When creating learning environments for 2e learners, educators consider what they want to see and what they do not want to see in structures to support students’ joyful learning experiences. Each of the environments within the classroom are equally important and must be balanced and refined to support the intellectual, social, creative, emotional, and physical needs of these unique learners.
Intellectual
In the intellectual environment, authentic and meaningful learning experiences should reflect the real world if students are to remain engaged and ready to learn. Learners who are 2e also must have access to various entry points that align with their strengths, interests, and preferences to enable them to show mastery of knowledge. By giving students permission to choose their topics, as well as options for delivery methods and output, students are positioned to reach their potential and avoid frustration.
Shawn Achor, a Harvard psychologist, contends that “expectations create brain patterns that can be just as real as those created by events in the real world.” In other words, we should not lower the expectations of our 2e students based on their struggles. They deserve an intellectually rich learning environment where they can go deep into the areas of interest and develop their strengths and talents.
Physical
In the physical environment there are several factors to consider within the space of the classroom. The room arrangement is predictable, including hard and soft spaces that accommodate the small class size, desks that can be rearranged for various lessons, and a variety of light sources such as natural, soft, or focused. The layout allows for multiple uses such as quiet areas, movement, and collaboration among students. Music or sounds of nature might be playing, or students might use noise-canceling headphones to reduce stimuli for emotional and attentional regulation. Each student has access to the spaces and materials they need. Movement breaks and physical activity are encouraged.
Emotional
To address emotional wellbeing in an academic setting, the expectations should always account for students’ strengths. Trust is established based on what the students can do versus what they can’t. Teachers are aware of student learning differences and how to provide dual differentiation in the classroom. Positive communication such as authentic, specific feedback lets students know that they are cared about and supported. By understanding the asynchronies within their chronological, intellectual, and emotional ages, teachers create a culture of acceptance, accountability and psychological safety. Students need to feel safe to express themselves and need to have the mental space to let learning happen. They also require time to process complex thoughts and emotions with their teachers and peers, if needed, in private environments. Teachers who smile, use a calm tone of voice, and who use humor, further encourage students to regulate their nervous systems, build resilience, and feel emotionally connected within the classroom and school community.
Creative
Within the creative environment, 2e learners engage with higher motivation when they have creative choice. Students show mastery of topics when they have choices as to how much and how long they will prepare, how to access the curriculum, and how they learn best. This includes a variety of mediums such as the use of games, music, drama, storytelling, and technology.
[perfectpullquote align=”full” bordertop=”false” cite=”” link=”” color=”” class=”” size=””]Positive communication such as authentic, specific feedback lets students know that they are cared about and supported. … Students need to feel safe to express themselves and need to have the mental space to let learning happen.[/perfectpullquote]
The focus is on process-oriented learning over grades and marks, which take a backseat to learning as external rewards may lessen perceptions of task autonomy and, in doing so, reduce a student’s motivation. Students flourish when they are able to integrate the arts into their creative thinking as they address big ideas through their authentic learning experiences. Giving students control of their learning journal enables a focus on their multiple potentialities.
Social
Socially, 2e learners are learning content, socialization, and collaboration with like-minded peers. Students build relationships as they celebrate their achievements and share their reflections with one another in a positive classroom climate. Teachers model
enthusiasm and passion. Students are grouped by interest and readiness. Experts share their knowledge base and strengths with one another. Like a jigsaw puzzle, each student has a valuable role and contribution within the classroom community.
In conclusion, just as looking at blue and yellow independently would do a disservice to green, so does looking at these five factors independently do a disservice to the whole child. The factors are inextricably entwined and interrelated. Educators need to look at
these non-negotiables in the learning environment as well as each student’s specific learning goals to effectively guide 2e learners towards their destination.
References:
2e Media. (2019, Oct., 11). 2019 2e Center Declaration of Equity in Education and Inclusion of Twice-Exceptional Persons. (n.d.).
Achor, S. (2011, May). The Happy Secret to Better Work. Retrieved April 18, 2020, from https://www.ted.com/talks/shawn_achor_the_happy_secret_to_better_work/recommendations
Hannah, Ryan. (2013). The Effect of Classroom Environment on Student Learning, Scholar Works at WMU. Honors Theses. Paper 2375.
Radin, J. L. (2008). Creating Enriched Learning Environments: Lessons from Brain Research. Colorado State University.
Willis, Judy. (2007) The Neuroscience of Joyful Education. Educational Leadership. Vol 64. No9.
