Do Schools Allow Kids to be Kids?

A couple of weeks ago, a colleague sent me an article from Upworthy about a new kind of kindergarten design at a school in Tokyo (link to full article). The premise of the design is that it takes into accounts kids natural impulses and allows them the freedom that they need to experience risks and be their “normal kid selves.”

At first when I read the article, and listened to the Ted Talk, I was in love with the idea of having a circular roof that students could run around, with trees and ropes that they could navigate through, and open classrooms that provided a sense of freedom. Then logistically, my teacher side came out, and I began to question how one would contain the students and how feasible a design like this could be.

After much deliberation in my mind, and comparing our current classroom state, I began to wonder how much do our schools inhibit our students from being themselves? Does our classroom design limit their kid tendencies? What small changes could we make with our students in mind?


In one of my master’s courses, we were given the task to create an online learning project. My group decide to create a blog where we share our learning experiences, and also planned to organize a Twitter chat focusing on authentic learning. Our chat was a great success as we were able to share and collaborate with others about what authentic learning means in the our classrooms today. To view a summary of our discussion, and our newly created authentic learning definition please click on this link. How do you create authentic learning experiences for your students?

What is Authentic Learning?

As part of my master’s course, my group is conducting an online project to learn more about authentic learning and what it means. As such, we have create a blog as a tool to share our thoughts and the things that we are learning along the way. The blog will act as a site that contains resources on blogging, Twitter, and authentic learning, as well a reflection place for each of us to share what we have learned, and what we have experienced through our own authentic learning processes with Twitter. Please have a look, and share your thoughts and comments about our posts!

Conceptual Changes Needed

Before we began our shadow measuring experiment, I had the students predict when their shadows would be the biggest throughout the day. The predictions were fairly evenly split between morning, afternoon, and evening. As we carefully measured the next day, several students were surprised by the results. We all came back into the classroom, discussed our findings, watched a video to explain the sun moving across the sky, and came to a conclusive decision. The next day, we reviewed what we had learned and one girl informed me that the sun was the biggest at noon. I was shocked by her answer and didn’t understand how after a thorough hands-on experiment, discussions, and videos that she still did not understand the concept. I felt defeat swarm over me, as I questioned my own teaching abilities.

At the time, I could not understand how my teachings did not cement the concept of shadow length with this particular student. I did not understand why she did not learn the concept and felt frustrated with the entire situation. This was just one example, but I can definitely think of more, as I am sure any teacher can. Not only does it make you question your teaching, but it also made me question the learner.

Through reading and exploring the research in the learning sciences for the last two weeks, it is apparent that examples like this are common. DiSessa noticed that “educators saw vivid examples of students responding to apparently simple, core conceptual questions in nonnormative ways” (Sawyer, 2006, p. 270). Another research noted that after explicitly teaching a lesson on photosynthesis, when students were asked where a plant got its food from, there were numerous incorrect responses (Bransford, Brown, & Cocking, 2000). Through these examples it is clear that “formal instruction had done little [for students] to overcome their erroneous prior beliefs” (Bransford et al., 2000, p. 70). Where do these misconceptions come from? As a teacher how do we break down the barriers to student learning?

Students come into our classrooms with an already previously developed knowledge based. They can be influenced by their families, values, beliefs, cultures, and social surroundings (Illeris, 2008). They come with preconceived notions and understandings of topics, and as teachers we need to work through these barriers and incorrect knowledge to help reform their learning. Hoadley & Van Haneghan (2011), state that in order “to foster conceptual change, learners need to deeply engage topics in ways that may radically shift their concepts, even while building on their existing conceptions” (p. 16).

Although this sounds like a task worth beginning, I question how one starts. With my ELL students, I find there are even more struggles and concepts that they’ve already developed these deep preconceived notions. How do I break through these? How do I find the time in my day to understand why they think the way they do? How do I work with the parents and help them with their own conceptual changes? The task seems daunting, but perhaps it is not my role to ensure these conceptual changes happen. If I continue to expose students to ideas, have them challenge their own ways of thinking, and question why they think the way they do, maybe they will experience transformational learning all on their own.

Bransford, J. D., Brown, A. L., & Cocking, R. (2000). How people learn: Brain, mind,                experience, and school (Expanded edition). Washington, DC: National Research                Council.

Hoadley, C. & Van Haneghan, J. (2011). The Learning Sciences: Where they came from        and what it means for instructional designers. In R. A. Reiser & J. V. Dempsey (Eds.)        Trends and Issues in Instructional Design and Technology (3rd ed., pp. 53-63). New            York: Pearson. Retrieved from                                                                                        

Illeris, K. (Ed.). (2008). Contemporary Theories of Learning: Learning Theorists…In Their          Own Words. Florence, KY, USA: Routledge. Retrieved from                                         

Sawyer, R. K. (Ed.). (2006). Cambridge Handbook of the Learning Sciences. NY, USA:            Cambridge University Press. Retrieved from