable for their subject matter. I realized from my findings that while accessing student interest it is also essential to foster both conceptual and procedural ability over time and not briefly focus on one or the other. Students learn best when they have a full myriad of tools in which they can choose from.
On their path of learning, students need to climb stairs; they need to be held accountable for what they are learning, and it is detrimental that they actually do learn each step along the way. Too often students forget or never learn a subject and simply move on. I realized the importance of taking time to really ensure deep learning of my students on every level, even if the syllabus or unit says it is time to move on.
As an educator it is paramount to make subject matter meaningful. Deep learning comes from a place of connections and interest. Rote learning might reach some students, but there is a higher likelihood of hitting that sweet spot of learning when students are accountable for their subject matter. I realized from my findings that while accessing student interest it is also essential to foster both conceptual and procedural ability over time and not briefly focus on one or the other. Students learn best when they have a full myriad of tools in which they can choose from.