I really appreciated how you connected UbD to your own experience learning programming. Your point about only truly understanding code structures once you saw their purpose resonates with me. Iâve had a similar realization in teaching math, when students only memorize steps for solving problems, they often forget them later. But when they see why those steps matter in solving real-world problems, their learning sticks. Thatâs exactly what UbD emphasizes: keeping the end goal visible so learning feels purposeful.
Your reflections on design thinking also stood out, especially your example of group coding work. The way you framed empathy, not just as being kind, but as intentionally designing collaboration to meet everyoneâs needs, made me think about how I set up group projects in my own practicum. I sometimes default to dividing tasks evenly, but your example makes me wonder how much stronger outcomes would be if I considered student strengths, schedules or preferred working styles from the start.
I also liked your comparison of Bloomâs and SOLO. I usually lean on Bloomâs for writing objectives, but I hadnât thought as much about how SOLO captures the quality of learning. Do you see yourself combining them, using Bloomâs for planning, then SOLO for reflection?
Your post really resonated with me, especially your reflections on UbD and Backwards Design. Like you, Iâve been told countless times to âstart with the end in mind,â but it wasnât until practicum that I saw how much clarity it actually brings for both teachers and students. I also had moments where my units would lose focus even though I thought I was clear, so I definitely can relate to that challenge. What helped me was keeping the learning goals visible in the classroom, almost like your biology teacher did. It made it easier for students to check their own progress and it kept me accountable too.
I loved your idea of using a design thinking project to build classroom community at the start of the year. That feels like such a powerful way to set the tone with empathy and collaboration. In my own experience, when I gave students voice in designing classroom agreements, they were much more invested in following them, it felt less like âmy rulesâ and more like âour rules.â How would you manage this in a classroom where some students might struggle with open-ended tasks or need more structure?
Your thoughts on deep vs. surface learning also made me reflect on my own language learning. I still remember Spanish phrases from role-play activities because they felt meaningful and interactive, but vocabulary lists never stuck. That really connects to your fashion show idea, where language is learned in a fun, authentic context.
I really appreciate how you connected Bloomâs Taxonomy, Backwards Design, and UbD to your own learning experiences. Your example of the high school teacher who laid out learning goals reminds me of the power of transparency, students feel more in control when they know exactly what theyâre working toward. Iâve noticed this too in practicum: when I share even a simple âI canâ statement with younger students, it gives them a clear anchor for what success looks like. It also helps me stay focused as a teacher, since I can check whether my activities are actually building toward that goal.
I also connected with your story about the student who was struggling in math. I had a similar experience during a guided reading group where one student resisted every activity I tried until I finally asked what would help him. Just like in your story, opening that conversation shifted everything, he became more invested when he felt included in the process. Your post makes me wonder how I can bring that same level of voice into group projects, not just one-on-one interactions.
How do you see yourself balancing student-driven inquiry with curriculum requirements? And do you think involving students in co-creating learning goals could make projects even more meaningful?
On the personal side, my digital identity shows up mostly through Instagram and Facebook. These platforms act like a digital scrapbook, where I share moments from travel destinations, moments with my friends and family or pictures of my dog. For me, itâs a space for connection and expression, highlighting joy, creativity and relationships.
At the same time, Iâve realized that even casual posts have weight. As Danah Boyd reminds us in her discussion of networked publics, once something is online, it can circulate far beyond the intended audience. That idea has shifted the way I think about posting. Before hitting âshare,â I now ask myself: Would I be comfortable if someone outside my circle saw this?
My professional presence feels much more curated and deliberate. LinkedIn and Facebook groups are where I highlight my education and connect with other educators, while my teaching e-portfolio is becoming a showcase of lessons, reflections and my philosophy as a teacher. Even small details, like my school district email signature automatically showing my role and affiliation, add to this professional identity. These pieces together form a more formal impression of who I am in an educational context.
This identity feels more like a portfolio than a scrapbook, organized, polished and future-focused. George Courosâs perspective that digital portfolios tell the story of both who we are and who we are becoming really resonates with me. Each time I add a reflection or lesson, Iâm not just documenting work, Iâm shaping how I want to be seen as an educator.
My email signature
Where the Two Meet
Whatâs interesting is how these identities overlap. Over my last practicum, I shared an Instagram story about a grade 2/3 thumbprint art activity where students explored how tiny, individual marks could grow into imaginative creations. I also posted about a collaborative mural project that brought the whole class together to design and paint a shared piece. Both posts felt personal, moments I was genuinely proud to celebrate, but they also worked as professional snapshots of my teaching style and values. That blending reminded me that my online presence isnât divided into two separate categories, instead, it exists on a spectrum where personal pride and professional identity naturally intersect.
Thumbprint Art ActivityMural Art Project
Moving Forward
I now see my digital identity as an evolving project rather than a finished product. Balancing personal authenticity with professional responsibility isnât always simple, but itâs part of shaping a meaningful presence online.
So, I find myself asking: do we really have two separate digital identities, or are we all just writing different chapters of the same ongoing story?
References
Boyd, Danah. 2010. âSocial Network Sites as Networked Publics: Affordances, Dynamics, and Implications.â In Networked Self: Identity, Community, and Culture on Social Network Sites, edited by Zizi Papacharissi, 39â58. (Draft version). Accessed [date]. https://www.danah.org/papers/2010/SNSasNetworkedPublics.pdf
Hi my name is Anna McClintock. Welcome to my blog, Iâm happy youâre here! (:
My mum and I at Run for the Cure
I recently graduated from the University of Victoria (UVic) with my Bachelor of Education in Elementary Curriculum. I am now back at UVic upgrading my teaching category from a 4 to a 5. I currently work as a Teacher Teaching on Call in School District 63 on WSANEC territory. I feel grateful every day to live, learn and teach on this beautiful land, it is my favourite place in the world.
Outside of teaching, I spend most of my time with my dog, Mika, a four-year-old goldendoodle. You’ll usually find us at the beach but on the off chance we’re not there we are likely off exploring or grabbing coffee (and a pup cup, of course).
I’m really looking forward to learning and connecting with new people!
I really enjoyed reading your post! Your hamster story is such a vivid example of how curiosity and personal interest can completely transform a studentâs engagement and learning. It reminded me of my own experience, my teacher noticed that I loved space especially mercury and itâs retrograde, and she used that interest to make lessons more engaging across different subjects. I love how you connected your story to constructivism, showing that prior knowledge and familiarity with a topic can make learning more meaningful and memorable. It really highlights the power of teachers noticing and building on studentsâ interests.
Your reflection on growth mindset also resonated with me. Shifting frustration into appreciation for challenge is such an important perspective and modeling that for students helps them develop resilience and confidence. I also appreciated your connection to the ARCS model, particularly how relevance and satisfaction strengthen motivation. Your example of applying prior hospitality skills to classroom management was a great reminder that past experiences can shape how we approach new learning.
How do you usually discover or encourage studentsâ personal interests so that you can connect lessons to their curiosity, like your teacher did with you?
Itâs inspiring to read about how your journey in biology led you to teaching and how deeply your experiences in the Cowichan Valley shaped your perspective. I really resonate with your point about lifelong learning and how our prior knowledge both helps and challenges us as adult learners. Iâve noticed the same in my own teaching and learning. Drawing on past experiences can make new concepts more accessible, but it also takes conscious effort to reshape old assumptions when approaching something differently.
I also love how you integrate constructivist principles and relevance into your lessons, like using the nature park and plant knowledge cards. That hands-on approach not only engages students but clearly connects learning to real life, which seems so aligned with the way you describe motivation and the ARCS model. Iâve found that when students can see the âwhyâ behind what theyâre learning, they invest more effort and curiosity.
Your use of design thinking is another element I find interesting. The way you empathize with students, prototype solutions and reflect on what works mirrors how I try to approach lessons. Iâm curious, have you found any particular strategies for balancing student autonomy with the need to scaffold learning, especially when exploring open-ended projects like the ecosystem work?
I really enjoyed reading your post and learning about your journey! I can relate to how visual learning and talking things through with others helps solidify understanding. I often grasp concepts faster when I can discuss and see them in action too. Your story about navigating the bus and train system in France stood out to me. I love how you combined trial and error with asking for guidance from friends to learn effectively, itâs such a practical example of experiential learning.
I also appreciated your reflection on âstreet smartsâ versus âbook smartsâ and how your perspective on learning has grown. I wonder, now that youâve navigated learning in a completely different country, do you find that you approach challenges or learning new systems differently back here in Canada? Also, do you think your visual learning style has helped you adapt more quickly in new environments?
Through my teaching, I have realized that when I clearly envision what students should understand or be able to do by the end of a lesson, it transforms the way I approach teaching. Wiggins and McTigheâs concept of backward design resonates strongly here: starting with the desired outcomes allows me to work backwards in structuring meaningful activities.
When I planned a grade 4 diorama project last spring on natural environments, I began by imagining what a successful final product would look like and how students could demonstrate their understanding of ecosystems. This clarity gave direction to the entire project. I was able to scaffold activities that gradually built knowledge of habitats and ecological interactions, while still leaving space for studentsâ creativity and personal expression. Students experimented with materials, made choices about which natural elements to include, and reflected on how their dioramas represented ecosystems. The process reinforced for me how powerful it is to start with the âwhyâ of learning, helping students find purpose in their work and making lessons both engaging and meaningful.
Table of the grade 4 diorama project (why it connects)
Empathy, Iteration, and the Spiral of Learning
Another insight I gained was the role of empathy and iteration in learning design. Kolbâs experiential learning cycle emphasizes that knowledge is created through a process of experience, reflection, and adjustment, which Iâve seen in action with my students. Some initially struggled with selecting materials or identifying ecological characteristics of their chosen environments. By observing closely, asking guiding questions, and encouraging them to create small prototypes, I could see where support was needed and adjust my approach accordingly.
This iterative process reminded me of the spiral model of learning. Unlike a flat line or simple repetition, the spiral emphasizes moving deeper with each iteration, connecting prior knowledge to new applications. Each time students revised their diorama, they werenât just repeating tasks, they were layering new insights onto their earlier understanding. This spiral of reflection and refinement created a safe, low-stakes environment for problem-solving, where students felt supported but not constrained. It reminded me that learning is rarely linear, it involves trial and error, reflection and growth.
Reflecting on my own learning experiences also underscored the difference between surface-level and deep learning. In one math unit, I memorized formulas for area, perimeter and volume, which allowed me to perform well in the short term but left me without lasting understanding. In contrast, a project where I had to design a classroom layout and calculate space needs required me to apply mathematical concepts in a real-world context.
This connects directly to Wrightâs TEDx Talk, where she emphasizes that early experiences and active engagement shape lifelong learning. When I worked on the classroom design, I wasnât just memorizing formulas, I was actively exploring and problem-solving, much like the meaningful, hands-on experiences Wright describes. Both examples highlight that learning is most impactful when it is relevant, engaging and allows learners to construct knowledge themselves rather than passively absorb information.
Designing for Relevance and Inclusion
This also connects to my teaching philosophy: I want students not only to acquire knowledge but to see how they can use it to make sense of and positively impact the world around them. Universal Design for Learning (UDL) reminds me to plan with flexibility in mind so that every student can access and engage with the content in meaningful ways.
When lessons are designed with clear outcomes, authentic contexts, opportunities for iteration and a spiral approach that deepens understanding over time, they become more than just tasks, they become experiences. These experiences foster curiosity, ownership and deeper connections between classroom learning and everyday life.
Moving Forward
Overall, this module reinforced that intentional planning, empathy, iteration and relevance are central to designing meaningful learning. Designing experiences that are student-centered, hands-on and aligned with clear outcomes allows students to engage deeply, take ownership of their learning, and connect classroom concepts to real-world applications. Like the spiral, my teaching will continue to build on prior experiences, moving deeper with each iteration to create lessons that are purposeful and memorable.
Hello everyone! My name is Anna McClintock, and I recently graduated from the University of Victoria with my Bachelor of Education in Elementary Curriculum this past June. Since then, I have been working as a Teaching Teacher on Call (TTOC) in School District 63 on WSANEC territory. I feel so grateful to be able to live, learn and teach on these lands, itâs a place I truly love and consider my home.
Image credit: Saanich Schools Website
WSANEC territory made up of TSEYCUM, TSARTLIP, TSAWOUT AND PAUQUACHIN first nations.
Alongside teaching, I have returned to UVic to upgrade from a category 4 to a category 5. Balancing these two roles has been both challenging and rewarding, as it allows me to deepen my professional experience in the classroom while simultaneously engaging with new learning opportunities at the university. This is just the beginning of my journey as a lifelong learner. This course feels like a natural fit because of my strong interest in how social media and technology intersect with education. I see these tools playing a significant role not only in my personal life but also in the lives of my students, shaping the ways they communicate, collaborate, and engage with learning.
Image credit: âSee what you meanâ via Pinterest
For me, learning is most effective when it builds understanding through meaningful connections and hands-on experiences. One of the most memorable and impactful learning experiences Iâve had took place during my practicum. I designed a lesson that linked art and science, where students created dioramas of their personal âhappy placesâ in nature. Seeing students engage with the lesson and reflect on their own experiences while learning scientific concepts made me realize how deeply learning can resonate when it connects to something meaningful. I learned alongside them, discovering that teaching is not just about delivering content, itâs about fostering curiosity, supporting creativity and helping students see themselves reflected in their learning.
In terms of my learning philosophy, I find myself most aligned with constructivist approaches. I learn best when I can actively engage with new ideas, connect them to prior knowledge and apply them in practical, hands-on ways. Iâve noticed that motivation plays a critical role in this process for me and one concept from the ARCS model that resonates deeply is relevance. When I can clearly see why a concept or skill matters, whether for my growth as a teacher, for my studentsâ learning or for my own personal development, I feel far more engaged and inspired to invest effort into understanding it. This focus on relevance mirrors a TED Talk I recently watched by Priyam Baruah, which emphasized personalized learning and creating supportive educational environments. Baruah discusses the importance of motivation and excitement in learning and how teachers can implement strategies that allow every student to feel seen, valued, and capable.
A TedXTalk on personalized learning.
I also view my prior knowledge as a key tool in approaching new learning. Experiences in classrooms with Universal Design for Learning (UDL) have provided me with a strong foundation that allows me to connect new course content to strategies I have already implemented. This grounding makes learning feel concrete, practical and exciting rather than abstract. It gives me confidence to experiment with new ideas while remaining anchored in tried-and-true teaching practices.
Overall, Iâm eager to explore these themes further this term, examining how technology, motivation and meaningful connections can intersect to create more engaging learning experiences.
Image credit: Growth Engineering via Google
ARCS Model: Attention, Relevance, Satisfaction and Confidence
