Creating Significant Learning Environments
Learning does not happen on demand, and it does not occur in isolation. A classroom is at its best when learners are provided with the right environment and a variety of interesting materials that will ignite their curiosity and imagination. Reading and reflecting on A New Culture of Learning, researching and writing a learning philosophy and creating a 3 Column Table based on Fink's course design all reinforced the true benefits of learning through authentic learning experiences in a collaborative and playful environment. Creating a significant learning environment is absolutely essential for modeling and building a growth mindset in all learners, and without it, growth mindset is just cute posters on the wall. Understanding by Design course design does not fit as well into this significant learning environment, but it better aligns with teaching standards and does still allow for windows of discovery learning. My Innovation plan is designed around project based learning blended learning, and one of the scariest things to me about PBL is how to motivate students to truly engage with the big hairy audacious goal. After taking this course, I realize the answer lies in creating a significant learning environment where the questions are more important than the answers, and students are allowed choice, ownership and voice through authentic learning experiences.
Below you will find brief descriptions and links to the work I referenced above.
New Culture of Learning
Igniting passion and imagination
A New Culture of Learning by Douglas Thomas and John Seely Brown explains the impact an environment can have on student learning. They emphasize the role of imagination and play in a learning environment, and I explain how I plan to apply these ideas to my blended learning innovation plan.
Learning Philosophy
Cognitive Constructivist
I dive into the world of philosophy to investigate my own beliefs about learning. I identify as a cognitive constructivist because I value well-organized and structured lessons with constructive feedback on specific tasks, while also creating an environment where students are able to make connections to their own personal experiences through investigation, reflection, and collaboration.
Course Outcomes 3 Column Table
Reconstruction and Broken Laws
L. Dee Fink created A Self-Directed Guide to Designing Courses for Significant Learning that explains how to create an integrated course design with the 3 column table. The 3 column table not only creates a design to best align learning goals, learning activities, and assessment activities, but it also creates an environment that engages the whole learner through an authentic experience.
Understanding by Design Unit Plan
Reconstruction and America Today
Wiggins and McTighe take a different approach to course design in Understanding by Design. UbD is a detailed plan that is based off 3 stages: desired results, assessment evidence, and learning plan. Each stage outlines specific understandings, questions, performance tasks, and activities all centered around students achieving the desired results.
Growth + Learner's Mindset
My growth in a growth mindset
This implementation outline is created with the hopes of inspiring collaboration between administration, teachers, students and the community, with the goal of implementation of blended learning across the school.