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A Meaningful Mess: A Teacher's Guide to Student-Driven Classrooms, Authentic Learning, Student Empowerment, and Keeping It All Together Without Losing Your Mind
How do you organize what may seem like a chaotic mess into a classroom that empowers students to engage with content and pursue their passions? A Meaningful Mess offers suggestions and specific tools that can be used to engage this generation of students in meaningful, relevant, and student-driven learning experiences―even if things in the classroom may get messy, both literally and figuratively. Such strategies and tools include Genius Hour, Makerspaces, flexible learning spaces, meaningful technology, global learning experiences, critical and creative thinking, collaboration, and reflection. Packed with relevant evidence and research, A Meaningful Mess helps teachers understand why traditional teaching strategies are no longer working and what they can do to engage and empower this generation of learners.
174 pages, Paperback
Published April 15, 2019
19 people are currently reading
62 people want to read
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Displaying 1 - 13 of 13 reviews
June 7, 2020
Some good concepts, but not a lot of examples of how to integrate these ideas into the classroom.
December 12, 2019
Highlights
We are preparing today’s learners for a completely different society and completely different real-world experiences than students from even a decade ago.
Educators who have an intense enthusiasm for what they do each day are the educators who leave the biggest impact on their students.
We can explain something over and over again. We can give them every strategy that we know of, but they might just need their peers to work with them in a different way. They might need honesty, they might need encouragement, or they might just need to work together until it makes sense.
It’s easy to imagine how much harder it might be if you already know what is being taught. Think about yourself as you sit in a meeting in which information is being given that (a) doesn’t apply to you or (b) could have been sent in an e-mail. The reality is that as adults in this situation, we feel frustrated and angry … we feel like our time is being wasted.
“What will my students who have already mastered what I’m teaching do in order to experience new learning while I am teaching the rest of the class?”
- explore current events using DogoNews (https://www.dogonews.com) or Newsela (https://newsela.com)
- learn something new on Wonderopolis by searching their own interests or reading the Wonder of the Day (https://www.wonderopolis.org)
- experience critical thinking by watching a TED Talk and reflecting on what they have learned.
Ways of learning by doing:
- Provide them with a real problem and ask them to solve it using the standards that were addressed that week.
- Ask them to explore real learning by creating something to show their learning, as they move away from simply consuming and toward producing.
- Ask them to create a website, using Weebly for Education, about what is being learned to share with the rest of the class … or the rest of the world!
- Encourage them to code a video game for the rest of the class to play about what is being learned.
School should be a place where students go to pursue their passions, chase dreams, and create futures. Anything less than that implies that we don’t value our students enough to create the change that this generation desperately needs right now.
Teaching the same way that we did 20 years ago is like handing kids a cassette tape and expecting them to have a way to play it.
http://www.benefitmindset.com/
http://worldslargestlesson.globalgoal...
https://www.360cities.net/
https://empatico.org/
https://flipgrid.com/
https://peterpappas.com/2010/01/refle...
To find your passion, you must (McNair, 2017a):
1. take risks,
2. find your tribe, and
3. share your story.
It’s important that we teach in such a way that each student thinks that he or she is our favorite.
Activities
Chapter 1: What makes a mess meaningful
Think about how you feel in the morning before school. Are you excited? What would it feel like to be excited as you go to school every morning, and how might that impact classroom culture?
Somewhat excited. It would be inspiring and motivating to start each day with excitement. My classroom will have a positive learning environment where students are as passionate and excited as I am to start the day.
DIRT temperament: Strengths and meaning in career
https://www.iidc.indiana.edu/cedir/di...
https://www.iidc.indiana.edu/cedir/di...
What can you do immediately to learn and grow as an educator? Write down your plan for how you will make this happen starting today.
I can pick up books on education and pedagogy. My plan is to always be reading a book related to my work, how to be better at my craft, using books recommended by READ@Academy.
Write down your definition of “working.” When you say that what you are doing is working in your classroom, what do you mean by that?
When students learn and enjoy the learning process, our desired outcome is met and this means that something is working.
Chapter 2: Getting to know Gen Z
Think about this generation of learners. What are some of their strengths? What are some of their weaknesses? Was it easier to identify their strengths or weaknesses?
They are internet-savvy, outspoken, dare to ask questions, and resourceful. They are less organised, have short attention spans, less disciplined and resilient, wants instant gratification. Both are equally easy to identify.
What are some things that you see in the classroom from Gen Zs that are weaknesses in the classroom setting but could possibly be strengths in today’s society?
Having ideas that capture people’s attention, being creative and allowing the confluence of various aspects of their lives to create something novel.
Now that you know Gen Z likes things to happen right now, what changes can you instantly make in your classroom? How can you begin to see immediate gratification as a strength instead of a weakness?
I can use ICT tools such as Kahoot and SLS to give instant feedback to students. Instant gratification is good as it gives students immediate feedback and corrects their misconception early.
Do you believe that your learners have ideas that can change the world? How can you give them opportunities to explore and act on those ideas?
I believe they do. I can allow them to show me what they have seen and tried from tutorial online, and discuss with them what are the practical applications of these ideas.
Think about the learners in your classroom. Can you see some of them making an impact or creating real change beyond the walls of the classroom?
I can see the curious ones who search for knowledge on their own driving positive changes to society. Their passion and motivation to find out more will help them do good work under positive influence.
Think about some ways that you can provide instant or at least more frequent feedback in your classroom. Are you simply returning papers with grades at the top, or are you offering meaningful feedback?
I can provide verbal feedback in class through questioning and responding to their answers. I can also write more qualitative feedback on their submitted work on top of their homework grades.
Do you give your learners opportunities to experience group work or truly collaborate? What is the difference?
I have not given them any group work and I should give the authentic collaborative work. One example I could think of is reading up parts of the topic content and coming together to share knowledge, and build a product as a summative assessment for the topic.
What does focus look like to you? How do you know when your students are focused?
Focus comes with silence and attention. When a student is focused, he is giving his full attention to the object of his focus, and is concentrated in absorbing information, understanding them and forming new knowledge.
How do you feel about your learners multitasking? How would you feel about them doing something other than looking at you while you are talking to the class?
I feel that that is a good skill but should only be used at appropriate times. I will not feel respected when my students are not looking at me when I am talking to the class.
What can you do to make global learning a priority in your classroom? How can you connect your classroom?
Bring in real-world contexts and news to the classroom and relate what they learn to the reality/society.
Chapter 3: Giving students what they deserve
Think about a learning experience that you have coming up soon. How will you engage your learners who need to snorkel and stay at the surface, and how will you engage your learners who are ready to scuba dive and go deeper?
For LA students, I will guide them personally and approach at a slower pace. For HA students, I can stretch them by providing them with more challenging questions to attempt in class, and also give them inquiry questions to think about as additional practice.
Can you think of some of your learners who are not experiencing new learning every day? What is something that you can do tomorrow to ensure that they are able to do so?
Nigel, Elijah. Provide them with critical thinking opportunities in TED talk, learning about current affairs related Science, reflecting on what they have read and watched.
How would you define ‘failure’? How would you define ‘failing’? Are they the same thing, and how can you help your learners understand the difference?
A failure is an opportunity to grow and learn. Failing is the process of not doing something up to an expectation, and it can be reversed. The difference is that failure is a state of mind and we can grow from it, while failing is the process which we embark and can be reversed.
How comfortable are you with students sharing work? Do you share your own work? Why or why not?
I am comfortable with students sharing their work, but I rarely share my work. When students share their work, they become more confident of themselves, and take pride in their work as it is being recognised not just by the teacher but also by their peers. I rarely share my work because I’m afraid that my work might not be good enough as I do not receive feedback
My core beliefs
- I believe that every student deserves an opportunity to learn
- I believe that every student can level up through education
- I believe that every student want and can learn
How can you make these three things a priority in your classroom? How can you allow your learners to fail safely, receive instant feedback, and level up?
I can encourage students who have done badly to keep trying, and that the grade/ mark is just a number to inform them of where they are currently, and not the final stage. To help students receive instant feedback, I can set exit cards which I will go through with students at the end of the lesson; I will mark and return assignments promptly with more qualitative feedback. To help students level up, I can provide different levels of difficulty of questions to help students at different levels become better. This can be done through differentiated instruction and tasks.
Chapter 4
What do your classroom rules look like? How can you tweak them to show your learners that you trust them?
My class rules have a few - being respectful, handing in homework on time, listen when a person is speaking - but I think I can empower my learners by cutting down the rules to just one i.e. to be respectful to everyone in the classroom
Would you want to be a learner in your own classroom? If not, what would you change so that you would feel differently?
I would want to be a learner in my own classroom. I will not inundate my students with excessive information and allow them time to think about the content and ask questions.
What percentage of your students’ learning would you predict is undiscovered? How can you help them explore uncharted waters when it comes to their learning?
I would allow them the time and freedom to explore content that was not covered deeply because of a lack of time or was intentionally left so.
What can you do to help your learners feel ownership in the classroom? Could you go deskless? How would you feel about sitting among your learners rather than having your own space?
I can go deskless and walk around the classroom or sit amongst my students. I feel that I can be in their shoes and understand learning from their perspectives. Yo empower my learners and let them feel ownership, I should nag and instruct less but question students what they want out of their learning.
What are some ways that you can encourage your learners to find relevance in something that they will be learning this week?
I can try to bring real-world contexts and phenomena into the classroom and show how the content is linked to these phenomena.
Do you see your learners as independent? What are some things that you do right now to spoon-feed them that can be eliminated as you encourage them to become independent learners?
I often answer their questions directly over Whatsapp, instead I can direct other students to answer their questions or to ask questions to lead them to the answers.
What are some things that you value? How do you know they are valuable to you?
Time with my loved ones, my health and exercise are of value to me. I know they are valuable to me because I intentionally set aside time for them, and I am happy when I am spending time on them.
What does the word empowerment mean to you?
It means having the autonomy and power to do something, to set my own goals and achieve them without restriction and limits set by others.
Which aspect of student-driven learning seems most rewarding or exciting for you as an educator? Why?
I think the motivation that students have when they drive their own learning, and the passion they have when they take charge of how and what they want to learn, really excite me. This shows that they are intrinsically motivated, and need no prompt and cajoling from the teacher to learn.
Chapter 5
Are you a manager or leader? If you are a manager, what can you do to move more toward being a leader?
I believe I am a mix of both. I am a manager in the sense that I love to focus on the details and on goals rather than on the big picture and to inspire new growth. I can zoom out and demonstrate to students how these small details play out in the big picture, and to role model the growth mindset through my words and actions.
How could meaningful learning be incorporated into your classroom? What would it look like to teach the big picture?
Meaningful learning is learning in the context of the real world, learning that is relevant to the learner’s life and is authentic. To teach in the big picture is to demonstrate how the content plays out in the grander scheme of things.
Would your learners say that your focus is on goals or growth? What would be their evidence?
I believe most of my learners focus on goals. The evidence here is how in assessments, they’d frequently ask for more marks rather than learn from the mistakes made at that point.
Chapter 6
Which one of the 3 E’s (Engage, Experience & Empower) do you feel would be most powerful in your classroom? Why?
I think Engage is the most powerful because when students are engaged, they become completely motivated to want to learn more and have the drive to look for knowledge on their own, without much prompts.
What is something that you can do in your classroom immediately to hook your students in the first 8 seconds of class? How will you give them a reason to want to be there?
I can tell them stories or bring in contexts in which they are interested in to class. This will capture their attention from the beginning of the lesson.
Chapter 7
Do you believe that there is a difference between group work and true collaboration? If so, how can you help your learners understand the difference?
The difference between group work and collaboration is in how each member contributes to the final product. In group work, each person may be tasked to do one part of the whole and then put them all together to create the whole. In collaboration. everyone should be contributing to the whole in their own ways, help one another and put together the whole in which everyone has played a part in every part.
What can you do immediately in your classroom to encourage students to intentionally practice communication?
I can encourage students to respond to their classmate’s responses, build upon each other’s arguments, rebut or even critique.
Do you provide opportunities in your classroom for your learners to think critically? What do those opportunities look like?
I do provide such opportunities by bringing in demonstrations which are interesting and which might bring about a cognitive conflict. Through such demonstrations, students use the POE and CER models to articulate their thoughts.
Chapter 9
Are you making reflection a priority in your classroom? If not, how can you help your learners focus on reflection instead of remembering?
I will include a reflection time at the end of some of my lessons, after the Exit Card, so that students have the time to look back on what they have learned in the past 45 mins, understand how what they have learnt links to the real-world contexts, the struggles they have when learning, and questions they might still have.
Chapter 11
What do you want technology to do for your learners? Have you made a meaningful technology checklist, or if you did, what would it look like?
I would like technology to be a convenient tool for students to access content, aid in their learning anytime and anywhere. Meaningful technology is one that supports authentic and active learning, without compromising on content and time.
What is a tool that you are currently using or can use in your classroom that you believe engages and empowers your learners?
I can use Padlet as a bulletin board which student are free to pose their questions after each topic. This platform engages students because it allows them the time and space to question what they have learnt and clarify their doubts.
What is a tool that you are currently using or can use in your classroom that you believe deepens the understanding of your learners and/or make connections?
Phet simulations, Youtube videos and live demonstrations
Chapter 12
How strong is your flame right now? Would you say it’s brightly burning or barely blinking? How do you know?
My flame is burning fairly brightly currently. This is because I still feel passionate about my work, constantly seeking ways to improve my craft and design and execute better lessons.
We are preparing today’s learners for a completely different society and completely different real-world experiences than students from even a decade ago.
Educators who have an intense enthusiasm for what they do each day are the educators who leave the biggest impact on their students.
We can explain something over and over again. We can give them every strategy that we know of, but they might just need their peers to work with them in a different way. They might need honesty, they might need encouragement, or they might just need to work together until it makes sense.
It’s easy to imagine how much harder it might be if you already know what is being taught. Think about yourself as you sit in a meeting in which information is being given that (a) doesn’t apply to you or (b) could have been sent in an e-mail. The reality is that as adults in this situation, we feel frustrated and angry … we feel like our time is being wasted.
“What will my students who have already mastered what I’m teaching do in order to experience new learning while I am teaching the rest of the class?”
- explore current events using DogoNews (https://www.dogonews.com) or Newsela (https://newsela.com)
- learn something new on Wonderopolis by searching their own interests or reading the Wonder of the Day (https://www.wonderopolis.org)
- experience critical thinking by watching a TED Talk and reflecting on what they have learned.
Ways of learning by doing:
- Provide them with a real problem and ask them to solve it using the standards that were addressed that week.
- Ask them to explore real learning by creating something to show their learning, as they move away from simply consuming and toward producing.
- Ask them to create a website, using Weebly for Education, about what is being learned to share with the rest of the class … or the rest of the world!
- Encourage them to code a video game for the rest of the class to play about what is being learned.
School should be a place where students go to pursue their passions, chase dreams, and create futures. Anything less than that implies that we don’t value our students enough to create the change that this generation desperately needs right now.
Teaching the same way that we did 20 years ago is like handing kids a cassette tape and expecting them to have a way to play it.
http://www.benefitmindset.com/
http://worldslargestlesson.globalgoal...
https://www.360cities.net/
https://empatico.org/
https://flipgrid.com/
https://peterpappas.com/2010/01/refle...
To find your passion, you must (McNair, 2017a):
1. take risks,
2. find your tribe, and
3. share your story.
It’s important that we teach in such a way that each student thinks that he or she is our favorite.
Activities
Chapter 1: What makes a mess meaningful
Think about how you feel in the morning before school. Are you excited? What would it feel like to be excited as you go to school every morning, and how might that impact classroom culture?
Somewhat excited. It would be inspiring and motivating to start each day with excitement. My classroom will have a positive learning environment where students are as passionate and excited as I am to start the day.
DIRT temperament: Strengths and meaning in career
https://www.iidc.indiana.edu/cedir/di...
https://www.iidc.indiana.edu/cedir/di...
What can you do immediately to learn and grow as an educator? Write down your plan for how you will make this happen starting today.
I can pick up books on education and pedagogy. My plan is to always be reading a book related to my work, how to be better at my craft, using books recommended by READ@Academy.
Write down your definition of “working.” When you say that what you are doing is working in your classroom, what do you mean by that?
When students learn and enjoy the learning process, our desired outcome is met and this means that something is working.
Chapter 2: Getting to know Gen Z
Think about this generation of learners. What are some of their strengths? What are some of their weaknesses? Was it easier to identify their strengths or weaknesses?
They are internet-savvy, outspoken, dare to ask questions, and resourceful. They are less organised, have short attention spans, less disciplined and resilient, wants instant gratification. Both are equally easy to identify.
What are some things that you see in the classroom from Gen Zs that are weaknesses in the classroom setting but could possibly be strengths in today’s society?
Having ideas that capture people’s attention, being creative and allowing the confluence of various aspects of their lives to create something novel.
Now that you know Gen Z likes things to happen right now, what changes can you instantly make in your classroom? How can you begin to see immediate gratification as a strength instead of a weakness?
I can use ICT tools such as Kahoot and SLS to give instant feedback to students. Instant gratification is good as it gives students immediate feedback and corrects their misconception early.
Do you believe that your learners have ideas that can change the world? How can you give them opportunities to explore and act on those ideas?
I believe they do. I can allow them to show me what they have seen and tried from tutorial online, and discuss with them what are the practical applications of these ideas.
Think about the learners in your classroom. Can you see some of them making an impact or creating real change beyond the walls of the classroom?
I can see the curious ones who search for knowledge on their own driving positive changes to society. Their passion and motivation to find out more will help them do good work under positive influence.
Think about some ways that you can provide instant or at least more frequent feedback in your classroom. Are you simply returning papers with grades at the top, or are you offering meaningful feedback?
I can provide verbal feedback in class through questioning and responding to their answers. I can also write more qualitative feedback on their submitted work on top of their homework grades.
Do you give your learners opportunities to experience group work or truly collaborate? What is the difference?
I have not given them any group work and I should give the authentic collaborative work. One example I could think of is reading up parts of the topic content and coming together to share knowledge, and build a product as a summative assessment for the topic.
What does focus look like to you? How do you know when your students are focused?
Focus comes with silence and attention. When a student is focused, he is giving his full attention to the object of his focus, and is concentrated in absorbing information, understanding them and forming new knowledge.
How do you feel about your learners multitasking? How would you feel about them doing something other than looking at you while you are talking to the class?
I feel that that is a good skill but should only be used at appropriate times. I will not feel respected when my students are not looking at me when I am talking to the class.
What can you do to make global learning a priority in your classroom? How can you connect your classroom?
Bring in real-world contexts and news to the classroom and relate what they learn to the reality/society.
Chapter 3: Giving students what they deserve
Think about a learning experience that you have coming up soon. How will you engage your learners who need to snorkel and stay at the surface, and how will you engage your learners who are ready to scuba dive and go deeper?
For LA students, I will guide them personally and approach at a slower pace. For HA students, I can stretch them by providing them with more challenging questions to attempt in class, and also give them inquiry questions to think about as additional practice.
Can you think of some of your learners who are not experiencing new learning every day? What is something that you can do tomorrow to ensure that they are able to do so?
Nigel, Elijah. Provide them with critical thinking opportunities in TED talk, learning about current affairs related Science, reflecting on what they have read and watched.
How would you define ‘failure’? How would you define ‘failing’? Are they the same thing, and how can you help your learners understand the difference?
A failure is an opportunity to grow and learn. Failing is the process of not doing something up to an expectation, and it can be reversed. The difference is that failure is a state of mind and we can grow from it, while failing is the process which we embark and can be reversed.
How comfortable are you with students sharing work? Do you share your own work? Why or why not?
I am comfortable with students sharing their work, but I rarely share my work. When students share their work, they become more confident of themselves, and take pride in their work as it is being recognised not just by the teacher but also by their peers. I rarely share my work because I’m afraid that my work might not be good enough as I do not receive feedback
My core beliefs
- I believe that every student deserves an opportunity to learn
- I believe that every student can level up through education
- I believe that every student want and can learn
How can you make these three things a priority in your classroom? How can you allow your learners to fail safely, receive instant feedback, and level up?
I can encourage students who have done badly to keep trying, and that the grade/ mark is just a number to inform them of where they are currently, and not the final stage. To help students receive instant feedback, I can set exit cards which I will go through with students at the end of the lesson; I will mark and return assignments promptly with more qualitative feedback. To help students level up, I can provide different levels of difficulty of questions to help students at different levels become better. This can be done through differentiated instruction and tasks.
Chapter 4
What do your classroom rules look like? How can you tweak them to show your learners that you trust them?
My class rules have a few - being respectful, handing in homework on time, listen when a person is speaking - but I think I can empower my learners by cutting down the rules to just one i.e. to be respectful to everyone in the classroom
Would you want to be a learner in your own classroom? If not, what would you change so that you would feel differently?
I would want to be a learner in my own classroom. I will not inundate my students with excessive information and allow them time to think about the content and ask questions.
What percentage of your students’ learning would you predict is undiscovered? How can you help them explore uncharted waters when it comes to their learning?
I would allow them the time and freedom to explore content that was not covered deeply because of a lack of time or was intentionally left so.
What can you do to help your learners feel ownership in the classroom? Could you go deskless? How would you feel about sitting among your learners rather than having your own space?
I can go deskless and walk around the classroom or sit amongst my students. I feel that I can be in their shoes and understand learning from their perspectives. Yo empower my learners and let them feel ownership, I should nag and instruct less but question students what they want out of their learning.
What are some ways that you can encourage your learners to find relevance in something that they will be learning this week?
I can try to bring real-world contexts and phenomena into the classroom and show how the content is linked to these phenomena.
Do you see your learners as independent? What are some things that you do right now to spoon-feed them that can be eliminated as you encourage them to become independent learners?
I often answer their questions directly over Whatsapp, instead I can direct other students to answer their questions or to ask questions to lead them to the answers.
What are some things that you value? How do you know they are valuable to you?
Time with my loved ones, my health and exercise are of value to me. I know they are valuable to me because I intentionally set aside time for them, and I am happy when I am spending time on them.
What does the word empowerment mean to you?
It means having the autonomy and power to do something, to set my own goals and achieve them without restriction and limits set by others.
Which aspect of student-driven learning seems most rewarding or exciting for you as an educator? Why?
I think the motivation that students have when they drive their own learning, and the passion they have when they take charge of how and what they want to learn, really excite me. This shows that they are intrinsically motivated, and need no prompt and cajoling from the teacher to learn.
Chapter 5
Are you a manager or leader? If you are a manager, what can you do to move more toward being a leader?
I believe I am a mix of both. I am a manager in the sense that I love to focus on the details and on goals rather than on the big picture and to inspire new growth. I can zoom out and demonstrate to students how these small details play out in the big picture, and to role model the growth mindset through my words and actions.
How could meaningful learning be incorporated into your classroom? What would it look like to teach the big picture?
Meaningful learning is learning in the context of the real world, learning that is relevant to the learner’s life and is authentic. To teach in the big picture is to demonstrate how the content plays out in the grander scheme of things.
Would your learners say that your focus is on goals or growth? What would be their evidence?
I believe most of my learners focus on goals. The evidence here is how in assessments, they’d frequently ask for more marks rather than learn from the mistakes made at that point.
Chapter 6
Which one of the 3 E’s (Engage, Experience & Empower) do you feel would be most powerful in your classroom? Why?
I think Engage is the most powerful because when students are engaged, they become completely motivated to want to learn more and have the drive to look for knowledge on their own, without much prompts.
What is something that you can do in your classroom immediately to hook your students in the first 8 seconds of class? How will you give them a reason to want to be there?
I can tell them stories or bring in contexts in which they are interested in to class. This will capture their attention from the beginning of the lesson.
Chapter 7
Do you believe that there is a difference between group work and true collaboration? If so, how can you help your learners understand the difference?
The difference between group work and collaboration is in how each member contributes to the final product. In group work, each person may be tasked to do one part of the whole and then put them all together to create the whole. In collaboration. everyone should be contributing to the whole in their own ways, help one another and put together the whole in which everyone has played a part in every part.
What can you do immediately in your classroom to encourage students to intentionally practice communication?
I can encourage students to respond to their classmate’s responses, build upon each other’s arguments, rebut or even critique.
Do you provide opportunities in your classroom for your learners to think critically? What do those opportunities look like?
I do provide such opportunities by bringing in demonstrations which are interesting and which might bring about a cognitive conflict. Through such demonstrations, students use the POE and CER models to articulate their thoughts.
Chapter 9
Are you making reflection a priority in your classroom? If not, how can you help your learners focus on reflection instead of remembering?
I will include a reflection time at the end of some of my lessons, after the Exit Card, so that students have the time to look back on what they have learned in the past 45 mins, understand how what they have learnt links to the real-world contexts, the struggles they have when learning, and questions they might still have.
Chapter 11
What do you want technology to do for your learners? Have you made a meaningful technology checklist, or if you did, what would it look like?
I would like technology to be a convenient tool for students to access content, aid in their learning anytime and anywhere. Meaningful technology is one that supports authentic and active learning, without compromising on content and time.
What is a tool that you are currently using or can use in your classroom that you believe engages and empowers your learners?
I can use Padlet as a bulletin board which student are free to pose their questions after each topic. This platform engages students because it allows them the time and space to question what they have learnt and clarify their doubts.
What is a tool that you are currently using or can use in your classroom that you believe deepens the understanding of your learners and/or make connections?
Phet simulations, Youtube videos and live demonstrations
Chapter 12
How strong is your flame right now? Would you say it’s brightly burning or barely blinking? How do you know?
My flame is burning fairly brightly currently. This is because I still feel passionate about my work, constantly seeking ways to improve my craft and design and execute better lessons.
This entire review has been hidden because of spoilers.
June 2, 2025
Would you want to be a learner in your own classroom? That's what "A Meaningful Mess" by Andi McNair asks us to consider. Messy is something that most people tend to avoid, but the premise of this book is that messiness is to be embraced, cherished even, as part of the learning process. Ask yourself if you're ready to say goodbye to a classroom that's easy, predictable, boring even. If the answer is yes, then you're ready!
One of the most important assertions in this book is that we must stop looking at the characteristics of today's generation as weaknesses. The things "we" as educators often gripe about-students who have shorter attention spans, crave instant gratification, want quick solutions to problems-are the very things that enable them to solve problems, search for authentic learning experiences, become entrpreneurs.
Another important point is that there is a real but not easily apparent difference between surface level learning and real learning. Simply being able to regurgitate information is not indicative of real learning. Real learning goes deep and can be applied in multiple situations. A useful analogy provided by the author is that the difference between the two is similar to the difference between snorkeling and scuba diving.
One point that really hit home with me is that creativity looks very different with this generation of learners compared to students of the past. Creativity for today's kids involves more than just arts and crafts...it often involves creating content, videos, games, etc.
Genius Hour and Makerspace are two ways to incorporate messiness into the classroom. However, neither of these should be seen as extras to add to an already packed curriculum. Instead, they should be seen as a way for students to apply their learning in an authentic, problem-driven manner.
Reflection is a very important part of any learning process and shouldn't fall by the wayside in a messy environment. As with all things, students must be taught how to reflect in a way that is most beneficial for them. Modeling and feedback from the teacher and peers can be especially beneficial in this area.
And we can't forget technology. After all, it's a part of most everything we do. However, there should be some caveats to using technology in all classrooms. Some questions to ask yourself are:
1. Does it deepen understanding for the learners?
2. Will it help the learners make connections?
3. Will it engage and empower the learners?
There are so many more useful tidbits in this book including multiple graphics to keep on hand whenever you're wanting to change the culture of your classroom. This one is definitely worth reading!
One of the most important assertions in this book is that we must stop looking at the characteristics of today's generation as weaknesses. The things "we" as educators often gripe about-students who have shorter attention spans, crave instant gratification, want quick solutions to problems-are the very things that enable them to solve problems, search for authentic learning experiences, become entrpreneurs.
Another important point is that there is a real but not easily apparent difference between surface level learning and real learning. Simply being able to regurgitate information is not indicative of real learning. Real learning goes deep and can be applied in multiple situations. A useful analogy provided by the author is that the difference between the two is similar to the difference between snorkeling and scuba diving.
One point that really hit home with me is that creativity looks very different with this generation of learners compared to students of the past. Creativity for today's kids involves more than just arts and crafts...it often involves creating content, videos, games, etc.
Genius Hour and Makerspace are two ways to incorporate messiness into the classroom. However, neither of these should be seen as extras to add to an already packed curriculum. Instead, they should be seen as a way for students to apply their learning in an authentic, problem-driven manner.
Reflection is a very important part of any learning process and shouldn't fall by the wayside in a messy environment. As with all things, students must be taught how to reflect in a way that is most beneficial for them. Modeling and feedback from the teacher and peers can be especially beneficial in this area.
And we can't forget technology. After all, it's a part of most everything we do. However, there should be some caveats to using technology in all classrooms. Some questions to ask yourself are:
1. Does it deepen understanding for the learners?
2. Will it help the learners make connections?
3. Will it engage and empower the learners?
There are so many more useful tidbits in this book including multiple graphics to keep on hand whenever you're wanting to change the culture of your classroom. This one is definitely worth reading!
November 3, 2023
I was very unimpressed with this book. I completed it for a book study, and based on what the book summary claimed (the reason why I decided to read it), I thought I would walk away with many new strategies to implement in my classroom. I’m usually opened minded and prepared to apply what I learn to my grade-level. Many of the topics McNair claimed would “transform your classroom” were explained at such a surface level with vague, if any, examples of how she actually applied the strategies in her own room. I was often left confused, and had to do additional research on my own in order to truly understand what she was referencing. For example, she mentions what she calls “genius hour” as being this influential learning experience you can give to your students, but didn’t provide any example of how it was actually applied in the classroom. The section itself was only a page long. This is not what you would expect from a book that claims to be a “guide” that offers “specific tools” and strategies that can be used in your classroom. I really wanted to like this book, but was left incredibly disappointed.
July 8, 2019
Students do their best learning hands-on. Sutdent-based learning, however, can be messy and hard to integrate for teachers. In this book, Andi covers makerspaces, Genius Hour, flexible learning spaces, meaningful technology, and global learning experiences. She covers relevant evidence and research for nontraditional learning as well as the practical strategies needed for implementation. She provides examples, resources, and diagrams to help the reader understand. The layout is easy to follow and engages the reader. The strategies are useful and informative. All provided examples and research support next generation science and performance-based standard. This is a perfect addition to any teacher’s professional collection.
Please Note: A copy of this book was given to us in exchange for an honest review. All opinions expressed, however, are our own.
For more book reviews, online librarian advice, and recommendations, please visit us at: https://www.youtube.com/channel/UCK3v...
Please Note: A copy of this book was given to us in exchange for an honest review. All opinions expressed, however, are our own.
For more book reviews, online librarian advice, and recommendations, please visit us at: https://www.youtube.com/channel/UCK3v...
May 15, 2025
I’m optimistic that many of the web links included in this short, no-nonsense guide will be engaging (and operable) for students on their Chromebooks! I saw the author speak a month ago (she actually said “hello, thanks for comin’ here today” to me!) and bought into her big idea that learning should not be linear, and, in the case of many, ought to be “messy” so that their learning path is more authentic and less textbook/teacher-driven.
November 9, 2023
This book might be helpful if you are a pull out resource teacher or if you have s self contained classroom. There are some good ideas and information for that situation. However, as a content area teacher with 80 students and one hour with my students a day, it would be very difficult to implement many of the ideas in this book.
October 2, 2019
McNair inspires me to change things up in my classroom. She gives ideas and inspires teachers to teach the new generation of students in the way they will best learn. Her book asks the reader to really think and consider and reflect on how learning should be.
October 11, 2019
Lots of food for though and great resources. i will be combing through and checking out sites for months to come from this timely book!
February 9, 2020
a hard work put by the author into our hands, full of valuable methods and ideas on running a learning experience for the new generation. highly recommended for every teacher.
June 7, 2021
Lots of good ideas but a lot of the content was very similar to other books I have read about 21st century learning.
July 21, 2022
Meaningful mess inspiring perspective
I liked how the author presents a perspective that a mess in the classroom is not a negative thing. instead it represents opportunities.
I liked how the author presents a perspective that a mess in the classroom is not a negative thing. instead it represents opportunities.
January 8, 2024
First, this book was purchased for all the teachers at our site by our administration because our principal especially appreciated the innovation reflected in it.
I agree that it’s a good, solid overview of what Generation Z students really need in the classroom. I can certainly say that it spawned ideas to modify particular lessons. For the last several years of my career, I’ve come to deeply value the power of engagement. I half-jokingly tell my students I don’t like being bored, so I only teach things I find interesting. I appreciate the way engagement is tied to other critical aspects of learning throughout the book.
Like other reviewers, what kept it from a 5 (and nearly bumped it to a 3) for me was the lack of practical examples. McNair definitely included excellent lists of tools (the reason it’s at a 4), however, there was little of a deep explanation for how this works in practicality. I love the concept of having students keep blogs, for instance. But where did they blog? On what format? With what rules? How did she respond to parent pushback? These are the practical pieces needed to make less daring teachers jump. And for us more daring teachers, keep us from having to reinvent the wheel.
Another note is that it has excellent advice up to March 2020. No author could be expected to predict the changes in the world, and much of the advice is still pretty good. Just be aware that it is dated in that sense. Definitely worth the read though.
I agree that it’s a good, solid overview of what Generation Z students really need in the classroom. I can certainly say that it spawned ideas to modify particular lessons. For the last several years of my career, I’ve come to deeply value the power of engagement. I half-jokingly tell my students I don’t like being bored, so I only teach things I find interesting. I appreciate the way engagement is tied to other critical aspects of learning throughout the book.
Like other reviewers, what kept it from a 5 (and nearly bumped it to a 3) for me was the lack of practical examples. McNair definitely included excellent lists of tools (the reason it’s at a 4), however, there was little of a deep explanation for how this works in practicality. I love the concept of having students keep blogs, for instance. But where did they blog? On what format? With what rules? How did she respond to parent pushback? These are the practical pieces needed to make less daring teachers jump. And for us more daring teachers, keep us from having to reinvent the wheel.
Another note is that it has excellent advice up to March 2020. No author could be expected to predict the changes in the world, and much of the advice is still pretty good. Just be aware that it is dated in that sense. Definitely worth the read though.
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