The Willow Way: Inspiring a Love of Learning Through Purposeful Teaching

by | Dec 6, 2024 | Academic Innovations, Experiential Learning, Homepage News

Sally Zeiner, First Grade Teacher & Associate Head of School of Curriculum and Pedagogy, shares how Willow teachers create a supportive and engaging learning environment where students are challenged appropriately and inspired to love learning.



Every summer, Willow faculty reads a book to inform and inspire engaged and thoughtful teaching. This summer’s faculty book was Why Don’t Students Like School by Daniel T. Willingham. Written by a cognitive scientist, the book provides a clear analysis of how students learn and what this means for how we should teach. The book affirms our approach to education, giving us a greater understanding of why these methods work, and inspires us to apply new strategies as well. This fall, Willow teachers discussed three core ways to support student learning: differentiation, working memory, and background knowledge.

Despite the book’s title, we know Willow students do enjoy learning. Willingham explains that people like thinking when the degree of challenge is not too hard, not too easy, but just right. “Mental work appeals to us because it offers the opportunity for that pleasant feeling when it succeeds” (8). Effective teaching meets students where they are so they can enjoy the satisfaction of solving problems – and keeps them interested in learning more. To keep the level of challenge at the right level for each student, we differentiate instruction.

These students dive into their ‘just right’ books, perfectly matched to their reading levels for just the right amount of challenge – an example of differentiated learning in action

Differentiation is a hallmark of our language arts program. We match learning activities and books to student skill levels to help our young students progress. This helps them to stay motivated as they tackle the challenging work of learning to read. In Kindergarten and Grade 1, the mental work of reading progressively more challenging “decodable books” (based on a given child’s specific word reading knowledge) allows children to practice and gain automaticity with previously learned and newly introduced phonics concepts. Children are provided with books they enjoy and can decode successfully. There is also a sense of individual success as they progress through the sequence. As students grow and develop as readers, their reading opportunities grow with them but always provide the right level of challenge to keep them engaged.

Working memory is the function of the brain that allows one to temporarily hold pertinent information and apply it to solve a problem. The effort of using working memory occupies the cognitive processes that might otherwise be applied to the work of thinking. If we provide support for working memory, the brain will have a greater capacity to work at the solution. “The solution to working memory overloads is straightforward: slow the pace, and use memory aids…” (19).

Student in green dress pointing at the whiteboard

This student uses a ‘ten frame’ to compose numbers to 10, freeing up her working memory so she can apply herself to problem-solving.

Willow teachers provide many tools to help students hold information in their minds. One simple strategy that we use is note-taking. By writing on the whiteboard while we are teaching, we provide a reference for students so that they have easy access to the information and can use it for problem solving. Students benefit from memory aids at every level of math. In the early elementary years, placing counters on a ten frame helps students visualize the composition of a number so that they can manipulate the parts in an equation. Older students still use visual aids and representations such as number lines, bar models, and graphs, which help students organize and retain information so that they can use it to solve problems. The text provides support with highlighted boxes with important formulas, theorems, and definitions so students can easily access the necessary information.

At Willow, our integrated curriculum lays a firm foundation in meaningful background knowledge. When a student has specific knowledge, it is easier for them to learn more because the knowledge they possess becomes a framework for connecting with new information. Research shows that background knowledge is necessary for the development of critical thinking skills and reading. “Not only does background knowledge make you a better reader, it is also necessary to be a good thinker” (38)

Female student in a neon green shirt holding an arrow, about to throw

First grade’s experiential learning field trip to the historical Lenape Village made a strong impression on our young students.

Willow’s social studies and science curricula provide the content knowledge that forms the background for student learning. Experiential learning, such as field trips, lays the foundation. As part of their introduction to local history, first graders visited a model of a historical Lenape Village, where they played traditional games, gardened with traditional Lenape tools, and learned about Lenape food, clothing, chores, and homes. This experience made a strong impression on our young students, and made it easier for them to learn more about the Lenape.

The Grade 6 trip to the Jacobus Vanderveer House & Museum in nearby Bedminster gave students a hands-on connection to their early American Social Studies curriculum by immersing them in Revolutionary War history and the daily life of colonial New Jersey. Through the guided tour and history notebook activities, students explored primary sources and historical artifacts related to early American life. The trip enhanced their understanding of colonial customs, military roles, and the influence of local leaders during the American Revolution, and provided context for classroom learning about early American history.

These are just a few examples of the many ways we make sure our students love school. We are committed to cultivating the love of learning that grows when children are challenged appropriately within a supportive learning community. Behind the obvious differences at Willow, like our place-based, project-based learning, there are many intentional daily decisions our teachers make to engage each student.


If you have any questions about teaching and learning at The Willow School, reach out to Sally Zeiner, First Grade Teacher & Associate Head of School of Curriculum and Pedagogy.

Interested in differentiated learning for your child? It’s not too late to apply! Start a conversation with our Director of Enrollment Management, Lisa VanderVeen, to see how your child will thrive at Willow.

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