A mind map of learning, built around students
Start with the student’s point of view, follow four connected ideas, and choose any node to see how that part of learning could feel.
What helps a student feel curious, supported, and ready to grow?
BRANCH 01 · CURIOSITY
Students bring their own questions and interests to a subject. A clear connection helps them see that learning is something to explore, not just information to remember.
For example:
A question about the moon can lead into light, movement, and observation.
CURIOSITY · ASK
Wondering “why?” helps students connect new ideas to what they already notice in the world.
For example:
“Why does the moon seem to follow us?”
CURIOSITY · CONNECT
When a lesson connects to everyday life, students have something concrete to compare, test, and talk about.
For example:
Use a football’s curve to start exploring force and motion.
CURIOSITY · EXPLORE
Letting someone pause, look closer, or choose which example to explore gives them an active role in understanding.
For example:
Choose which animal, place, or problem to use in a science activity.
BRANCH 02 · PRACTICE
A manageable challenge, a useful hint, and another chance can make a hard subject feel possible instead of intimidating.
For example:
Work through one problem, get a clue, then try a similar one.
PRACTICE · START SMALL
Breaking an assignment into a small first action lowers the pressure to know everything at once.
For example:
Read one paragraph, then explain its main idea in your own words.
PRACTICE · GET A HINT
Small guidance helps students get past a block while keeping the discovery theirs.
For example:
“What changes if you try the opposite operation?”
PRACTICE · TRY AGAIN
Feedback can show what to adjust, so a mistake becomes useful information rather than a reason to stop.
For example:
See which step changed the answer, then retry with a fresh example.
BRANCH 03 · GROWTH
Students build confidence when they can recognize what they understand now, what took persistence, and what they can do next.
For example:
Notice the change from “I’m stuck” to “I can explain this.”
GROWTH · UNDERSTAND
Knowing which ideas make sense helps students build on them instead of starting over each time.
For example:
“I can compare fractions with the same denominator.”
GROWTH · RECOGNIZE EFFORT
Recognizing persistence and thoughtful attempts helps students see the value in how they learn, not only the result.
For example:
Notice the careful second attempt after a difficult first one.
GROWTH · NEXT STEP
Students can focus their energy when they know what they are ready to practice next.
For example:
Move from identifying a main idea to supporting it with evidence.
BRANCH 04 · WHAT COMES NEXT
After a success or a setback, students can choose a goal, ask for help, or return to an idea in a way that works for them.
For example:
“I’ll review one example, then try the next question.”
NEXT · CHOOSE A GOAL
A student can choose one thing they want to understand or improve, and make their own progress easier to notice.
For example:
“This week, I want to explain one science idea without notes.”
NEXT · ASK FOR SUPPORT
Learning feels more human when students can name what is confusing and get the kind of support they need.
For example:
“Could you show me one more example of this step?”
NEXT · BEGIN AGAIN
Returning with a smaller task, a new explanation, or a little support gives students a way to continue.
For example:
Review the first idea again, then take one more small step.
This is the idea we’re exploring. CLASO is student-built and still taking shape. The map shows the kind of learning experience we hope to create.
What guides us