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VIDBE-Q Volume 63 Issue 3
concept with the same material in different dimensional formats, it allowed him to gain a
deeper understanding of the body and skeleton as a whole in a 3D format, as well as
when it was on paper. Even when all of the concepts were presented together in one
representation that went from head-to-toe, he understood the lesson and was even able
to explain it to his peers.
Over the years, I have found that making personal connections with my students
and their interests is not only more enjoyable for our children, but it also a proven
method of increasing their motivation to learn. Willis (2007) states that Brain-Based
Research suggests higher level learning takes place when a classroom setting is
enjoyable and relevant to the students' lives, interest and experiences.
I also believe that we need to think about engaging our students throughout the
learning process and not just in academic areas. Many years ago, I had a six-year-old
student with no functional vision ask me how to paint. Although not an academic skill, it
was an area of interest for him. I came up with the idea of clay painting. If I mixed
different textures in the clay like sand, oil, oatmeal, and rice, then it allowed the child to
create an image based on how it felt to him. We began by touching real sunflower and
focusing on each one of the parts. After we explored the center of the flower with the
seeds, we determined that it was the shape of a circle and had lots of textures and
bumps. The pedals of the flower were explored as a whole and then individually so that
he could understand how each pedal contributed to the outer layer. We found that each
pedal could be created by pressing the clay down and then pulling it across the page
until it became very thin. The final step in the pedal creation was to use a toothpick to
scratch the groves in. Later, I was able to use this technique in a variety of science
