Brynn, this is such a great post!
I really appreciate how you connected Bloom’s 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 they’re working toward. I’ve noticed this too in practicum: when I share even a simple “I can” 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?
