Are you still interested?

In this reflection, I have a particularly more difficult time to write it. I already drew out an illustration to encapsulate my thoughts a week ago, but I was struggling to pen them down into words. As a result, I was not able to turn the reflection in until now. As I reflected on the struggle, I came to realize that I might be lacking the motivation and interest to do so. Losing the drive is easy when life is straddled with stress. However, to make it this far and become a graduate school, much less at Harvard, requires sustaining my interest and determination. But, why is my interest trickling away now? The same question is probably faced by most students and educators around the world.

How do educators provide options for recruiting interest in our students?

Here is perspective of the answer:


Additionally, the Boston Museum of Science offered their takes on the question. Christine Peich, chair of the Board of Oversees 2015-2016, came to HGSE on October 28, 2016 to share the UDL experiences at the museum. The museum, which welcome more than 1.5 million visitors annually, is one of the hallmark example of UDL practices – especially in recruiting interests of its visitors. People around the country, as well as the world, from all ages (including myself) have flocked to this marvelous center. When I entered one of the wing buildings, I could see almost all exhibits from the main lobby. The dinosaur, which was stationed in the basement, was easily seen through the glass corridors on the first floor. The models piqued my interest and I rushed down to view them.

Another exhibit I found very informative and engaging was the Yawkey Gallery on Charles River. Christine explained to us about the behind-process of the gallery:

    • What are our learning goals?
      • Engage in observation activities
      • Engage in engineering design process
      • Be inspired to think about connection to their own lives
    • Charles river as the context
    • What: layered learning goals
      • Planning pyramid
        • Level 1: what all visitors should learn
        • Level 2: what most but not all will learn
        • Level 3: what some visitors will learn
      • Eg: engineer a river sensor (Christine’s example)
        • Graphic oriented style of label
          • Plan -> create -> test -> improve
          • One word similar to other languages
        • For 3 year old: The experiential element
        • For engineering husband: Design challenge set for himsef


Not only was the information in the gallery relevant to me (Charles River track is my running site), but it invoke the curiosity in the diverse audience to learn about the river. Thus, I feel that if I use the planning pyramid in Christine’s presentation, I might be able to garner interest in my students.



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