Processes That Support Learning

This infographic highlights the main ideas in Chapter 4: How People Learn II: Learners, Contexts, and Cultures. The executive function, self-regulation, and memory are essential parts of learning and retaining new information. Chapter 4 discusses how people learn so that teachers can develop best practices for their students when designing lesson plans and curricula. Various strategies should be used when delivering content to students so that they can create life-long learning connections that involve multiple ways of thinking and remembering.

Briefly describe 3 major points discussed in the chapter that impact curriculum design. 

1. Learning is supported by a variety of cognitive processes that must work together to enhance executive function. Research shows that strong executive function skills are often found in individuals who achieve high levels of learning and come from higher socioeconomic backgrounds. Conversely, low executive function is associated with conditions such as autism and other learning disorders. Therefore, incorporating social-emotional learning (SEL) tools to develop executive functions is crucial in curriculum planning. In my drama classroom, a strong emphasis is placed on character development, which fosters emotional learning. Students must recognize and understand emotions to portray them effectively. Empathy is also highly emphasized in drama; students literally put themselves in their characters' shoes to create authentic performances.

2. Students can monitor their own learning through metacognition. To promote lifelong learning, we need to equip students with the tools to become self-regulated learners. For instance, when memorizing a poem, students can try different strategies, such as repeating it out loud, writing it down, or breaking it into smaller parts. It’s important to provide various learning approaches in the classroom. Incorporating technology can further engage students and encourage them to take ownership of their learning. Additionally, we should teach students about the importance of sleep, as it plays a vital role in memory retention. Adequate sleep helps students consolidate and retain what they’ve learned.

3. Memory is a key component of learning. We can think of memories like a bookshelf: we want to store and retrieve information effectively. However, memories can evolve over time, influenced by new knowledge and current beliefs. This is why it's important to revisit challenging concepts periodically throughout the school year or across several years of education. For example, I might introduce basic concepts of Shakespeare in 6th grade and have students perform monologues in 12th grade. This approach builds on their previous knowledge and experiences. However, it’s important to recognize that time can change our understanding, so we should expect that knowledge will shift as memories do.

Discuss at least one connection to Gura’s ideas about the creative learning environment.  What tools and practices provided by Rivero can support creativity and are aligned with the chapter you read?

As a drama teacher, I wholeheartedly support Gura’s views on the importance of creativity in fostering 21st-century skills. Technology is advancing so quickly that we can't predict the types of jobs our students will encounter when they enter the workforce. Our best approach is to equip them with skills like creativity, which will help them navigate future challenges.

I've recently been speaking with many high school students interested in careers in AI—fields that didn't even exist when I was in college a decade ago. For a recent midterm, I had my students create a character and develop distinct vocal qualities for it. While this assignment was part of our voice unit, the creative skills involved could be valuable in the future, particularly for those working on AI voice bots. By nurturing their creativity, we empower students to pursue diverse paths in life.

One tech tool that particularly caught my attention is the Mussila mobile app, presented by Rivero. This app teaches music theory fundamentals through gamification, which I found fascinating. I shared it with the music teachers at my school, who are eager to incorporate it into their lessons. For middle school students, using a game-like app for homework will undoubtedly be exciting! Moreover, this aligns with many metacognitive functions outlined in Chapter 4. Students engage with concepts in a game format, allowing them to regulate their own learning by reviewing and reinterpreting knowledge. This type of game supports various cognitive processes, including attention, emotional regulation, and inhibition, all of which are essential for successful learning.

Select one ISTE Standard for Students and discuss connections to the content you read.

ISTE Standard 1.1a states that students set learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process to improve outcomes. This standard emphasizes student motivation and self-regulation strategies. By setting their own learning goals, students take responsibility for their education, allowing them to direct their cognitive efforts more effectively and take pride in what they learn. This personal interest fosters deeper connections and helps them retain information more effectively.

We know that memory is influenced by personal experiences, so when students enjoy what they learn, that knowledge is more likely to be stored in their long-term memory. Using technology in the learning process can enhance cognitive processes, such as attention since technology often captures students’ focus. Finally, reflecting on their learning supports executive function and helps students encode knowledge into their episodic long-term memory, which is tied to conscious and emotional connections. By making learning enjoyable, we can help ensure that this knowledge is ingrained in their memories for a lifetime.

Gura, M. (2020). Fostering Student Creativity. EdTech Digest the State of the Arts, Creativity, and Technology 2020: A Guide for Educators and Parents. p. 7
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
Rivero, V. (2020). A Whole New Class of Art.

AWI in Lesson Planning and Triple E Framework

Part One: Authentic Intellectual Work/Authentic Instruction & Assessment

Every day, adults are tasked with performing authentic intellectual work. This week, for instance, I am responsible for balancing my finances between two different countries. I need to develop a savings plan, calculate my daily living expenses, and understand how to transfer money between bank accounts while accounting for taxes on my Chinese salary (as a foreign worker in China) and taxes on income from jobs I held in the U.S. earlier this year. Sounds complicated, right? These are the types of problems adults face daily, but did we learn how to tackle such tasks in school? I did not. Most of my math classes involved solving problems presented by the teacher, and while I learned calculations for tests and exams, that knowledge has faded over time.

This is where Authentic Intellectual Work (AIW) comes into play. We need to provide students with real-world problems that can be applied outside of school. The three-fold criteria for AIW include the construction of knowledge, disciplined inquiry, and value beyond school. Authentic Intellectual Work must be balanced with Authentic Instruction and Assessment. This means educators can use various instructional strategies, but the instruction should lead to Authentic Intellectual Work. Assessments should not merely test students on memorized content; instead, they must demonstrate that students have not only learned but can also apply their knowledge effectively.

The Chicago 12-School Study (K-8) shows a stark contrast in test scores between teachers who used Authentic Instruction and those who did not. The scores were “30 to 56 percentiles higher than students of teachers who gave the lowest quality assignments” (Newmann et al., 2007).

After learning about Authentic Intellectual Work, I wanted to explore how my students could apply this concept in my classroom, specifically in a high school improv acting class. Many of these students are holding their first jobs or discussing the types of jobs they want after college. I propose a project where students research what employers look for in candidates and prepare questions they believe an employer might ask in a job interview. Students will improvise this scenario, with one acting as the employer and the other as the interviewee, responding to questions on the spot.

This project will involve research, creativity, and the development of questions based on job titles. It will teach students to think on their feet in a professional environment. To add variety, I might ask students to portray a character who is unlikely to get the job, demonstrating what not to do in an interview. This will further develop their improv skills, which are applicable throughout their lives. This is an example of Authentic Intellectual Work—not just something for students to memorize, rinse, and repeat.

Part Two: 2024 National Education Technology Plan Update

In 2024, students of all ages are integrating technology into their daily lives. They actively engage with technology outside of school by commenting on social media, creating TikTok videos, or writing code for video games. Additionally, there is a significant amount of passive technology use, such as watching hours of YouTube, scrolling through social media, or playing video games that require minimal interaction. The 2024 NEP looks at how teachers can include those types of technology interactions in their classrooms. 

I teach a high school Dance/Movement class. At the beginning of the year, I had students watch several videos showcasing various elements of dance, including emotional expression and different styles. I soon recognized that merely showing a dance video was not sufficient; students needed to interact with the technology instead of just observing it. I designed an assignment where students researched and posted Hip-Hop dance videos on Padlet, then commented on their peers' videos using Hip-Hop terminology we had learned in class.

For my next project, I want to deepen these technological interactions. We have discussed why people dance, often as a means of expressing their passions. Students will research a social issue they are passionate about and create a dance piece inspired by that topic. In addition to researching their subject, they will film their dance to incorporate video editing, further enhancing their message. This project will encourage disciplined inquiry, prompting students to consider how they can discuss social issues without using their voices.

This project aligns with Universal Design for Learning (UDL) principles, accommodating a wide range of learners and dance abilities in my class. For instance, I have a student who struggles in most other subjects due to ADHD but thrives in dance/movement because he is highly observant and can engage fully during our 80-minute classes. I believe that allowing him to explore a topic he is passionate about through dance will lead to significant success. Similarly, students with lower-level dance skills can create simple movements while leveraging their technology and video creation skills to enhance the meaning of their projects.

UDL fosters an environment where students of all abilities can thrive through active technology use. These types of projects create authentic learners who are deeply engaged and passionate about their creations.

Part 3:  Triple E Framework

The outbreak of the COVID-19 pandemic forced many schools to transition to virtual learning for extended periods. Personally, I struggled to integrate technology, especially active technology use, into the classroom during that time. Kolb’s Triple E framework serves as a guide for teachers to ensure that lessons effectively incorporate the three E’s—Engagement, Enhancement, and Extension—during lesson planning.

Let’s consider my Dance/Movement video project centered around students’ passions. Does it cover engagement? I plan to have students work in pairs for this project, allowing them to co-use technology. When editing their videos, they will likely share a device and collaborate to decide which editing elements best convey their message. This collaborative effort supports their learning goals, as the unit's theme aligns with the National Core Arts Standard (NCAS): DA.1.II a. Synthesize content generated from stimulus materials to choreograph dance studies or dances using original or codified movement.

Enhancement is achieved through personalization. Students will select a topic they are passionate about and express it through movement rather than words. Differentiation occurs by creating a multifaceted project that encourages various critical thinking skills. By participating in this project, students will develop a range of soft skills, which fall under the extension category of the Triple E framework. They will learn time management, artistic interpretation, empathy, and creativity.

A project that incorporates all three aspects of the Triple E framework naturally embodies Authentic Intellectual Work, promoting assignments that move beyond rote memorization and traditional tests. Multifaceted projects equip students with skills they can carry with them throughout their lives. We are shaping the future, so let’s equip our students with the skills they need for tomorrow.

References

Gaer, S., & Reyes, K. (2022). Finally, some guidance! using the triple E framework to shape technology integration. ADULT LITERACY EDUCATION THE INTERNATIONAL JOURNAL OF LITERACY LANGUAGE AND NUMERACY, 4(3), 34–40. https://doi.org/10.35847/sgaer.kreyes.4.3.34

Newmann, F. M., King, M. B., & Carmichael, D. L. (2007). Common standards for rigor and relevance in teaching academic subjects. In Iowa Department of Education, Prepared for the Iowa Department of Education.

The Digital Use Divide - Office of Educational Technology. (2024, January 31). Office of Educational Technology. https://tech.ed.gov/netp/digital-use-divide/

State Education Agency Directors of Arts Education. (2014). National Coalition for Core Arts Standards (2014) National Core Arts Standards [Report]. https://www.nationalartsstandards.org/sites/default/files/Dance

Introduction

 And Action...

Welcome to my blog, That Theater Teacher! You guessed it, I am a Theater Teacher. I currently teach middle and high schoolers at Tsinghua International School in Beijing, China. Before becoming a Theater Teacher, I was a professional musical theatre actress, based in New York City. In 2019, I was on the Wizard of Oz International Tour. When performing in Saudi Arabia, I had the opportunity to visit an International School and speak with the Theater students at the school. At the time, I had no idea that the job of International Theater Teacher existed and I was very inspired by the teachers and students at the school. I thought to myself that this was a job I would like to hold one day. Cut to a few years later, here I am living out my dream job in Beijing, China. My goal, not just professionally but personally as well, is to spread the love of theater to anyone who walks into my classroom. Theater greatly inspired my life through its collaborative aspects and through the joy that performing has brought to my life. In my opinion, there is no greater feeling than the rush you feel after a successful performance. I am currently working to bring those types of performance opportunities to my school. I am working on creating a mid-year show to happen in January and a full-length musical to be performed in the spring. Through my daily classroom teachings, I want to develop a diverse curriculum that will engage students and bring confident performance skills that students can use both on and off the stage. In the future, I would like to spread those curriculum development skills and write drama curricula for other teachers. I find that a good theater teacher has a very engaging classroom where students can feel comfortable expressing themselves but also be able to develop their skills at home. I want to continue to use technology to aid students and myself, especially outside of the classroom. One way I currently use tech is to have students audio record themselves doing vocal warm-ups and turn them in for a grade. This is not only a way for me to track progress but also a way to ensure students are sharpening their performance skills. Technology aids us and it is my goal to find more uses of technology in the classroom. I am looking forward to applying the skills learned in Intro to Learning Technologies to my daily life. 

Using Standards and Technology

 Standards and Tech for the Drama Classroom

ISTE Standard 1.6 focuses on empowering students to become Creative Communicators. This standard encourages students to leverage technology to transform complex ideas into accessible formats. Specifically, I will explore Standard 1.6.b, which emphasizes creating original works or responsibly remixing digital resources. In my 6th-grade class, I will also incorporate the National Core Arts Standards, particularly TH.1.6.a, which involves adapting a drama/theater work and presenting it informally to an audience. 

    Our upcoming unit will delve into the history of theater, with a significant emphasis on Shakespeare. However, I’ve noticed that 6th graders often struggle with Shakespearean language. To combat this, I plan to use Theatre HD, an online performance platform that offers access to Shakespearean productions. We will watch clips from the Royal Shakespeare Company's Romeo and Juliet, allowing us to travel to England to experience one of the world's most iconic theater companies. After viewing the performance, students will utilize Quillbot to rewrite and reinterpret the Romeo and Juliet prologue. For example, they will take the phrase "Two households both alike in dignity" and use Quillbot to explore the phrase's meaning. This tech tool enables students to look up unfamiliar words and rephrase Shakespeare's writing into accessible language for 6th graders. Once they have interpreted the prologue in their own words, they will create their own live performance. This creative process will enable them to set the scene and express their interpretations through live performances.

 This lesson plan employs the engagement strategy through a Gradual Release of Learning. First, students will watch a theater piece, and then dissect and interpret the text, culminating in their own performance. Enhancement is completed by personalizing a Shakespearean text. Students will engage in higher-order thinking, as outlined in Bloom's Taxonomy, by creating their own version of the material. According to Liz Kolb's Triple E Framework, the final component is extension, which allows students to build upon their knowledge. In this lesson, Role Playing serves as the extension strategy. This approach is essential for students to apply their understanding in a theater classroom. Acting out an adapted Shakespearean text requires a deep comprehension of their interpretation, as they must convincingly perform for their peers. While the presentation will be informal, it demands confidence and understanding. I hope students will gain not only a clearer grasp of Shakespeare's work but also the self-assurance that comes from creating and performing their own interpretations.   

Triple E Framework. (2011). Instructional strategies. https://www.tripleeframework.com/instructionalstrategies.html

International Society for Technology in Education. (2024). ISTE standards for students. https://iste.org/standards/students

National Coalition for Core Arts Standards. (2021). Theatre at a glance. https://nationalartsstandards.org/sites/default/files/2021-11/Theatre%20at%20a%20Glance.pdf