Week 3 - Infographic & Summary
Part 1: Infographic (Chapter 4)
Chapter 4 takes us on an exciting journey through the essential processes that support learning. We dive deep into the realm of Executive Functioning, which we recently discussed in our podcast episode. This chapter explores attention, emotion regulation, inhibition of responses, and memory— all interconnected elements of executive function. These cognitive processes play a crucial role in regulating our thinking and behavior, enabling us to plan, think critically, and work towards achieving our goals. Importantly, executive function development occurs rapidly during preschool years, continues evolving throughout adolescence and adulthood, and undergoes characteristic changes.
Now, let's connect Gura's concept of "The Creative Learning Environment" to Chapter 4. Executive function skills are fundamental to creating such an environment. When we enhance our attention and emotion regulation abilities, we cultivate an optimal space for creativity and innovation to flourish. Additionally, the development of memory skills empowers us to draw upon past experiences and knowledge, fueling our imaginative thinking. Imagining a classroom environment that nurtures executive function skills, where students are focused, emotionally regulated, and equipped with memories that ignite their creative genius, captures Gura's vision.
Moreover, Gura's emphasis on metacognition and thinking about thinking aligns seamlessly with Chapter 4's exploration of self-regulation. Executive function equips us with the tools to set learning goals, choose effective strategies, and monitor our progress. It empowers learners to take an active role in their own learning journey, engaging in metacognitive processes and adjusting their approach as needed. Gura's creative learning environment thrives when learners are actively involved in metacognition.
Bringing it all together, let's consider the ISTE Standards for Students. These standards focus on harnessing technology for learning and becoming responsible digital citizens. Executive function plays a crucial role in meeting these standards as well. When we develop executive function skills, we enhance our ability to manage attention, regulate emotions, and employ memory strategies while utilizing technology. This positions us as proficient learners in the digital realm, making the most of technology tools to enrich our learning experience.
In summary, Chapter 4's exploration of Executive Functioning beautifully aligns with Gura's vision of "The Creative Learning Environment." By fostering executive function skills, we create an environment that nurtures creativity and innovation. Moreover, these skills align with the ISTE Standards, empowering us to navigate the digital world responsibly. Let's cultivate our executive function abilities, foster a creative learning environment, and leverage technology to unleash our full learning potential.
References
Gura, Mark. Make, Learn, Succeed. International Society for Technology in Education.
ISTE Standards for Educators (2017). Retrieved from: https://www.iste.org/standards/for-educators
National Academies of Sciences, Engineering, and Medicine 2018. How People Learn II: Learners, Contexts, and Cultures. Washington, DC: The National Academies Press. https://doi.org/10.17226/24783.
Hannah,
ReplyDeleteI love your infographic! Super cute with great information! It was really interesting to read your summary and connections from Gura's Chapter 4. I read Chapter 6, which focused on motivation, learning goals, and student beliefs and values. I noticed that these directly relate to executive functioning and self regulation. You stated that executive functioning equips us with the tools to set learning goals, which is directly stated in Chapter 6. You also mentioned learners taking an active role in their learning, which relates to motivation and engagement. All of these skills sound like the perfect recipe for student growth and success!
- Ciara Zuke
Hi Hannah,
ReplyDeleteI love your infographic! It is engaging, cute and fun. I also appreciate the bulletpoint format you used. It makes your content user friendly and accessible to different ages. I feel like children could even read and easily comprehend this infographic. I find it interesting to learn that self-regulation is so closely tied to learning. In my mind I always thought of self regulation as a helpful skill, but not necessarily related to academic achievement. However it makes a lot of sense that these two areas are linked and related!
Hi, Hannah! This was interesting to read. I loved reading your connection to executive functioning and creativity. I have ADHD so executive functioning can be difficult. However, like most people with ADHD I have a lot of ideas and creativity. I know I do best when I have a schedule, know what to expect, and am regulated. When I am not able to create, it is usually because I am focused on trying to organize my life. Thank you for your post!
ReplyDeleteThis was Grace Marvin!
DeleteI like how you connected Gura and chapter 4, especially when you discuss the need for learners to take an active role in their education.I also like your connection with the ISTE standards regarding executive functional skills, and this highlights the benefits of technology in how it can allow educators to provide accessible ways of learning while impacting the different learning styles of students.
ReplyDelete-Mario Richards