Category: EDCI 335

Starting with the End in Mind

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 McTighe’s 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 students’ 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 “why” 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. Kolb’s experiential learning cycle emphasizes that knowledge is created through a process of experience, reflection, and adjustment, which I’ve 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 weren’t 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.

Surface vs. Deep Learning

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 Wright’s TEDx Talk, where she emphasizes that early experiences and active engagement shape lifelong learning. When I worked on the classroom design, I wasn’t 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.

References:

Visser, C. (2020, September 1). Ending downward spirals by replacing them with upward spirals. Progress-focused. https://www.progressfocused.com/2015/04/ending-downward-spirals-by-replacing.html

TED. (2021, August 9). How Every Child Can thrive by Five | Molly Wright | TED. YouTube. https://www.youtube.com/watch?v=aISXCw0Pi94

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, it’s a place I truly love and consider my home.

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.

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 I’ve had took place during my practicum. I designed a lesson that linked art and science, where students created dioramas of their personal “happy places” 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, it’s 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. I’ve 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 students’ 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.

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, I’m eager to explore these themes further this term, examining how technology, motivation and meaningful connections can intersect to create more engaging learning experiences.