Uploaded April 2023 | Updated September 2026, 13 hours ago
Post Lesson Thinking and Reflecting:
Empowering Students with Inquiry and Hands-on Learning: LEGO for Global Issues guided by the Sustainable Development Goals
Here is my reflection aimed to inspire other educators by sharing my experiences with using LEGO to address global issues.
I'm always seeking to empower educators by emphasizing the importance of inquiry and hands-on learning. This time, I was pleasantly surprised with the results of a collaborative LEGO activity focused on the SDG’s as this was all a new idea and concept for me to test out.
General Review
During the workshop, I facilitated two sessions, both consisting of diverse groups of middle school students from different schools in Iowa. As an educator, it's essential to adapt to different cultural dynamics and student personalities. To make sure the students could collaborate effectively, I decided to make the groups larger, which led them to work together as one cohesive class to nudge them to work and communicate with students outside of their school. After all, this is the experience of the day and I needed to support that learning.
I started the activity with the students individually building LEGO models representing global goals. Most of them didn't know the in-depth meaning of the goals, so they had to rely on their working knowledge. The students then had to find connections between the goals and form a cohesive story.
What stood out to me was the focus, engagement, and determination of the students as they built and presented their models. They were able to articulate their thoughts in a powerful way, even though some were nervous or lacked confidence.
This experience inspired me to consider how we could integrate universal constructs into similar activities. Students could build their understanding of universal constructs and provide examples from their learning experiences over an academic year. This activity would help to create a more impactful and comprehensive learning experience for the students as part of a reflective culmination of learning.
Of course, testing this activity with kids highlighted areas for improvement, but overall, the engagement and focus of the students gave me hope for the future. It reinforced the importance of providing authentic learning experiences, inquiry, and better pedagogical practices.
I firmly believe that when these practices become more widespread, we'll see the true potential of what our students can achieve. As educators, it's our responsibility to empower and support them on this journey. I hope this reflection has inspired you as much as it has inspired me. Stay tuned for more updates and reflections from several recent teaching and learning experiences that have kept me busy.
Challenges & Goals
Throughout my sessions, I faced various challenges, such as managing diverse groups of students, adapting to language barriers, and ensuring cross-collaboration between students from different schools. My goals were to help students understand global issues, engage them in collaborative problem-solving, and explore the potential of using LEGO as a tool for learning and communication.
Surprising Takeaways
I was impressed by how quickly the students were able to build models representing global issues and connect them into one cohesive story. The activity kept students highly engaged and focused, even those who initially lacked confidence or were hesitant. The potential of expanding this type of activity over a longer period or applying it to other educational contexts (e.g., exploring universal constructs) excited me.
Emerging Patterns
Observing the students, I noticed that they naturally formed circles around shared resources (LEGO pieces) when prompted to collaborate. Middle school students displayed various leadership styles and ways of articulating ideas. Additionally, tangible tools like LEGO can help boost confidence and facilitate idea-sharing among students.
Key Moments
Some pivotal moments during the sessions included:
"I wanted them as part of an international day of human rights to intermingle and intersect across school lines."
"Again, kids blow you out of the water when you get out of their way."
"What can kids really truly do when this type of learning becomes more of the norm in all classrooms?"
In conclusion, this reflection demonstrates the power of inquiry and hands-on learning in fostering collaboration, problem-solving, and communication among students. By sharing these experiences and insights, I hope to empower other educators to explore innovative teaching strategies and unlock their students' potential. Let's continue to create powerful learning experiences and cultivate authentic inquiry in our classrooms.
Post Lesson Thinking and Reflecting:
Empowering Students with Inquiry and Hands-on Learning: LEGO for Global Issues guided by the Sustainable Development Goals
Here is my reflection aimed to inspire other educators by sharing my experiences with using LEGO to address global issues.
I'm always seeking to empower educators by emphasizing the importance of inquiry and hands-on learning. This time, I was pleasantly surprised with the results of a collaborative LEGO activity focused on the SDG’s as this was all a new idea and concept for me to test out.
General Review
During the workshop, I facilitated two sessions, both consisting of diverse groups of middle school students from different schools in Iowa. As an educator, it's essential to adapt to different cultural dynamics and student personalities. To make sure the students could collaborate effectively, I decided to make the groups larger, which led them to work together as one cohesive class to nudge them to work and communicate with students outside of their school. After all, this is the experience of the day and I needed to support that learning.
I started the activity with the students individually building LEGO models representing global goals. Most of them didn't know the in-depth meaning of the goals, so they had to rely on their working knowledge. The students then had to find connections between the goals and form a cohesive story.
What stood out to me was the focus, engagement, and determination of the students as they built and presented their models. They were able to articulate their thoughts in a powerful way, even though some were nervous or lacked confidence.
This experience inspired me to consider how we could integrate universal constructs into similar activities. Students could build their understanding of universal constructs and provide examples from their learning experiences over an academic year. This activity would help to create a more impactful and comprehensive learning experience for the students as part of a reflective culmination of learning.
Of course, testing this activity with kids highlighted areas for improvement, but overall, the engagement and focus of the students gave me hope for the future. It reinforced the importance of providing authentic learning experiences, inquiry, and better pedagogical practices.
I firmly believe that when these practices become more widespread, we'll see the true potential of what our students can achieve. As educators, it's our responsibility to empower and support them on this journey. I hope this reflection has inspired you as much as it has inspired me. Stay tuned for more updates and reflections from several recent teaching and learning experiences that have kept me busy.
Challenges & Goals
Throughout my sessions, I faced various challenges, such as managing diverse groups of students, adapting to language barriers, and ensuring cross-collaboration between students from different schools. My goals were to help students understand global issues, engage them in collaborative problem-solving, and explore the potential of using LEGO as a tool for learning and communication.
Surprising Takeaways
I was impressed by how quickly the students were able to build models representing global issues and connect them into one cohesive story. The activity kept students highly engaged and focused, even those who initially lacked confidence or were hesitant. The potential of expanding this type of activity over a longer period or applying it to other educational contexts (e.g., exploring universal constructs) excited me.
Emerging Patterns
Observing the students, I noticed that they naturally formed circles around shared resources (LEGO pieces) when prompted to collaborate. Middle school students displayed various leadership styles and ways of articulating ideas. Additionally, tangible tools like LEGO can help boost confidence and facilitate idea-sharing among students.
Key Moments
Some pivotal moments during the sessions included:
"I wanted them as part of an international day of human rights to intermingle and intersect across school lines."
"Again, kids blow you out of the water when you get out of their way."
"What can kids really truly do when this type of learning becomes more of the norm in all classrooms?"
In conclusion, this reflection demonstrates the power of inquiry and hands-on learning in fostering collaboration, problem-solving, and communication among students. By sharing these experiences and insights, I hope to empower other educators to explore innovative teaching strategies and unlock their students' potential. Let's continue to create powerful learning experiences and cultivate authentic inquiry in our classrooms.
