When we talk about learning, we have to ask ourselves if we are really seeing the full experience of the learner. Not just how they perform on a task or a test, but how they show up in the world. Are we creating spaces that help them grow into themselves, not just into what the curriculum expects?
Learning is layered. It lives in the way learners build relationships, solve problems, stay curious, and make sense of their world. It shows up in how they transfer ideas across subjects, reflect on what matters to them, and begin to trust their own thinking. Where are there opportunities in your context to make this happen?
Learning is layered. It lives in the way learners build relationships, solve problems, stay curious, and make sense of their world. It shows up in how they transfer ideas across subjects, reflect on what matters to them, and begin to trust their own thinking. Where are there opportunities in your context to make this happen?
Misty Paterson’s work invites us to redesign the classroom as a space where learners are seen as whole people that are curious, capable, and creative. Her approach is not about adding more to what we do, rather, it is about shifting how we see the learner and design experiences with them. It is rooted in trust, responsiveness, and the belief that learning should feel alive. Here are three ways Misty advocates for this kind of learning.
Misty Paterson’s work invites us to redesign the classroom as a space where learners are seen as whole people that are curious, capable, and creative. Her approach is not about adding more to what we do, rather, it is about shifting how we see the learner and design experiences with them. It is rooted in trust, responsiveness, and the belief that learning should feel alive. Here are three ways Misty advocates for this kind of learning.
ConceptsConceptual understanding sits at the heart of meaningful learning. Rather than organizing instruction by isolated subjects, we can design around broad, transferable ideas that stretch across disciplines. When learners engage with big ideas, they begin to connect what they’re learning to their own lives and the world around them. It becomes less about memorizing and more about making sense.
In practice, a class might explore water through the concept of sustainability across science, social studies, and art. Learners investigate local water usage, create awareness campaigns, and design artistic representations of the impact of water access on communities. Materials |
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Playful inquiry and creative expression are essential to how learners make meaning. Learning isn’t one-size-fits-all, and it rarely moves in a straight line. When we offer materials, storytelling, and open-ended experiences, we give learners the chance to explore in ways that reflect their unique strengths and curiosities. It’s in that freedom to play, wonder, and create that deeper understanding begins to take shape.
In practice, learners explore migration through a variety of materials. Some use loose parts to build a visual representation of a migration story. While another group create abstract ink paintings to capture the emotions to leaving what is familiar and stepping into the unknown. A different group creates poetry using word clippings from magazines to reflect on what migration means to their family. All forms of a expression are valid.
In practice, learners explore migration through a variety of materials. Some use loose parts to build a visual representation of a migration story. While another group create abstract ink paintings to capture the emotions to leaving what is familiar and stepping into the unknown. A different group creates poetry using word clippings from magazines to reflect on what migration means to their family. All forms of a expression are valid.
Experiences
Designing with every learner in mind means building flexibility and accessibility into the learning experience from the very beginning. It’s about creating multiple pathways, so learners can access content in different ways, engage in ways that feel right for them, and express their thinking through a variety of forms. When we plan with intention, we ensure that learning is truly accessible to all.
In practice, a classroom exploring systems might begin by using graphic organizers or visual tools to help learners organize and make sense of their research. When it comes time to share their findings, learners are given the choice to express their understanding in ways that feel most meaningful to them. Some may record an audio reflection, create a video explanation, or write a detailed report. Each approach is honored, because the learner is trusted to select the path that best supports their own thinking and growth.
In practice, a classroom exploring systems might begin by using graphic organizers or visual tools to help learners organize and make sense of their research. When it comes time to share their findings, learners are given the choice to express their understanding in ways that feel most meaningful to them. Some may record an audio reflection, create a video explanation, or write a detailed report. Each approach is honored, because the learner is trusted to select the path that best supports their own thinking and growth.
Ways to Redesign Learning |
When learning is rooted in meaningful concepts, supported by responsive materials, and shaped through lived experiences, something powerful begins to happen. Learners feel seen.
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Here are some possible areas that you may want to redesign your learning so it is more conceptual and intentional.
No matter where you begin, let your learning be shaped by curiosity, purpose, and voice. Choose a path that reflects the needs of your learners. |