Well, hello there!
Hi! I'm Meagan Alfano. I'm an elementary educator passionate about designing community-driven learning experiences for all young students, focused on bridging subject areas in an explorative, interest-based manner.
Let's Connect!
Skill Summary
Experience Grades 3-6
I have a huge passion for teaching Science, Math and Writing and have had the pleasure of enjoying being a contained, homeroom teacher in Grades 3-6 in the charter school system (with the majority of my time spent in Division two).
Design Thinking, STEM and Computer Science
While these areas of expertise originally sparked as a personal hobby, I was fortunate enough in 2019 to become one of 2000 Google for Education Certified Innovators. During this time, I received extensive mentorship in the areas of design thinking, inquiry learning and Google EDU tools. This is a community that I am still a part of today!
Cross-Curricular, Community Based
One of my main skill sets lies in creating project-based, cross curricular activities that focus on engaging the local community (school, neighbourhood or city)! I love to get outside and explore curriculum connections... I'm also a firm believer that a lot of learning can be done with some field guides and a scavenger hunt.
Philosophy
Throughout my time as an educator, I've simplified my teaching philosophy into a few key ideas:
Innovation in the Classroom Requires a Design Thinking Mindset
As previously mentioned, I was selected in 2019 to become a Google for Education Certified Innovator. Currently, there are about 2000 in the global network!
This experience led me to London, England, where I participated in a 3 day Design Sprint Intensive, with the aim of working through the design thinking process, developing a lo-fi prototype for a product that will spark change in education, and pitching it to fellow Innovators and UK Googlers on the final day.
Over the year-long internship that followed, I worked through many iterations of my project but the driving question remained the same, "How might we engage and extend children's learning into the community in a play-based way?"
Today, I bring this passion and skill set to my students and their learning experiences. We are always building, designing, and redesigning. We use data collection and research methods to seek out real-life problems and use empathy to generate solutions. Here are a few ways that this has come to life in recent years:
Grade 7s designed and constructed greenhouses for their Plant Science unit using 100% reclaimed materials
Annual Shark Tank event in Grade 6
Data Relationship/Measurement Project which involves designing an outdoor classroom space for the school
Using Scratch coding, MakeyMakeys, 3D printing and robotics to design working museum exhibits for an independent research project
Whenever possible, I aim to meld as many learning outcomes and subject areas as I can. I love how even small pieces of the design process, like ideation techniques and feedback methods, can provide students with skills that help them succeed in a multitude of areas.
The Classroom is an Extension of the Community.
As mentioned in my bio, my favourite question that a student can ask me has become, "Mrs. A, how can I use this in real life?". The intersection of curriculum and explorative, community-based education is where I find my joy as an educator. I have learned over the past 8 years in the classroom that no matter the unit of study, whether it be fractions, a book club, or science class, there is almost always a way to involve the outside, natural world or bring the community to you. Bonus points if you can bring some joy and service back to the community as you go!
When we learn fractions, I love to have my students explore kitchen measuring tools and bake waffles (see Lesson Gallery). We enjoy making extras and leading a "waffle delivery service" for staff and fellow students as well!
Community science projects and field experts are a great way to connect students to the real work being done in the field.
When possible, test your learning outdoors! There is nothing like a challenge-based scavenger hunt to keep us engaged and learning in nature.
GeoInquiry and Authentic Projects Can Reach All Learners.
Our classrooms are filled with students from all types of backgrounds. Some are neurodivergent, gifted, or struggle in a certain subject or skill area. Some just don't really enjoy school that much.
As an educator, I want to challenge my students and see them make big connections in their learning, but I also want to show compassion for their varying strengths, areas of growth, and interests.
Over the past four years, I have really gained an interest in the geo-inquiry framework and methodology. This method aims to teach skills related to thinking geographically and analyze the interconnections between the human and natural world.
These projects, for me, are a way for me to teach with a driving question and allow students to stretch as far as they can as they explore answers and create solutions. Each student has a different reach, and so this framework is excellent for allowing moments of small group mentorship, collaboration, scaffolding for some and the opportunity to challenge others. While it is still new for me, I am extremely committed to continuing the journey of levelling up my teaching practice in this area. In a way, geo-inquiry and authentic PBL encompass the other philosophies that I have previously shared.
Here are a few ways that this has come to life in recent years:
Students learned about plate tectonics and researched how architects design "earthquake-safe" building systems in high-risk areas, particularly in the Ring of Fire. Students then used this knowledge to design a building of their own, based on the economic and resource limitations of their randomly assigned geographic location
Students use Canva to create an infographic highlighting an environmental issue of importance to them, using databases and secondary data collection tools.
Students create "STEM in the Street" challenges to have their peers (K-6) design and build prototypes that will positively impact the local ecosystem in some way.
