Maria Lisa Polegatto April 22, 2026
Today I was listening to a radio discussion, on education and how to motivate students to attend and engage in school—how to help young people not just show up, but actually connect with learning. It made me reflect on my own experience in school.
I’ve always loved learning. In fact, I was helping my brother with his book reports when I was still in elementary school, and I genuinely enjoyed doing them. Learning felt natural when it was connected to curiosity, stories, and understanding how things fit together. I am a life long learner and I still take courses today. I love to learn.
What I remember most from school, however, are not worksheets or tests—but some of the teachers who made learning come alive.
One teacher would act out historical events as if we were there. Another used humour to keep us engaged while still challenging us. Another encouraged critical thinking—asking questions and encouraging replies instead of simply providing answers.
Those moments stayed with me far more than any exam.
Learning that doesn’t fit one mold
When I went to high school, there was one subject I struggled with—physics. I still remember that class today. I don’t fully know why, but it just wasn’t something that clicked for me at the time. I still remember that physics class even today, I can still see the teacher in my mind, not the work we did but listening and not connecting. It didn’t challenge me in a meaningful way—it left me almost baffled. I tried, I did learn but I didn't connect the way I usually did with learning.
The teacher suggested I should have come for extra help at the end of the course - but I lived in a rural area. Once the bus left, there was no way home. Was I suppose to walk 40kms? Was I supposed to ask my parent to come pick me up after school - which I know my Mom would have. That suggestion, while well-intended, wasn’t actually accessible to me in a way that made sense. There was also little in-class support offered to anyone at the time with judgment about performance or offer to help at lunch break. I wasn't the only one in that class that struggled as I heard others verbalize their frustrations also. So, it wasn't just me.
What I do still remember is how strange it felt at the time. I was always an honor student, earned a bursary for University, and continuing on as an honor student in University, took my BACS and am doing my Masters now. But, I can say, I never took another physics course and actually changed my career focus going forward as I would have needed to take more physics!
Looking back at that experience taught me something important - we cannot assume we understand what students need just by looking at statistics or teaching the same course the same way year after year. Not everyone learns the same way - some are visual learners, some prefer to read to learn, some prefer to hear and some prefer a combination.
It reinforced for me that struggle in a subject doesn’t always reflect ability—it often reflects how the learning environment is structured, and whether a student is being met in a way that makes sense to them. Realizing I was not alone in the struggle brought comfort, but it did not translate into meaningful learning.
I was also very shy and didn't speak up - unlike me now! The teachers I remember used a variety of techniques. I still remember the Mesopotamians from history class, for instance.
What actually makes learning work
We often focus on what is being taught, but just as important is how it is being taught.
Research consistently shows that student engagement increases when learning is:
To truly engage students, we need to:
Not everyone thinks the same way. Not everyone learns the same way. If we only teach in one mode, we unintentionally limit who can succeed.
Offering more than one way of learning
Instead of waiting for students to ask for help, we can build support directly into the learning experience by offering:
This aligns with the principles of Universal Design for Learning (UDL), which emphasizes providing multiple ways for students to engage with content, understand information, and demonstrate learning (CAST, 2024).
When students are given different entry points into a subject, more of them are able to connect meaningfully.
Learning connected to the real world
Education becomes powerful when it connects to life outside the classroom.
We can bring in:
When students see relevance, motivation becomes more natural and lasting.
A shift in approach
The recent radio discussion on The Current, highlighted challenges in student engagement and learning motivation (CBC Radio One, 2026).
It reinforced something simple but important: motivation is not just about discipline—it is about connection, access, and feeling understood in the learning process.
Conclusion
Education is not just about delivering content—it is about creating conditions where learning can actually happen for different kinds of learners.
We need to stop assuming and start noticing.
Not everyone learns the same way. Not everyone needs the same thing. And not every struggle is visible in the classroom.
I’m still learning, and I really value the ability to choose the subjects I take courses in. My advice, let your passions lead you to learn more. Whether in school, work or daily life as your job, a hobby or volunteering.
Let’s design learning that meets students where they are—and gives them more than one way in.
What I remember most from school, however, are not worksheets or tests—but some of the teachers who made learning come alive.
One teacher would act out historical events as if we were there. Another used humour to keep us engaged while still challenging us. Another encouraged critical thinking—asking questions and encouraging replies instead of simply providing answers.
Those moments stayed with me far more than any exam.
Learning that doesn’t fit one mold
When I went to high school, there was one subject I struggled with—physics. I still remember that class today. I don’t fully know why, but it just wasn’t something that clicked for me at the time. I still remember that physics class even today, I can still see the teacher in my mind, not the work we did but listening and not connecting. It didn’t challenge me in a meaningful way—it left me almost baffled. I tried, I did learn but I didn't connect the way I usually did with learning.
The teacher suggested I should have come for extra help at the end of the course - but I lived in a rural area. Once the bus left, there was no way home. Was I suppose to walk 40kms? Was I supposed to ask my parent to come pick me up after school - which I know my Mom would have. That suggestion, while well-intended, wasn’t actually accessible to me in a way that made sense. There was also little in-class support offered to anyone at the time with judgment about performance or offer to help at lunch break. I wasn't the only one in that class that struggled as I heard others verbalize their frustrations also. So, it wasn't just me.
What I do still remember is how strange it felt at the time. I was always an honor student, earned a bursary for University, and continuing on as an honor student in University, took my BACS and am doing my Masters now. But, I can say, I never took another physics course and actually changed my career focus going forward as I would have needed to take more physics!
Looking back at that experience taught me something important - we cannot assume we understand what students need just by looking at statistics or teaching the same course the same way year after year. Not everyone learns the same way - some are visual learners, some prefer to read to learn, some prefer to hear and some prefer a combination.
It reinforced for me that struggle in a subject doesn’t always reflect ability—it often reflects how the learning environment is structured, and whether a student is being met in a way that makes sense to them. Realizing I was not alone in the struggle brought comfort, but it did not translate into meaningful learning.
I was also very shy and didn't speak up - unlike me now! The teachers I remember used a variety of techniques. I still remember the Mesopotamians from history class, for instance.
What actually makes learning work
We often focus on what is being taught, but just as important is how it is being taught.
Research consistently shows that student engagement increases when learning is:
- meaningful and relevant
- interactive and participatory
- supportive of different learning styles
- connected to real-world application (Hattie, 2009; OECD, 2019).
To truly engage students, we need to:
- make learning relevant to real life
- encourage conversation, not just instruction
- avoid assumptions or judgments about students
- offer support during class time, not only outside of it or ensure the class understands before moving on
- present different ways to understand the same problem
Not everyone thinks the same way. Not everyone learns the same way. If we only teach in one mode, we unintentionally limit who can succeed.
Offering more than one way of learning
Instead of waiting for students to ask for help, we can build support directly into the learning experience by offering:
- visual explanations
- spoken discussion
- written breakdowns
- hands-on learning
- collaborative problem-solving
This aligns with the principles of Universal Design for Learning (UDL), which emphasizes providing multiple ways for students to engage with content, understand information, and demonstrate learning (CAST, 2024).
When students are given different entry points into a subject, more of them are able to connect meaningfully.
Learning connected to the real world
Education becomes powerful when it connects to life outside the classroom.
We can bring in:
- climate awareness and sustainability
- community issues
- real-world problem solving
- present-day applications of what is being taught
When students see relevance, motivation becomes more natural and lasting.
A shift in approach
The recent radio discussion on The Current, highlighted challenges in student engagement and learning motivation (CBC Radio One, 2026).
It reinforced something simple but important: motivation is not just about discipline—it is about connection, access, and feeling understood in the learning process.
Conclusion
Education is not just about delivering content—it is about creating conditions where learning can actually happen for different kinds of learners.
We need to stop assuming and start noticing.
Not everyone learns the same way. Not everyone needs the same thing. And not every struggle is visible in the classroom.
I’m still learning, and I really value the ability to choose the subjects I take courses in. My advice, let your passions lead you to learn more. Whether in school, work or daily life as your job, a hobby or volunteering.
Let’s design learning that meets students where they are—and gives them more than one way in.
References
Hashtags#EducationMatters #StudentEngagement #InclusiveLearning #UniversalDesignForLearning #TeachingAndLearning #CriticalThinking #RealWorldLearning #ClimateEducation #SustainableEducation #LifelongLearning #MakeLearningMatter
- CAST (2024). Universal Design for Learning Guidelines. https://udlguidelines.cast.org
- Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge
- OECD (2019). How Learning Happens: The Science of Learning and Development
- CBC Radio One, The Current (education and student engagement discussion, 2026)
Hashtags#EducationMatters #StudentEngagement #InclusiveLearning #UniversalDesignForLearning #TeachingAndLearning #CriticalThinking #RealWorldLearning #ClimateEducation #SustainableEducation #LifelongLearning #MakeLearningMatter
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