How can you make learning more meaningful to students?

Teaching and learning process works on an 80-20 rule…or rather 70-30 one. Out of the 100 percent delivered by the teacher, some students take in 80%of it and some take in 20%. In my experience, learning becomes meaningful when the teacher connects with the students at the proper wavelength. The lighter the mood in the class the better the students understand. Of course at times the topic demands a more serious approach or the environment in the classroom is such that there is no place for humour. In the above scenarios, too the teacher should connect well with the students to make learning more impactful. Also a teacher who listens well, is liked by the students and learning is maximum.

Listen to your students. Gaining a comprehensive understanding of the student demographic is of paramount importance in academic or professional settings. It is recommended to allocate one-on-one time with each student to gather knowledge about their backgrounds, cultures, goals, and the barriers that they encounter. Additionally, it is imperative to inquire about their preferred learning styles and approaches. Active listening and collaboration are pivotal in customizing instruction, as well as developing a curriculum that enables students to achieve success.g a curriculum that sets students up for success.

Students want to share, be involved, and let you get to know them. However, they aren’t always going to be the first to open up. Teachers must create a protective space for sharing by modeling the expected behaviors and showing vulnerability. Trust is only built once students understand who you are as an an authentic teacher and and a learner within a classroom environment.

"In the realm of education, meaningful learning is the bridge that connects knowledge with curiosity, turning lessons into lifelong adventures." - Anonymous 3 questions to ask on this: How can you integrate real-world applications and examples into lessons, illustrating the practical relevance of the content and making it more meaningful for students? In what ways can you incorporate student interests, diverse perspectives, and interactive activities to create a personalized and engaging learning experience? How does encouraging questions, discussions, and projects that allow students to connect their learning to their own lives contribute to making the educational experience more meaningful and memorable?

Dr. Maria Montessori created a methodology over 100 years ago based on didactic materials offered in a prepared environment with individualized carefully sequenced learning provided by observant guiding adults. The freedom within limits in a non-competitive classroom provides students with autonomy of choice, self-motivated learning, opportunities for creative collaboration and teamwork, critical thinking skills, and repetition as needed to work toward mastery. If learning environments can provide all this, as Montessori environments do, then learning is meaningful to the students. Offer appropriate choices that meet students' needs and guide them toward choices to challenge and advance their learning.

Here are some practical examples: Educators can relate course content to the real world by engaging students in projects that address current global issues, like using the Sustainable Development Goals to design relevant learning experiences. They can also involve students in historical research with tangible outcomes, such as researching and documenting the stories of veterans. Additionally, by tackling topics like the Future of Food, students can work collaboratively to find sustainable and equitable solutions to real-world problems, integrating subjects like science, economics, and social studies into a unified, purposeful context.

Relating to real world examples helps to make abstract ideas and concepts more tangible to students. This will not only support their understanding but will also help to develop a stronger awareness of cultural contexts and increase their curiosity. English teachers and lecturers regularly do this through the exploration of text and writer contexts, starting through the lens of a 21st century reader...

Integrating real-world connections into the curriculum is a pivotal aspect of enhancing the learning experience. In my tenure as a school head, this involved collaborating with local businesses and professionals to create authentic projects that mirrored real-life challenges. For instance, we partnered with a nearby science center for a project on environmental sustainability, allowing students to apply scientific concepts to address local ecological concerns. This hands-on approach not only made learning more relevant but also sparked a palpable enthusiasm among students. Moreover, connecting classroom content to current events and societal issues fostered a sense of awareness and curiosity, making the educational journey more meaningful.

Bringing the real world to the classroom can make learning more meaningful. Each time we attempt to solve a problem creatively, or think about something in a novel way, we produce physical connections in our brains. And what more fun way to achieve this than to ponder on problems that we come across with in our daily lives.

Helping children (especially younger children) distinguish between Real and make-believe is of prime importance. In today’s digital world the lines have seemed to have blurred. Addiction to video games and unlimited screen time leads to many problems including social, emotional and even physical activity. A good balance can be created with teachers and parents cooperating and communicating effectively.

Student choice is an important element in the internalization of learning, but we may be shirking our responsibilities as educators if we offer choice without parameters. Flannery O'Connor said, to high school English teachers whose students are loathe to read good writing, that when it comes to choosing what to read, a student's "taste should not be consulted," for "it is being formed." The teacher's role is to help students recognize what makes something good, so that they are equipped with the tools to evaluate quality on their own. Providing students with a range of choices within certain parameters is often an effective way to heighten their curiosity and invite them to take ownership of their scholarship.

Listen to students voice and give proper feedback is very important in teaching and learning process. Teachers needs to use proper questioning strategies to elicit answers from students. This will help their critical thinking ability. Teachers needs to encourage students to speak and express their opinions even if their answer or opinion is incorrect. Listen to the students and correcting their mistakes by making them understand is more important. According to the choice of students and their learning styles, teachers can choose the strategies. A good teacher student relationship in the classroom will helps teachers to keep the student motivated and express their opinions without any fear of mistakes.

Student voice and agency (not choice) are critical for improving pathways for our learners beyond their time in our settings. Look for opportunities for students to own and provide ideas that are actioned around instructional practices such as learning design and school improvement has a significant impact. Supporting staff to have the capability and comfort to this is of primary importance and one that likewise should be done with staff, working alongside them through a restructure of the learning design process where the focus is on improving agency across and within subject and the broader school community.

I am a fan of learning by doing and love to emphasize student-led learning by encouraging students to take the helm of discussions or even teach part of a lesson. This approach not only empowers them but also enriches their skills in leadership and communication. It allows them to explore topics from their perspective, enhancing their engagement and understanding. Incorporate their interests into lessons by integrating lessons that resonate with their hobbies, passions, or current events they care about. This personalized touch helps bridge the gap between curriculum requirements and students' real-world experiences and fosters a deeper connection to the subject matter.

Give students a choice of how to learn and produce work that evidences that learning within a scheme of work. Obviously, this can't be done for all work produced, but can be for some. Giving students ownership of the decisions about their work means that they are more likely to engage and using a coaching style approach to enabling this ensures student responsibility for the decisions made. An important factor is that their needs to be the culture where students are also not afraid to make mistakes, as often when students take on control of their work, this can lead to students being daunted and playing safe, therefore, not responding fully to the work. Success criteria also needs to be fully explained and understood.

An educator can incorporate media and digital literacy by assigning projects that require students to evaluate and create digital content related to real-world issues. For example, students could create a blog or podcast discussing solutions to environmental challenges, or a video documentary capturing community perspectives on social issues. They can analyze the reliability of different sources and learn the ethical implications of digital publishing. Digital tools could also be used for collaborative projects, like a virtual campaign, so students learn to critically assess media messages, understand the influence of media on public opinion, and gain valuable skills in digital communication.

Experienced staff and caring parents would have the capability to build on the child’s interests and enhance learning by appreciating the choices a child is allowed to make. The world is full of so much talent. Scientists, mathematicians, artists, writers etc etc It is up to us teachers/parents to identify, acknowledge and build on each child’s strengths. Teachers have the responsibility of moulding a child and pointing them in the right direction to become the best version of themselves.

An educator can make learning fun and interesting by using interactive multimedia where students get the chance to work on specific tasks or projects than merely listening to audio lessons or watching a video being played. Examples of such interactive platforms can be- boomcards, epicbook, ABCYA, brainpop, ixl, etc. Schools want to invest in such online softwares that are not only easy to use for educators of various age range and their students, but can also be incorporated in the whole class individually through 1:1 devices as well as in groups. Teachers can determine the goals and needs of learners and educate through these online or standalone softwares in smart boards, computers, and even iPads at ease.

Dual coding is an excellent way to communicate intentions, context or content to students, particularly for students that may struggle with language. Giving students a range of ways to learn also passes on the responsibility to examine and explore their own efficacy. In our subject we offer students written and illustrated examples as well as videos with audio and students can use the method that works best for them.

In day to day life, we all see text, pictures, videos and even participate in hands on activities. Why should education be any different? Recognizing that we do not all learn the same way, and that multimodal lessons reinforce the content in multiple ways, we as educators must become more diligent about presenting content through multiple sources and streams. Technology is not a problem in my class because we use it to make the learning more engaging, more relevant and meaningful. My students respond so much better to videos, pictures and short articles than they do rigid texts. In order to remain relevant and highly effective, educators must make the shift from doing what’s easier for us, and instead do what connects best to the student.

Group activities with peers are imperative and must be included in teaching. Field trips and outings such as library or museum visit, grocery shopping, and working together in projects help students to team up and work together in class as well as in informal settings. Teachers can incorporate google classroom, canva designing, powerpoint making, and other such platforms where students can work collaboratively, share and discover ideas, give feedback to their group members or peers, and develop social and communication skills. Educators want to develop speech lessons in ELA classes where students can learn to interact with each other and outside their school settings. Proloquo2go, an iPad app, can be used for students with special needs.

When students work together, they can learn from each other’s strengths and weaknesses, and they can also develop important social skills such as communication, teamwork, and conflict resolution. To promote collaboration and interaction in the classroom, teachers can use a variety of strategies such as group projects, discussions, and peer feedback. They can also use technology to facilitate collaboration, such as online discussion forums or collaborative writing tools. It is important for teachers to create a safe and supportive environment where students feel comfortable sharing their ideas and working together.

As a mentor, group learning and collaboration is the aspect of teaching most of my mentees have struggled with, and it really is a skill worth investing time in, and the best way to do that, in my opinion, is to go and see a practitioner who does it well! Everyone in a classroom is a learner, and group work doesn't work by magic, it needs to be well prepared and actioned effectively. Groups and activities need to be well planned for the different needs of the students and to ensure objectives are met.

It is essential that students understand that collaboration and communication are essential tools for success in nowadays complicated world. If they understand that the their success and others’ successes are the core of the WHOLE’s success. Putting this understanding into action is the key for creating these attitudes. Activities that require team building, working in pairs, small groups, or volunteering inside and outside class/school will definitely shape the students’ personalities.

Fostering collaboration is integral to meaningful learning. Designing activities that encourage teamwork and idea-sharing nurtures a supportive learning community. Leveraging cooperative learning, peer feedback, and social media not only enhances engagement but also instills a sense of belonging. Encouraging interactions with peers, educators, experts, and diverse audiences expands students' social and communication skills. This collaborative approach not only enriches the learning experience but also cultivates intercultural competence, preparing students for a globally connected world.

In order to support my online students I design their module to include a number of social engaging activities. This ranges from establishing a music playlist for the duration of their module to picking a TV drama that everyone has heard of or watched and pick something from it that relates to our subject matter to discuss. Participating on these activities supports the student in a non assessment way and gets everyone engaging. It lends itself to building confidence when starting the module. So far its been very successful, especially when you don't get to see your students physically. Students are more open to sharing information, asking questions, are happy to be challenged and they embrace learning positively and successfully.

To make learning more meaningful, we need to create opportunities for students to be creative and playful. Our intrinsic motivation is a powerful tool when it is activated. Society's most pressing problems require creativity and pragmatism. By challenging our students to be creative, we build their confidence and stimulate their curiosity while encouraging them to take the risks necessary for innovation, excellence, and resilience.

Engaging students actively in their learning process as facilitators and mentors imparts greater significance. By equipping learners with essential skills and empowering them to make decisions, genuine learning occurs. Beyond meticulous planning and a conducive environment, the key lies in ensuring that students take ownership of the learning plan, comprehend expectations, and are motivated to explore, question, and make connections. This approach ensures lasting, meaningful learning experiences that resonate with them indefinitely.

Students know when teachers have high expectations for them. Our commitment to holding students to high standards can be the motivating factor for students to put in the extra effort to achieve more than the bare minimum. I often give assignments I know are above students’ current level. I stress my belief in their capabilities, and then scaffold into smaller, more manageable tasks, that they can feel confident in. After those supports, I gradually release them to work on increasingly more complex and difficult assignments alone. At the end, we revisit the assignment and I applaud the students for their perseverance, and help them recognize that even though it was hard, they could do it and they did do it- confidence for the future.

Take learners outside the classroom. Let them be engaged in community service learning so that they can relate what they learn in class to what is happening in their own environments.For examples, let them visit an orphanage, provide food and spend quality time with the disadvantaged children. Let them share their feelings and experiences when they come back to class.Teachers should also take students on fields trips to factories, farms,forests etc so that they can get practical experience and get the feel of the outdoors. Allow students to suggest where they want to go and explain why. Involve students in the planning process.

Deep learning requires engagement, and engagement stems from curiosity. Therefore, we need to pique student interest for learning to occur. The following structure has been effective at engaging learners ages 10-75: 1) Present media that uses news, facts, or divergent questions to introduce an issue (real world) tied to your curriculum. 2) Invite and encourage students (knowing them) to share their thoughts about the issue (voice). This begins a dialogue (communication, challenge, support) as students will have differing background knowledge driving their questions and opinions. 3) Additional lessons, assignments, and assessments should also utilize engagement strategies, but as the students are now invested, engagement naturally occurs.

For students living in communities of poverty, first they need to have the tools and resources necessary for learning in today’s world. They also need extended days and summer school to not lose what they’ve learned in the 9 months previous. The classrooms need to be engaging and filled with their work products. Support services in reading and math. They also need to interact and be with many others in the community to see possible futures for them larger than what they live now.

One thing I've found useful is to encourage Differentiated Instructions by focusing on multiple intelligences of learners. All learners do not learn in the same way. Hence it is important to teach the learners in the way they learn. In a larger group this may sound impossible. However, in reality, it is easy. All that the educator needs to do is create a Universal Design for Learning. In layman terms, the Universal Design gor Learning is an all inclusive lesson plan that caters for all types of learners by employing different techniques simultaneously or one after the other.

Make learning relevant to real-world applications, incorporate diverse teaching methods, encourage student participation and collaboration, provide opportunities for exploration and creativity, and offer constructive feedback to foster a sense of achievement and growth.