Would You Rather: Making Meaning

In this second installment of our “Would You Rather?” series, we will delve into strategies for facilitating meaning-making in the classroom. Once students have had an opportunity to acquire information, how can we support them in transforming that information into deep, personal understanding? How can we ensure that every student, regardless of their background or individual learning preferences, has the opportunity to connect with the material in a meaningful way?

What is meaning-making?

Meaning-making is how individuals interpret, understand, and integrate new information into their existing knowledge framework. When students take in new information and attempt to process it, several cognitive processes are at play. Initially, the information is encoded in the brain, transforming sensory input—what students see, hear, or read—into a form that the brain can store and process. This encoding involves attention and perception, allowing the brain to filter and focus on relevant information. Once encoded, the brain links this new information with existing knowledge and experiences stored in long-term memory. This association helps students make connections, facilitating deeper understanding.

Elaboration is the process by which students connect new information with what they already know. It requires that students access their prior knowledge and think deeply about the new concepts, processes, and skills they are learning. During elaboration, students actively engage with the new information by analyzing, questioning, and synthesizing it. Elaboration strengthens neural connections, making the new information more meaningful and memorable. This could involve discussing the content with classmates, relating it to real-life examples, or applying it to solve problems. Then, the brain organizes the information by categorizing and structuring it in a way that makes sense.

Now that we have the basics of what meaning-making involves covered, let’s explore potential barriers that may make it challenging for students to make meaning in a classroom.

Barriers to Student-led Meaning-Making

Whole-group instruction often limits students’ opportunities to interact meaningfully with each other and their teacher, reducing the chances for collaborative learning, peer discussions, and immediate feedback, all of which are crucial for making meaning. This teacher-led model typically positions students as passive recipients of information rather than active agents striving to understand what they are learning. Without dedicated class time and necessary scaffolding, students may struggle to connect new information to their existing knowledge base.

Teachers who do not collect pre-assessment data or gauge students’ prior knowledge before introducing new concepts and skills risk presenting information that students cannot effectively connect to what they already know. Without understanding students’ background knowledge and experiences, teachers may fail to provide the critical context needed for students to make meaningful connections and fully grasp new material.

Traditional lessons may not provide the time and space needed to engage students in the complex process of meaning-making, individually and collaboratively. Too often, the teacher ends up doing the majority of the thinking and cognitive work in the classroom. As a result, many students may not feel confident in their ability to make meaning independently or in collaboration with peers. Providing meaningful choices can help create flexible pathways for learners, allowing them to actively participate in their learning and develop the skills needed to connect and understand new information effectively.

“Would You Rather” Options for Meaning-Making

Below are examples of “would you rather” options designed to remove barriers and help students make meaning more effectively.

Offering students choices in terms of the strategy they use to make meaning can improve their engagement and promote self-regulation and independence. When students have the opportunity to select from various strategies, they learn to take responsibility for their learning and become active participants in the lesson rather than passive recipients. This process helps them become more adept at assessing their needs and understanding what works best for them.

This is particularly important in a diverse classroom where students’ background knowledge, learning preferences, and personal experiences vary widely. By providing multiple options for meaning-making, educators can ensure that the learning environment accommodates these differences, fostering an inclusive atmosphere where all students can thrive. Empowering students with choices not only enhances their understanding and retention of new information but also builds their confidence and motivation to learn.

Wrap Up

Teaching students to engage in meaning-making activities regularly enhances their comprehension and retention of new information. These activities promote active learning, critical thinking, and the ability to connect concepts, fostering creativity, problem-solving, and the application of knowledge in various contexts. These activities build a foundation for lifelong learning and adaptability, alleviating the pressure on teachers to handle all cognitively challenging work in a classroom. Investing time in developing students’ ability to make meaning independently and collaboratively with peers pays dividends, resulting in more confident learners who can share the responsibility for learning with us, their teachers.

In the final installment of this three-part series, we will apply the “would you rather” lens to the products students create to demonstrate their learning. Recognizing that students express and communicate their understanding in diverse ways, this approach ensures all students can effectively share their learning.