KEYCHAIN OF MEANINGFUL LEARNING

using Fink's Taxonomy to plan meaningful classes

Abstract

In any grade level, academic year, or school term, one of the greatest challenges for teachers is ensuring that their students learn as much as possible. To achieve this, they need students' attention, engagement, and interest. However, students in any given classroom are very different from one another. They have had different life experiences, enjoy various types of activities, possess multiple intelligences, and have diverse learning styles (Gardner, 1995, as cited in Travassos, 2001). So how can we engage these students, fostering creative confidence and giving meaning to what they learn? This article presents the methodology, design, and structure of the Keychain of Meaningful Learning, developed based on Fink's Taxonomy of Significant Learning (2007), as a strategic tool for planning active lessons where learning gains deeper meaning. The Keychain was conceived after four semesters of classroom observation in undergraduate courses. The concept was later tested in courses taught by the author and in practical activity design workshops offered to higher education and high school teachers. Finally, the article offers suggestions on how each teacher can create their own Activity Keychain and how it can be applied to any subject, or even used as an integrative tool across disciplines to engage as many students as possible.