Unit Plan

Final course reflection!!!

Woo-hoo!!! We have come to the end of this course and much as it was challenging, some important and life long lessons and skills were acquired.

One interesting thing I learned during this course is how to use backwards design in my instruction. Backwards design requires that teachers plan and develop a curricula unit based off of inferred results (Wiggins & McTighe, 2005). This was evident in the way my unit was designed, listing the ultimate goal and then developing the lessons in a way that will encourage the actualization of that goal. This course consistently emphasized the importance of utilizing the two instructional approaches; Understanding by Design (UbD) and Universal Design Learning (UDL), in planning and implementing a curriculum. So, it is left for educators to realize this important and ensure that their unit plans are indicative of the elements suggested by these methods so that all students can have a learning experience that they absolutely love and can connect with.

My piece of advice to incoming students: planning a curriculum unit could be very tasking and requires rigorous thought provoking sessions. So, to help ease this process, have a to-do list of the course requirement, characteristics of each assignment and your students needs, at the beginning of the course and double check it as you complete each week to endure that all the parameters/elements of UDL and UbD have been considered.

I have attached my unit plan below, enjoy!

 

 

EDU 603 (Final Project Complete)

Reference

Wiggins, G. P., & McTighe, J. (2005). Backward design. In Understanding by design, (pp. 105-125). Alexandria, VA: Assoc. for Supervision and Curriculum    Development

Blog Post #4

Part 1: Stage 3- My Learning Plan

Part 2: Self-Assessment

 

Total——–/12

Reflection

In composing my stage 3 (WHERETO) and self-assessment rubric, I had to think a lot about the composition of my unit. I was navigating between my stage 1 and 2 to ensure that it all aligns and adequately supports my students. Using WHERETO, I was able to reconsider the learning goal of my unit and think of various ways to keep my students involved and interested in the authentic performance tasks designed for the unit. This stage further helped me analyze and reflect on the skills, understanding and knowledge that my students are required to develop at the end of the unit.

This is essential because the big ideas presented in the unit need supporting strategies such as those probed by the performance tasks in order for them to be actualized. I was able to think about the basis of communication/language in itself and how its mastery will help young children overcome many life hurdles as they strive to be the best they can be.

Developing this stage of my unit also allowed me to think of creative ways that I can use to ensure that essential questions elicit inquiries in the minds of students and that they are able to connect their learning to the real world. I was able to visualize and plan an easy but thought provoking learning plan that will entice my students and make them think of practical ways to demonstrate what they have learned in this unit.

Question: Can offering praise to young children for successfully completing a task ever be considered too much or should they get all the praise they can get? Will that impede their learning in any way or will it encourage them to work harder and aim to accomplish more?

 

Blog Post 3

Part One: GRASPS elements for Authentic Task

Unit- Developing Language/Communication skills

Grade- Toddlers & Twos

Performance Task- Demonstrating the use of language/communication skills in performing daily routines

Goal: To create a flexible and age appropriate curriculum that will teach learners the effective communication skills using verbal and non-verbal cues. The verbal cues will include written or spoken language while the non-verbal cues will include sign language or context-related cues.

Role: The teacher will oversee this process and will serve as a role model on how communication skills should be used.

Audience: Toddlers and twos ages 18 to 36 months

Situation: Explore various ways in which language/communication can be used to get information across to a target audience

Product/Performance/Purpose: Students will have opportunities to engage in learning experiences of their choice that will require them to explore various ways that they can use communication skills. Some of these experiences will include:

Using props to retell stories

Organizing their own puppet show

Cooperatively set up and participate in pretend play

Participating in read-alouds and answering open-ended questions afterwards

The purpose of this task is to show students that language/communication exists in practically all of our daily activities and that there are acceptable ways that these skills should be used.

Standards -The following standards are from Connecticut’s Early Learning and Developmental Standards (CTELDS, 2014):

Strand A: Word Comprehension- L.24.1. Demonstrate in a variety of ways understanding of most of what is communicated through gestures, signs or oral language

Strand A: Word Comprehension- L. 36.1. Demonstrate an understanding of an increased vocabulary, influenced by experiences and relationships

Strand B: Expression of ideas, feelings and needs- L.24.6. Use words to request objects, have needs met or gain attention

Strand B: Expression of ideas, feelings and needs- L. 36.7. Comment on a variety of experiences, interactions or observations

Strand C: Conventions of conversation- L.24.8. Take turns in conversations by initiating and sustaining a simple conversation over two turns

Strand C: Conventions of conversation- L. 36.10. Have conversations with adults and  peers that include four or more exchanges

Strand D: Understanding of stories or information- L.24.13. Answer simple specific questions about familiar stories (e.g., “what does the cat say?”). Ask basic questions about pictures (e.g., “who is that?)

Strand D: Understanding of stories or information- L.36.14. Enjoy telling and retelling stories and information

Part Two: Rubric for Authentic Assessment

Total—————–/10

Reflection

In creating this authentic performance task for my students, I had to rethink my strategies and ensure that my curriculum allows for flexibility, open-mindedness and offer my students the opportunity to be higher-order thinkers (Wiggins & McTighe, 2005). This approach is important because it allows my toddlers and twos to be actively involved in their learning of language/communication skills. Engaging in the enlisted tasks will be meaningful to my students because it will enable them to demonstrate an understanding of this unit’s purpose through their cooperation with peers in task performance. Young children tend to be very motivated when they can contribute to their learning process so, making them orchestrators of this entire process will be a good way to keep them engaged and encourage active participation.

Also, creating an authentic performance rubric will afford me the opportunity to effectively and adequately measure my students’ understanding of the unit’s goal, evaluate their knowledge as well as they skills they have developed in this process. This will be meaningful to them because it they will receive productive feedbacks that will help them make connections on how their learning and acquisition of language/communication skills relates to the real world and how relevant this skills is for their development and advancement in life (Frey et al., 2012).

 

Question: Is it absolutely necessarily to assess/evaluate children in early children programs based on a set rubric, given that children grow and develop at varying levels? If yes, should these assessments follow a strict order or to what point should flexibility be allowed?

 

References

Connecticut’s Early Learning and Developmental Standards (2014). What children, birth to five, should know and be able to do. Hartford, CT: Connecticut State Department of Education.

Frey, B. B., Schmitt, V. L., & Allen. J. P. (2012). Defining authentic classroom assessment. Practical Assessment, Research & Evaluation, 17(2), 1-18.

Wiggins, G. P., & McTighe, J. (2005). The design process. In Understanding by design (pp. 105-125). Alexandria, VA: Assoc. for Supervision and Curriculum Development.

 

EDU 603-Creating a Planning Pyramid and Unit plan stage 1

Part 1:

Part II:

PART TWO: Planning Pyramid

In planning and developing my stage 1 template, several things were taken into consideration such as the importance of this unit, what I want my students to learn and the skills that I want them to develop at the end of this unit.

All students will be able to know and understand that…

• What they hear, see or understand from the speech and action of others (receptive language) can be put into words or gestures in order to effectively communicate with others (expressive language).
• Communication can occur in many forms; written, vocal or sign-language and that all forms are equally as important with the end point being to get a message across and ensure that there is an understanding between the parties involved.
• That they can connect what they hear with their background knowledge and experiences

All students will be able to…

• Point to different body parts when indicated in a song or story or when I verbal request for such is made. For example, when the song “head, shoulders, knees and toes” is sang (Heroman et al., 2011).
• Combine words into two-word sentences
• Answer simple questions about familiar events or persons.
• Use a questioning intonation to ask a question
• Use signs or pictures in a sequence to express an idea
• Begin to use language to get information by asking who, where, and why questions
• Communicate ideas and express feelings (Heroman et al., 2011).

Most Students will know and understand that…

• Communication and language usage can guide their exploration and learning (Dodge, 2010)
• Learning to communicate with others takes practice
• Communication can take many forms such as facial expression, gestures, body movements, verbal or sign language (Dodge, 2010)

Most students will be able to…

• Show understanding of increasingly complex and abstract language
• Speak in two-word phrases
• Use simple sentences and questions with three or more words

Some students will know and understand that…

• Communication requires turn taking and two or more exchanges between the speakers

Some students will be able to…

• Initiate conversation by using words or gestures

 

The goal of Universal design for learning is to design a curriculum that meets the needs of all learners according to their individual strengths and abilities (Conn-Powers et al., 2006). Wiggins and McTighe (2005) explain that there are many factors to be considered when developing a UDL unit. One of such factors is the use of essential questions.

Essential questions serves to extend a learners imagination beyond the obvious and raise inquiries in the minds of learners. It also allows the teacher to carefully consider the unit contents by asking many thought-provoking questions. The concept of using essential questions really proved fruitful in developing this section of my unit plan because it allowed me to ask myself questions like “what I wanted my learners to derive from this unit, what skill set I wanted them to develop and many others.

I also considered the flexibility of curriculum as required by UDL so that all students can learn at their own pace but still be on par with the rest of their peers (Smith & Harvey, 2014). I did so by ensuring that all aspects of communication are duly covered so that each student can use whichever one he/she is comfortable with.

Question: Is language acquisition and development equally as important as all other aspects of development, why or why not?

 

References

Dodge, D. T., Rudick, S., & Berke, K. (2010). Language development, In The creative curriculum for infants, toddlers & twos, (2^nd Edition, 32, 55-56), Washington, DC: Teaching Strategies LLC.

Conn-Powers, M., Cross, A. F., Traub, E. K., & Hutter-Pishgahi, L. (2006). The universal design of early education. Beyond The Journal. Retrieved from http://journal.naeyc.org/btj/200609/ConnPowersBTJ.pdf

Heroman, C., Diane, C. B., Berke, K., & Bickart, T. S. (2011). Language development. In The creative curriculum for infants, toddlers & twos, (3^rd Edition, pp. 43-57). Bethesda, MD: Teaching Strategies LLC.

Ross, H., Friedman, O., & Field, A. (2015). Toddlers assert and acknowledge ownership rights. Social Development, 24(2), 341-356. doi: http://dx.doi.org/ 10.1111/sode.12101

Scarinci, N., Rose, T., Pee, J., & Webb, K. (2015). Impacts of an in-service education program on promoting language development in young children: A pilot study with early childhood educators. Child Language Teaching and Therapy, 31(1), 37-51. doi: http://dx.doi.org/ 10.1177/0265659014537508

Smith, S. J., & Harvey, E.E. (2014). K-12 online lesson alignment to the principles of universal design for learning: The khan academy. Open Learning, 29(3), 222-242. doi: http://dx.doi.org/ 10.1080/02680513.2014.992402

Wiggins, G. P., & McTighe, J. (2005). Essential questions: Doorways to understanding. In Understanding by design (pp. 105-125) . Alexandria, VA: Assoc. for Supervision and Curriculum Development.

 

EDU 603- Curriculum 2.0

Student Learning Profile in Universal Design for Learning

Part 1

Learner Profile

Name: Evans Johnson

Grade: Toddlers & Twos

Age: 2 years

Unit: Language Usage

PART II

Universal design for learning (UDL) is an approach that considers individual learner’s unique abilities and differences and develops learning experiences that best supports them (Eagleton, 2015). It gives all students a fair and equal opportunity to learn and maximize their full potentials (CAST, 2014). The main concept behind the UDL learner profile is to design a learning plan that takes every learner into consideration regardless of backgrounds, learning styles or any observable and notable differences. It was invented to ensure that it meets the needs of every learner in a manner that best suits his/her learning abilities. In planning for individual students, one thing I bear in mind is their preferred learning methods, the diversity of my students, their individual differences and the best way to offer instruction that will positively influence their learning. Understanding my students backgrounds as well as their individual strengths, interests and needs greatly influences the way I build my curriculum because I want to ensure that these differences are addressed and individual students are taken into consideration so their needs can be met in the best possible way. Teachers need to ensure that their lesson plan is a framework that integrates flexible options for their students in terms of representation, engagement and expression (Williams et al., 2012). In other words, learning plans should be designed to include various methods of content delivery, provide many choices for student participation in the learning experiences and also provide a variety of ways in which students can demonstrate what they learned. The UDL approach encourages a curricula that is flexible and supportive of individual students despites their differences (National Center for UDL, n. d.). It also creates an inclusive environment that ensures equality and fairness in the classroom while taking into consideration individual students interests, their challenges and proffering ways to motivate their learning. Despite all the benefits posed by UDL, the cost of implementing it may be out of the affordability range for some organizations/schools who do not already have it in place (CAST, 2007).

Question: Will using UDL approach in the classroom affect the outcomes of standardized tests, why or why not? Will considering individual students needs in curricula planning adequately put them in the same standards (i.e. will it ensure that everyone is on the same level and equally prepared) that are required for testing?

 

References

CAST. (2007). Universal design for learning: Questions and answers. Retrieved from http://community.strategictransitions.com/weblearn/udl/resources/udlinfo/udlfaq.pdf

CAST. (2014). What is universal design for learning? Retrieved from http://www.udlcenter.org/aboutudl/whatisudl

Eagleton, M. (2015). Universal design for learning. Research Starters. Retrieved from http://eds.a.ebscohost.com.postu.idm.oclc.org/eds/detail/detail?sid=45275e9f-865b-4c5a-b626-ed462d370f98%40sessionmgr4004&vid=2&hid=4210&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=89164541&db=ers

National Center on Universal Design for Learning. (n. d.). Q & a for educators. Retrieved from http://www.udlcenter.org/sites/udlcenter.org/files/UDL_Educatorsfactsheets.pdf

Williams, J., Evans, C., & King, L. (2012). The impact of universal design for learning instruction on lesson planning. International Journal of Learning, 18(4), 213-222.

EDU 604- Culture (Mind map) Development

To develop this mind map, I thought of what culture means to me personally and then how culture is perceived in the society. To me culture is a way of life for a set of people who have their own beliefs and traditions. The traditions include how these people act/behave collectively or as individuals, their religion and their family values. Most of these beliefs and traditions are developed as a result of the life experiences of the people and it is passed down from generation to generation. After these basics have been established then, the resources, which include education, career, family roles and accomplishments, are put in place/encouraged in order to fully develop the individuals.

For society, culture is dynamic, it is an ever changing, non-static phenomenon that includes many collective perspectives. It comprises of many people who come together to work as one and collectively apply their intellectual capabilities. They do not necessarily have to come from the same geographical region or speak the same language; they may also have varying beliefs and traditions. In order words, these could be very diverse people who work together to accomplish a common goal that have be collectively decided upon.

EDU 604-Mi Voz, Mi Vida, Latino College Students Tell Their Life Stories

Reading this book, I learned that minority students still experience a lot of setbacks in schools and in the society that may become a huge hinderance in their academic attainment. Educators have to continue to strive to create and encourage an all inclusive learning environment that supports equality for all students.

EDU 604 (Book Presentation Transcript)

 

EDU 604- Issue Investigation

The Repercussions of Inequalities in schools

Issue Investigation Paper (Final Draft)

In the course of writing this paper, I learned that segregation in the school system continues to be a major problem that our students encounter especially those from disadvantaged backgrounds. Racial, social, ethical and socio-economic status are some of the issues that contribute to this segregation and in order to boost school performance, these issues have to be tackled and permanently resolved.

Going down the memory lane of Cognitive Science

 

Concept was one mental representation that definitely stood out to me. Over the period of this course, I have been able to properly identify and group each mental representation as it surfaces in my classroom. Concept is a phenomenon whereby the mind is able to classify, create relationships and differentiate between a variety of objects or events (Goodman et al. 2008). Through concepts, we are able to make connections between different experiences and apply prior knowledge in tackling new problems. Being able to interrelate various events in life through concepts is an inestimable value to possess both as a learner and as an educator. In the toddler classroom, when teaching children classifying skills, it is never just enough to present the basics to them. Over time, I have found that teaching them to make connections is a great way of getting them to classify things. For example, when the children are being taught to identify, name and group colors, they grasp the concept faster if taught that colors are not just the cutout construction papers presented during group times. Pointing out colors to them as they take neighborhood walks, getting them to identify the colors of cloths they have on, identifying the color of the things in the classroom, playing color games and many other helps them in this process.

Learning styles was another concept that really stuck with me. It made me re-evaluate my learning and teaching methods and better understand how it affects me as a learner versus me as an educator. Taking the learning style inventory confirmed that I am an active and reflective, sensing and intuitive, verbal and sequential learner. My active and reflective styles puts me on the pedestal of retaining and understanding information as I apply it as well as taking some time to think about it (Felder & Solomon, n. d.). Combining my sensing and intuitive styles puts me on the edge of facts learning, discovering possibilities and relationships while paying attention to details (Felder & Solomon, n. d.). I also tend to get a lot out of words which may include written or spoken and that is what defines me as a verbal learner. I make several notes when studying or creating lesson plans, detailing every piece of information so as not to skip anything. Finally, my sequential style of learning ensures that I apply logical steps in my learning process (Felder & Solomon). I like to understand how an endpoint was reached without skipping over the steps because that way, I am able to organize my thoughts and go over my solutions to better understand why something is the way it is. Revisiting these styles as I organize my teaching and learning materials has greatly influenced my approach to both. Even though it is a bit difficult to accurately estimate the learning styles of children when they are so young, as in the case of toddlers, certain preferences can still be noted and that is what I have observed with my students. I now have a better understanding of why some students get certain concepts when they are taught in a certain way and others do not.

Perkins’ principles of learning cannot easily be thrown under the carpet because they are and should be present in our curriculum as educators. These principles are evident everyday in my learning environment. Prior to this course, they were not properly labeled and I often did not consciously take much of it into consideration even though I incorporated it in my classroom. Learning about each and the impact they have on both the teacher and the students was a great eye opener for me. I am now very peculiar about what the children are learning and how they are learning it. The principles are divided into seven and each makes a big mark on how teachers instruct and learners respond to materials presented. Play the whole game is the first of this principle and it really emphasizes on how important it is to incorporate all the little parts that pertains to learning in order to achieve something whole (Perkins, 2009). The next principle which is make the game worth playing touches on teaching learners to find the interesting thing about what they are learning so as to have that driving force that pushes them to learn. Work on the hard is the third principle and this admonishes learners not just to settle for the easy part but find more applicable ways for the knowledge they have obtained in order to test their limits. Perkins lists play out of town as the fourth principle to lay emphasize on the fact that learning is not always going to happen in one’s comfort zone, sometimes it is necessary to place yourself in a different scenario and see how you can connect the things you have learned. The principle of hidden games, which is getting past the surface and uncovering the more in-depth aspect of the topic learned, makes more sense to me when thinking of how it applies to older students. In my educational environment, I am still a bit uncertain as to how it can be incorporated because the children are so young. When thinking about this principle, questions like “how much hidden games could I encourage my students to uncover?” “Does hidden game even apply to this particular age group or is it something that should be touched on regardless and let them discover the rest as they get older?” Learn from the team and the other teams, the sixth principle, is highly necessary. In any group setting, it is very valuable to share and bounce ideas off of each other and this principle is highly applicable in the classroom too. Teaching children to work in groups and learn from one another while learning to know each other is one asset that grows with them. The last but not the least of these principles is to learn the game of learning. How can you teach and inspire students if the same does not apply to you? What kinds of example are you setting when you are incapable of connecting ideas and skills with other contexts with or without a coach (Perkins, 2009)? These are the type of questions that pop up in my head when I think of this principle and how it relates to my learning environment.

Overall this course has been very informative to me and the concepts learned will be put to valuable use in my teaching and learning environment. With that being said, taking this course makes me even more confident about ways that I can positively impact my students and make them see the importance of learning because knowledge gained can never be lost.

References

Felder, R. M. and Solomon, B. A., (n. d.). Learning styles and strategies. Retrieved from: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm

Goodman, N. D., Tenenbaum, J. B., Feldman, J., and Griffiths, T. L., (2008). A rational analysis of rule-based concept learning. Cognitive Science, 32, 108-154.

Perkins, D. N. (2009). Making learning whole: How seven principles of teaching can transform education. San Francisco, CA: Jossey-Bass.

 

Cognitive pathways to learning

Have you ever wondered what drives you to do what you do and how emotion plays a role in that? Well, that and other cognitive factors such as attention and memory are some core factors that should be considered when learning comes into mind. Robbins (Tedtalk, 2007) described emotion as the force of life that when absent, can affect the decisions made toward the fulfillment of a goal. When emotion is not present, people lack resourcefulness and hence lose their drive even though most of that loss is attributed to a lack of resources (Robbins, 2007). As educators, we are saddled with the responsibility of helping our students play the whole game and realizing their full potential (Perkins, 2009). In order to accomplish this, we have to understand how our emotion connects with our motivation. There are two major forces of motivations that we operate by: intrinsic or extrinsic. When we are intrinsically motivated, there is an innate drive to fulfill our goals and dreams and the joy derived afterwards is inexplicable. Extrinsic motivation on the other hand, is the drive we experience as a result of an external reward such as money or grade. It could also be influenced by punishment as a result of doing or not doing something. Influencing the driving force of students is a hard task but very doable. The first step is teaching students to understand and appropriately utilize the six basic needs that arise when deciding on life motivators. These needs are certainty, uncertainty (variety), significance (unique and different), connection and love, the requirement to grow and emotion (Robbins, 2009). A person’s state of mind ideally affects the kind of decisions he makes and that decision determines the end goal. Robbins (2009) further expatiates on this in the TedTalk video below:

Other cognitive functions that play a crucial role in learning are attention and memory. These two terms have been explained to work synonymously when teaching and learning is concerned. One supersedes the other and the outcome of learning is determined with the presence or absence of each. Memory allows for connections to be made and for experiences to be applied. When learning is done consciously, the brain is able to create awareness about similarities of events between the present and the past (Sheckley & Bell, n. d.). The learner can then choose to apply previous techniques to solving a similar problem. Nordgren & Dijksterhuis (2011) believe that decisions are best made in a conscious state of mind that is brought about by attention. They believe that when a problem is properly assessed, with as much detail as possible taken into consideration, great decisions are attained. An example can be seen when a toddler is trying to complete a floor puzzle. If the child pays attention to the details, he/she can properly compare what pieces belong in what area and sometimes can remember how the puzzle was solved the last time he/she attempted it. Unconsciousness also plays an important role in the learning process. It involves mentally storing information, forming and activating memory networks as well as individual goals and desires without deliberately paying attention (Kuldas et al., 2013). Thus, whichever process is involved, conscious or unconscious, learning is a combination of mental processes that allows for retaining, forming associations and utilizing stored memories.

In playing the game, several aspects are involved along with the aforementioned mental processes. A teacher has to identify all aspects of the game and set the pace on how the game is perceived and played. In connecting the cognitive functions addressed earlier, Perkins (2009) first four steps of playing the game must be adhered to. These steps include: playing the whole game, making the game worth playing, working on the hard parts and playing out of town. One aspect of the game that I want to focus on in relation to my educational setting is working on the hard parts. Perkins (2009) emphasizes on the importance of working on the hard parts because that will ease the game process. The teacher has to help the students recognize and pay attention to the more complicated part of their learning process. One implication of this for us educators is that we sometimes settle on the commonalities that we are used to and never push our students or ourselves to aim for and achieve more. This becomes a problem when challenging situations present themselves and we are faced with the “hard parts” that was never prepared for. For example: my co-worker once had a child in her classroom who only played with wooden blocks in a certain way. He stacked them one on top of another. He was never versatile with it like the other children who would pretend that the block was a television or a food item or just use it to represent something else. One day, in a bid to expand on the boy’s play, the teacher encouraged him to call mom and presented him with a piece of block. Since he hard no prior experience with using that as a phone, he just looked at her like she had two heads and proceeded to build with the blocks in his usual way. Therefore, if we don’t encourage students to think outside the box and think of a variety of ways to approach a problem, we will get blank stares when the hard parts are presented to them. One of my teaching strategies in playing the game is to model it. If your students can see you making an effort and actually practicing what you are teaching them, best believe they will emulate you. Another strategy is to constantly encourage them to think outside the box and take into consideration every possible scenario as well as relate it to past experiences. Then finally, provide opportunities for children to self-reflect and allow them to make their own mistakes because sometimes “experience, as is popularly stated, is truly the best teacher”.

 

References

Kuldas, S., Ismail, H. N., Hashim, S., and Bakar, Z. A. (2013). Unconscious learning processes: mental integration of verbal and pictorial instruction. Springerplus. 2, 105

Mazzoni, G. (2013). A memory without limits. Tedx Talks

Robbins, T. (2007). Why do we do what we do? Ted Talks

Nordgren, L. F. & Dijksterhuis, A. (2011). Introduction: still thinking different. Social Cognition, 29(6), 625-628

Perkins, D. N. (2009). Making learning whole: How seven principles of teaching can transform education. San Francisco, CA: Jossey-Bass.

Sheckley, B. G., Bell, S. (n. d.). Experience, consciousness and learning: Implications for instruction. The Neuroscience of Adult Learning. 43-51