EDUC 5313: Week 3

 Blog 3 

Haylee Cannon 

     Three major points from chapter four of How People Learn II: Learners, Contexts, and Cultures (2018) are executive function, self-regulation of learning, and memory. These three concepts are central to student learning, making them key factors in curriculum design. It's important that educators design lessons in a way that will be most effective when it comes to student learning.      

    Executive functioning is centered around “the abilities to hold information in mind, inhibit incorrect or premature responses, and sustain or switch attention to meet a goal” (National Academies of Sciences, Engineering, and Medicine, 2018). These tasks are key to success in the classroom as they are markers of a student who can not only memorize information but retain it as well. Essentially, executive functioning is a student’s ability to control their thinking. This concept is important for curriculum design as students need practice with the skills that develop their executive functioning. Educators must plan lessons in a way that allows students to practice these goals.  

    Self-regulation of learning is just as important as this skill allows students to control their own learning. There are many benefits of self-regulation such as students being able to “more effectively direct their cognitive activity by voluntarily setting learning goals, identifying methods for achieving them, actively pursuing those methods, and tracking progress toward the goals” (National Academies of Sciences, Engineering, and Medicine, 2018). The process of controlling their thinking in a way that encourages them to set goals, attain goals, and track those goals is hugely beneficial to students both now and in their future. As educators, it’s important we give students opportunities to practice self-regulation of learning by allowing them to practice with the goal setting process.  

    Another major impact of curriculum design is memory, specifically working memory. This type of memory has to do with taking information stored in the brain and being able to apply it for the task at hand. Working memory declines at middle age, so it’s important for educators to build up these skills with their students as “intervention during childhood may have benefits for specific working-memory outcomes” (National Academies of Sciences, Engineering, and Medicine, 2018). If practicing with working memory during school could improve students’ cognitive abilities as an adult, it’s imperative that educators prioritize this within their classrooms.  

    Just as executive function, memory, and self-regulation are key skills mentioned in How People Learn II: Learners, Contexts, and Cultures (2018), Gura’s content connects to these skills by adding that creativity is a necessary skill for students to practice. He notes that educators “really must make Creativity a priority learning goal” (Gura, 2020). This practice is essential to education as creativity is a form of critical thinking. Rivero adds to this creation by stating the importance of sharing your creativity with others. Technology usage within the classroom is an effective method to promote student creativity. Educators should allow students to share their work with others as it can inspire creativity and purpose in others. Rivero demonstrates this concept with “any creator who brings an increase in life and potential to others is worth a look or listen” (Rivero, 2020). As educators, we must provide opportunities for students to share their creations not only for skill practice but also for inspiration. As Rivero and Gura have explained, creativity is a form of critical thinking that must be prioritized.  

    The ISTE Standards for students are key skills that students need to practice concerning technology. The ideas of executive function, self-regulation or learning, and working memory are all central to developing the critical thinking skills of students. ISTE Standard 1.4.d Open Ended Problems asks students to “exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems” (ISTE, 2025). The ability to think critically and persevere with technology or otherwise are key skills students need to struggle productively with while in school so they can build in their mental endurance. Educators must provide consistent opportunities for students to build up their thinking.  

    In the graphic below, you will find several key points from the written blog. There are five main sections below the title section which provides a brief overview of the blog's main content found in the assigned How People Learn chapter. The first square outlines executive functioning, and the second square outlines self-regulation. The third box discusses the third main point from the text which is memory. The fourth box notes the connections from both Rivera and Gura that discuss creativity as a form of critical thinking. Finally, the fifth box outlines ISTE Standard 1.4.d that asks students to use technology to persevere through problems. 

Please find the image's text below:

Title: Factors of Curriculum Design

Subtitle: How People Learn II: Leaders, Contexts, and Cultures (2018) covers important educational concepts such as executive functioning, self regulation, and memory. These concepts are central to both student learning and curriculum design.

Section 1: Executive Functioning, Executive functioning, the management system of the brain, is key to success in the classroom. Students need practice goal setting, thinking critically, and retrieving information.

Section 2: Self-Regulation, Self-regulation allows students to control their own thinking which allows them to control their own learning. Students need opportunities to practice thinking in a way that benefits their learning.

Section 3: Memory, Working memory helps students apply information in context. Strong working memory improves cognitive ability within adults and increases brain power.

Section 4: Creativity, Both Gura and Rivera note how creativity is a form of critical thinking. Creativity allows students to build important skills beneficial to their futures.

Section 5: ISTE Standard, ISTE Standard 1.4.d asks students to persevere through problems. Using technology to promote problem solving is a key skill for students to practice.

 

References  

Gura, M. (2020). Fostering Student Creativity. EdTech Digest the State of the Arts, Creativity, and Technology 2020: A Guide for Educators and Parents. p. 7 

National Academies of Sciences, Engineering, and Medicine. (2018). Processes that support learning (Chapter 4). In How people learn II: Learners, contexts, and cultures (pp. 69–84). The National Academies Press. https://doi.org/10.17226/24783 

(n.d.) Factors of Curriculum Design [infographic]

Rivero, V. (2020). A Whole New Class of Art. EdTech Digest the State of the Arts, Creativity and Technology 2020: A Guide for Educators and Parents. p. 12-20 Links to an external site.. 

1. Students. (2025, June 13). ISTE. https://iste.org/standards/students#1-4-innovative-designer