Schank's Framework + Seesaw = Empowering Learning Through Play

I will admit that prior to reading through one of my last assignments for my class that I had never heard of Roger Schank, a former Stanford and Yale professor. In short, he argues that cognitive science can actually revolutionize teaching. Instead of organizing our educational system around content areas, we should be organizing the educational system around 12 critical thinking cognitive processes (Education Futures, 2011).

Educational theorist R. Schank (2024) emphasized the importance of active knowledge construction through conceptual processes. I wholeheartedly believe that a play-based, blended learning environment is one of the most effective ways to achieve this, especially for young children. Integrating digital tools like Seesaw further amplifies Schank's key focus on experimentation, teamwork, and describing, leading to deeply meaningful and engaging learning.

My son's experience in from his early childhood special education class to being in a fully inclusive general education first grade setting beautifully illustrates this point. He is neurodiverse and finds learning fun and enjoying, but expressive communication challenging. However, during station work, he thrives with Seesaw. The ability to combine photos, videos, and voice recordings to explain his thinking is a revelation for him. He gets so excited creating these multimedia explanations! Seeing feedback from his teacher, along with comments from Mom and Dad, motivates him beyond belief. This unique feature of Seesaw not only facilitates learning but also creates a valuable bridge for discussing his school day at home.

Here's how this type of experience aligns with Schank's ideas:

• Experimentation (Conscious Process): Seesaw as a Playground Schank believed learning happens best through exploration. Seesaw provides a safe space for my son to experiment. He might build a structure and then use Seesaw's tools to create a video explaining his design choices or the challenges he faced. This act of experimentation helps transform his play into focused inquiry, strengthening his understanding.

• Teamwork (Social Process): Collaborating on a Digital Canvas Schank recognized the social aspects of learning. Some days, group work is just not possible for my so, but even when working independently in stations, Seesaw allows for collaboration. My son might work alone, but then share his creation with classmates, getting their feedback and ideas in person at a later time or even digitally. This fosters communication, problem-solving, and builds a sense of community – all vital for effective teamwork.

• Describing (Social Process): Narrating the Learning Journey For Schank, making connections and verbalizing understanding were critical. Seesaw empowers my son to clearly articulate his thought processes. He loves recording himself explaining his creations, and this act of describing solidifies his own learning while building vocabulary and communication skills.
  

Beyond the Classroom: Feedback and Empowerment Seesaw's impact extends far beyond the classroom. The feedback his teacher provides through the platform allows for personalized guidance, encouraging him to iterate and improve (Analytic Process) - a key element in Schank's framework. More crucially, sharing his work with us creates a space for meaningful conversation about his learning. This home-school connection is invaluable for a child who struggles with traditional communication methods.

Incorporating a digital tool like Seesaw into a play-based environment isn't merely adding technology; it's about strategically aligning the learning experience with how children learn naturally, including neurodiverse children. By emphasizing experimentation, teamwork, and describing in a way that's empowering and accessible, we set the stage for engaged learners who can not only thrive in the 21st century but gain confidence, a sense of accomplishment, while building and strengthening communication skills essential for life success.

Through the QR code above, you can see a Seesaw post shared by our son learning how to tell important information from a nonfiction book,without prompting as recorded on November 9, 2023.

References

Education Futures. (2011, September 15). Roger Schank on invisible learning. [Blog post]. Retrieved February 26, 2024, from https://educationfutures.com/blog/post/roger-schank-invisible-learning

Schank, R. (2024). Teaching minds: How cognitive science can save our schools. Retrieved February 26, 2024, from https://www.rogerschank.com/teaching-minds-how-cognitive-science-can-save-our-schools