Small Shifts, Big Curiosity: From Routine to Wonder-Filled Learning

0:00 – 0:05 | Welcome & Framing Introduce presenters (general educator/EdTech leader/parent to AAC users + AAC consultant). Pose opening question: “What would change in our classrooms if curiosity and wonder were daily outcomes, not rare moments?” State session goals: broaden perspectives, share practical EdTech strategies, leave with day-one-ready moves. 0:05 – 0:12 | Setting the Context Share stories from both presenters: Example of compliance/routine-driven instruction. Example of transformation when belonging + curiosity were centered. Connect to ISTE Standards (Designer, Facilitator, Empowered Learner) and TLPs (Cultivate Belonging, Spark Curiosity). 0:12 – 0:25 | Mindset Shift 1 → Behavior is Communication Mindset: Behavior communicates needs/barriers, not just misbehavior. Protocol: Classroom Autopsy → investigate triggers/environment. EdTech Practice: Model collaborative reflection with Padlet/Jamboard. Curricular Example: Science lab scenario — students identify supports that helped or hindered participation. Audience Activity: Small groups map possible “autopsies” using digital boards. 0:25 – 0:38 | Mindset Shift 2 → Fair ≠ Equal Mindset: Fairness = each learner gets what they need. Protocol: Tool vs. Cheat → define the difference with students. EdTech Practice: Use Mentimeter/Live Poll for group votes. Curricular Example: Math/ELA task — is text-to-speech a tool or a cheat? Audience Activity: Polling activity + debrief on classroom framing. 0:38 – 0:52 | Mindset Shift 3 → Fix Systems, Not Students Mindset: Barriers often come from rigid systems, not students. Protocol: UDL Micro-Moves. EdTech Practice: Show LMS features (captioning, multimodal submissions, accessibility checkers). Curricular Example: History/social studies assignment redesigned with UDL. Audience Activity: Quick exploration of UDL options in familiar tools (Google Classroom, Canvas, Kami, Book Creator, etc.). 0:52 – 0:57 | Synthesis & Takeaways Revisit the guiding question. Tie back to belonging + curiosity. Highlight how tech + small shifts = next-day change. 0:57 – 1:00 | Reflection & Closing Exit Ticket: Digital prompt (e.g., Padlet or Poll Everywhere): “Which small shift will you try tomorrow?” Invite continued connection + resources.

“Development and Testing of the Curiosity in Classrooms Framework” — Jirout, Shah, et al. This article introduces a coding instrument (CiC) to observe and categorize instructional practices that promote curiosity. It’s useful for showing how curiosity can be made observable in real classrooms. “The effectiveness of universal design for learning: A systematic study and meta-analysis” This meta-analysis examines the impact of UDL implementation in educational settings, showing that UDL supports better accessibility and improved outcomes across varied learners. “The psychology and neuroscience of curiosity” (PMC, NCBI) This review explores curiosity’s cognitive and neural basis, positioning it as a motivator for learning and memory—helpful for explaining why curiosity matters at a deep level.

No pre-existing accounts are required. This session will feature demonstrations of free, web-based tools that enable easy collaboration and polling, as well as programs that support UDL. Attendees who wish to participate fully in the hands-on activities should bring a device with a web browser (like a smartphone or laptop), but it is not required.