Diverse Lenses Shape Our Work
At Think WISE Studio, we don’t just ask “What if?”—we build entire ecosystems around it. Our work is grounded in a rich tapestry of theory, practice, and participatory design that fuels innovation, equity, and systemic transformation across education. This page offers a birds-eye view look at some of the foundational lenses and scholarship that inform our approach, from strategic planning and grant development to curriculum design and community engagement, our work is shaped by theoretical frameworks and evidence-based knowledge. and discoveries.
From Theory To Transformation
We bridge theory and practice to design solutions that are both visionary and grounded. Our work draws from time-tested educational frameworks that help us reimagine learning as a dynamic, socially situated process. We anchor our work on proven theoretical frameworks not just as academic abstractions, but for shaping real-world teaching strategies, curriculum design, and other endeavors that lead to education innovation.
Vygotsky’s Social Constructivism
Learning occurs through social interaction, with the Zone of Proximal Development (ZPD) representing the space between what a learner can do independently and what they can achieve with guidance (Vygotsky, 1978).
Application: We design collaborative learning environments that scaffold growth.
Bruner’s Discovery Learning
Learners construct knowledge through exploration and inquiry, emphasizing active engagement and problem-solving (Bruner, 1961, 1966).
Application: We foster curiosity-driven learning and problem-solving
Piaget’s Constructivism
Knowledge is built through experiences and developmental stages, where learners actively construct meaning from interactions with their environment (Piaget, 1952, 1970).
Application: We tailor strategies to cognitive readiness and experiential learning.
Bandura’s Social Learning Theory
Learning occurs through observation, imitation, and modeling, with cognitive processes mediating behavior (Bandura, 1977, 1986).
Application: We incorporate mentorship and peer-led learning.
Sociocultural Theory (Vygotsky)
Cognitive development is shaped by cultural tools, language, and social interaction, positioning learning as a socially mediated process (Vygotsky, 1986; Wertsch, 1991).
Application: We embed cultural responsiveness and dialogue into our programs.
Situated Learning Theory
Learning is embedded in authentic activity, context, and culture, and occurs through participation in communities of practice (Lave & Wenger, 1991; Brown, Collins, & Duguid, 1989).
Application: We create authentic, real-world learning experiences.
Connectivism
In the digital age, learning is distributed across networks of people and technology. It involves the ability to navigate connect, and synthesize information across systems (Siemens, 2005; Downes, 2022).
Application: We leverage digital tools and systems thinking for modern learning.
Maslow’s Hierarchy of Needs
Motivation influences learning, with basic physiological and psychological needs forming the foundation for self-actualization and personal growth (Maslow, 1943, 1970).
Application: We prioritize holistic support and learner well-being.
Rogers’ Experiential Learning
Significant learning occurs through personal experience, reflection, and self-direction, emphasizing learner autonomy and emotional engagement (Rogers, 1969; Rogers & Freiberg, 1994).
Application: We center learner agency and emotional engagement.
Translating Theory into Action
We don’t just understand theory—we operationalize it. At Think WISE Studio, we use a suite of concrete tools to design engagement processes, build effective structures, and evaluate impact. These tools help us co-create solutions that are innovative, inclusive, and grounded in community realities.
Data gathering tools
Common tools include task-based focus groups, interviews, surveys, observations, and journaling, each offering distinct advantages for qualitative and mixed-methods research (Katz-Buonincontro, 2022; Levitt, 2019). Focus groups and interviews can be combined to enhance cultural validity and depth of insight (Guest, Namey, & McKenna, 2017). Surveys are typically used for quantitative data, while journaling and observation support rich qualitative narratives (Levitt et al., 2017).
Quantitative, qualitative, and mixed methods
Quantitative methods (e.g., correlations, factor analysis) help answer “what” questions and identify patterns across large datasets (Appelbaum et al., 2018). Qualitative methods (e.g., discourse analysis, thematic analysis, narrative analysis) explore the “why” and “how” behind human experiences and meaning-making (Korobov, 2020; Alejandro & Zhao, 2023). Mixed methods integrate both to provide a fuller picture.
Visual thinking routines
Routinos such as Community Asset Maps, Concept Maps, Personal Meaning Maps, and Photo Voice help participants externalize and organize their thinking (Taliep & Ismail, 2023). These participatory methods support community engagement and reflection, especially in educational contexts (Kretzmann & McKnight, 1993).
Liberating Structures
These structures are inclusive facilitation techniques designed to unleash creativity and engagement in group settings. The book The Surprising Power of Liberating Structures outlines 33 microstructures that replace conventional meeting formats with participatory alternatives (Lipmanowicz & McCandless, 2014).
Our proprietary WISE Mapping process
Built around "What If" questions, our WISE map is a structured engagement tool that encourages speculative thinking and scenario planning. While not published yet, similar “What-If Scenario Evaluator” models have been used in network design and decision-making (Tariq et al., 2013).
Pedagogical Foundations that Guide Us
We apply concepts that help us think holistically about learners and consider cultural responsiveness in our practices by keeping at the forefront valuable scholarly contributions to concepts, ideas and factors that influence how, where, when and with whom people learn. These perspectives ensure our designs honor diverse ways of knowing and support equity-centered learning experiences.
Established Pedagogical Practices
Evidence-based strategies such as differentiated instruction, formative assessment, cooperative learning, scaffolding, and direct instruction support diverse learners and promote academic achievement (Tomlinson, 2001; Black & Wiliam, 1998; Slavin, 1995; Vygotsky, 1978; Rosenshine, 2012).
Free-Choice Learning
Learning is driven by personal interest and autonomy, shaped by personal, sociocultural, and physical contexts (Falk & Dierking, 2000; Bamberger & Tal, 2007; Abu-Rasheed et al., 2023).
Project-Based Learning
A student-centered approach where learners solve real-world problems through inquiry and collaboration (Thomas, 2000; Blumenfeld et al., 1991; Kokotsaki et al., 2016).
Hands-On and Inquiry-Based Learning
Active exploration and questioning to promote deeper understanding and critical thinking (Minner et al., 2010; Morris, 2025; Tindan & Anaba, 2024).
Experiential Learning
Learning through direct experience, reflection, and application in authentic contexts (Kolb, 1984; Dewey, 1938; Malik & Behera, 2024).
Service Learning
Learning combines community service with academic instruction to foster civic responsibility and real-world impact (Eyler & Giles, 1999; Mitchell, 2008; Salam et al., 2019).
Communities and Landscapes of Practice
Learning occurs within social networks and across broader landscapes of practice, where individuals share knowledge and develop expertise (Lave & Wenger, 1991; Wenger-Trayner et al., 2014; Pyrko et al., 2019).
Funds of Knowledge
The cultural and experiential knowledge learners bring from their families and communities (Moll et al., 1992; González et al., 2005; Esteban-Guitart, 2023).
Community Cultural Wealth
A framework recognizing the strengths within marginalized communities, including aspirational, linguistic, familial, social, navigational, and resistant capital (Yosso, 2005; Rios-Aguilar & Neri, 2023).
Social Emotional Learning (SEL)
Development of skills for managing emotions, building relationships, and making responsible decisions (CASEL, 2020; Durlak et al., 2011; Schonert-Reichl et al., 2023).
Culturally Responsive Practices
Teaching strategies that incorporate students’ cultural backgrounds to make learning more relevant and effective (Ladson-Billings, 1995; Gay, 2010; Kuwari, 2024)
