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engaged learners, goldilocks, learners, learning environment, learning styles, schools, theory of learning, zone of proximal development
One of the first things educators learn about in their quest to become teachers is the zone of proximal development – the “just right” conditions for learning to take place. Just like Goldilocks, if something is too easy or too hard, a student is not likely to fully engage in learning. It’s only when it’s “just right” and the student needs some guidance to achieve his or her goals that the student becomes curious, interested and most able to accept a learning challenge. Continue reading
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Take a moment to think about something in your life you really really wanted to learn. Now think about how you went about learning it. Who was involved? Who or what helped you? Who or what stood in your way? How did you overcome those obstacles? Why did you keep trying in the face of difficulties?
Each of us has had the experience of learning something new and finding it easy. For some, learning about scientific theories comes easily and “just makes sense.” For others anything math may be fun, challenging and engaging. No two of us are exactly the same in these ways. I, for example, have learned about Greek and Roman gods many times…and I know very little. It’s not because I didn’t listen, read or do my assigned work. It’s simply because it doesn’t and never has interested me. Before you rush to judgment, think for a moment about what you have learned, perhaps multiple times, that you simply didn’t like learning. Now that you are an adult do you remember it? Do you know as much about that topic as you do about something that truly captured your imagination? Often it doesn’t matter how difficult the subject matter is. It’s about our engagement. 
