Category: Weekly Reflections

Our class conversations about AI self-cannibalization reminded me of the Ouroboros symbol which I had always interpreted as a symbol of greed and self-defeat. However, it is discussed in reference to cyclical structures, where the creature develops out of itself, while also consuming itself.

This perspective had me reflect on why we considered this form of self-consumption a negative idea, while other cultures considered the Ouroboros a positive. Examples of this are seen in the cyclical nature of the Nile river banks which the ancient Egyptians used as their year marker. This did include construction and destruction in cycles, within it, but it was overall seen as a positive. We seem to only consider content created by AI as useful if it is consumed by humans and wasteful if AI is trained on it. This hints at how we value content created by humans compared to AI. When a chatbot hallucinates, we dismiss this response as incorrect, whereas when a human creates a new idea, we weigh its value and logical structure before deciding if it is valuable. This reminds me of how we teach humans compared to teaching adults. Children are told to rehearse thoughts and ideas, and when they say something “wrong” they’re often told that they are wrong and to go back to rehearsing. Comparing this to adults, we often ask how they came to that conclusion and try to identify the incorrect reasoning. So we seem to treat children and AI in similar manners, where they are dismissed and ignored when incorrect, but celebrated when they are correct.

This lecture felt like a deeper investigation into the concepts presented in the Multimedia and Learning Design course, focusing specifically on the Universal Design for Learning. The topics that we discussed included both students with disabilities and complex learners which were distinguished due to the disparity in the methods used to address their needs within the classroom and schools more broadly. Both methods use accommodations or modifications to instruction, assessment, and curriculum where necessary.  

The mindset behind these accommodations should lend to providing a complex learner, or student with disability, the opportunity to participate as though they did not have their disability. This should direct lessons, assessment, and course programming in a direction that removes barriers for these students’ participation and maintains their integration within the class culture. An excellent analogy for UDL principles would be the following building design, which incorporates a ramp into the staircase so that students who cannot use discrete steps can remain integrated with the rest of their class.

Comparing this to ramps and stairs which are separated, we see that students needing these tools are forced to separate from the group unless the whole class choses the inefficient route.  

This analogy shows how classes can be adapted to integrate complex learners and students with disability without interfering with other student’s learning and can instead truly be an intentional and useful part of the course. Paying attention to this part of our lesson planning allows us to improve a hidden part of our curriculum. By including these accommodations in our classes, we teach our students to value all students in the school, not simply the neurotypical, able students. This will go on to improve the social atmosphere within the school towards these students, further improving their schooling experience.

It’s incredibly fascinating to me how having an administration that is open to adjusting its structure allows for a diversified pedagogy within your own classrooms. Students at PSII are allowed to pursue the same projects across multiple years. This is promoted within the school whereas in the public system, this may not be possible due to the manner in which classes are planned and which teachers will be assigned which classes. This allows students to pursue community engagements and projects without the threat of a semi-immediate deadline to produce results. This allows students the opportunity to pursue ideas, fail with them and then adjust and return to the project without losing grades or leaving something “unfinished”. I could see other ways in which having a flexible administration allows instructors freedom to design classes in manners which more accurately pursue the goals of the students. This relocation of the goals of education, from a singular idea designed by the institution, to the individual goals of each student, allows for the institution to justify its educational practices in a manner that the public system cannot. Finally since this system focuses on the desires of the student, they will be more successful at teaching students who are different from the administration. Since their purpose is to serve the students, they are more likely to look to understand the student’s motivations, goals, and abilities rather than a typical institution which does not have to account for each students abilities since their goal is not specific to each student. 

For other perspectives on alternative educational institutions, this audiobook by Dr. Kerry McDonald explores the challenges that parents and educators are facing. 

I enjoyed this class quite a bit more, the overall theme of inquiry education was engaging and exciting. Our other classes have been discussing the theoretical basis of inquiry based learning, but have not had any discussion of the practical experience around implementing them. Suggesting that you introduce inquiry based learning though a controlled release method was very helpful, as it provides a safe atmosphere for the teachers and students to learn together on how they want to implement completed inquiry based learning. His image demonstrating this which uses a pool, explaining structured, controlled, guided, and free inquiry was a perfect analogy of this. It’s also helpful to hear that all of these are valid methods of inquiry which will help engage students. 

I did not realize that vertical learning was considered a method of inquiry based learning, which is great since I firmly believe in this integration of motion and learning. Whiteboards provide an excellent surface for trial and error as students can quickly think of something, write it down and erase it as soon as they realize that it is wrong. Additionally, this method of teaching provides opportunities for students to move and engage kinematically with content which would otherwise distract from their learning. By placing students in small groups, you also indirectly encourage students to socialize and develop negotiation skills. This can be directed by instructing students on what they must ensure their groups achieve. For example, requiring all students to contribute to the problem, forces students who are not writing, to engage with the writer and think about the problem rather than allowing one student to complete the problem and present it while the rest do nothing.  

https://www.mentimeter.com/app/presentation/al2vbxfnxsuhqmjerkpx4yr47vmiaq7z/edit?source=share-modal

As a teacher in training, the film *Most Likely to Succeed* provides both a thought-provoking and inspiring perspective on the future of education. The documentary explores how traditional schooling models, with their focus on rote memorization, standardized testing, and a rigid, one-size-fits-all approach, are becoming increasingly outdated in preparing students for the complexities of the modern world. The film showcases High Tech High, as a case study of innovative schools that are challenging the status quo by integrating project-based learning, fostering creativity, and emphasizing critical thinking skills over mere knowledge retention. 

One of the central themes of the film is the need to cultivate a learning environment that mirrors real-world challenges, rather than adhering to the traditional, compartmentalized subjects of the standard curriculum. As a future educator, this idea resonates deeply with me. The notion of focusing on how students approach problems, collaborate, and think critically seems more aligned with the skills they will need in the rapidly changing global economy. As a physics and math student, I have often encountered the tension between the desire for success on standardized tests and the aspiration to develop skills that go beyond the classroom. “Most Likely to Succeed” brings this issue to the forefront, advocating for a shift in focus toward deeper, more meaningful learning experiences. This film also forced me to reflect on why I entered the field that I did. Physics appealed to me as a way of understanding the world, rather than as a subject which was easy to attain high grades. This was a perspective which drove me to ask questions and engage with instructors in content that would not be tested. So even though I entered a procedure heavy field, I discussed content more than in other classes where I was uninterested in the subject matter. 

The film’s portrayal of High Tech High, highlights the power of project-based learning. The way students in the film engage with interdisciplinary projects—solving real-world problems while building meaningful relationships with teachers and peers—makes me reflect on the type of educator I hope to become. Teachers in these environments aren’t just content experts; they are facilitators of learning, guiding students as they explore, create, and solve problems. Additionally, they leave students wanting to pursue more of that field and excited to do so. Rather than leaving students with a closed vision of the subject, these projects expose lots of ideas and areas that will not be covered inclass, this excites and motivates students to engage in learning for themselves, rather than for grades or tests. The film emphasizes the importance of fostering an environment where students feel safe to take risks, make mistakes, and learn from those experiences, which is a philosophy I aim to adopt in my own future classroom. 

Moreover, the film underscores the idea of personalized learning. It challenges the conventional notion that every student must progress through the same set of content at the same pace. Instead, the film suggests that teachers should recognize the unique strengths, interests, and learning styles of each student, and adapt instruction accordingly. This is particularly compelling as I reflect on how I can ensure that my future classroom is inclusive and responsive to diverse learners. Every student’s journey is different, and it’s crucial that I, as a teacher, understand and respect those differences to create an environment where all students have the opportunity to thrive. 

However, while the film offers a hopeful vision for the future of education, it also highlights the challenges of moving away from traditional methods. Changing educational systems, whether on a district, state, or national level, requires a significant shift in mindset, resources, and teacher training. As a teacher in training, I recognize that these changes may not happen overnight, and I must be prepared to navigate a system that is often resistant to change. The film encourages me to think about how I can be an advocate for progressive education within my own classroom, even if the larger system is slow to adapt. I can start by experimenting with innovative teaching practices, incorporating project-based learning, and embracing technology to personalize learning experiences for my students. 

In conclusion, “Most Likely to Succeed” has challenged me to think critically about my role as a teacher. It has reaffirmed my belief in the importance of nurturing skills such as problem-solving, collaboration, and creativity. As I continue my journey toward becoming an educator, I feel inspired to think beyond test scores and traditional curriculum, striving instead to prepare students for a future that requires flexibility, adaptability, and innovative thinking. This film has shown me that while the path toward transformative education may be complex, it is well worth pursuing for the sake of our students and their futures.