What if lesson planning started with who students are becoming, not just what they need to cover?

In this episode of The Culture-Centered Classroom Podcast, Jocelynn introduces three powerful planning questions that help educators design lessons rooted in identity, belonging, and meaning. These questions move instruction beyond compliance and coverage and toward connection, purpose, and deep learning.

Inspired by a conversation with her uncle, a former high school teacher, and grounded in years of coaching educators, Jocelynn reflects on how assumptions about student motivation have shifted over time. She names a hard truth many educators share: as students, they followed rules, avoided trouble, and made it through school without experiencing meaningful learning.

This episode explores why that model no longer works—and why it may never have truly served students in the first place.

Rather than asking students to simply “pay attention and learn,” Jocelynn invites educators to intentionally design lessons that help students understand why learning matters and how it connects to their lives, their communities, and the world around them.

In this episode, you’ll explore:

• Why meaning is essential for engagement and motivation

• How identity and belonging shape students’ relationship to learning

• The difference between compliance and authentic participation

• How instructional choices communicate powerful messages to students

• Why today’s learners need support developing a “why” for learning

The Three Anchor Questions

As you plan lessons, Jocelynn encourages you to return to these guiding questions:

• What will my students learn about themselves?

• What will they learn about their peers?

• What will they learn about the world?

These questions apply across grade levels, content areas, and roles, and they help shift lesson planning from task completion to meaning making.

Coaching Corner Reflection

Pause and reflect using the AAA Reflection Framework:

• What am I becoming aware of in how I plan for meaning?

• What am I choosing to accept, challenge, or release about student motivation?

• What is one small action I am willing to take next?

Implementation Intention

Use this sentence frame to turn reflection into action:

This week, I will ______ at ______ for ______ in ______.

Small, specific steps create sustainable change.

Closing Thought

Students do not disengage because learning is hard.
They disengage when learning feels disconnected, unsafe, or meaningless.

When educators plan with identity, belonging, and meaning in mind, classrooms become places where students are invited to think, reflect, and grow—not just comply.