Creating Significant Learning Environments
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Creating a Significant Learning Environment
In a world where we have access to anything within seconds at our hands, we must be willing to evolve at all cost.Having technology with us at all times could be seen as the human species worst flaw at times.In an educational space, we can not let technology overcome and not be able to adapt or adopt these new processes in our everyday lives .All of this revolves around Thomas and Brown’s (2011) formula that claims, “play becomes a strategy for embracing change, rather than a way for growing out of it” (p. 48). Learning is based on the three dimensions of knowing, making, and playing (Thomas & Brown, 2011).
With the push of a button, we may access a world of information in the twenty-first century. It's an exciting moment to be a learner since new games and on, provide endless chances to learn. For example, YouTube contains a wealth of accessible content for students to check out whether that is about Roblox or even homework help. Amazon's Alexa and Apple's very own Siri can both answer questions immediately and appropriately. Except at school, learning is simple, natural, and effortless (Thomas, 2012). We learn by taking in our surroundings and making meaning of our experiences in all we do, but classroom learning is today inauthentic and rather forced.
In creating a new significant learning environment a list of things must be present to achieve this.The most important factor is of course the student center learning factor. At a point in time the environment was centered with the teacher being the facilitator.This may throw some people off, but the teacher is still in charge of the course of his or her classroom. The only thing that is shifting is the student facilitating the learning. You can pull up any topic in youtube and google, but being in charge of how you can display one’s comprehension of the topic and what you can do with that knowledge is the authentic power of learning.We as humans are discovering and learning about our world around us each and everyday at such a fast pace, that our students have more access than ever to evolve in their learning.Children are curious of the world around us and letting them experience an environment where they are able to explore in their own way opens up access for their dive into a deeper understanding.
In order to let our students dive deeper into their learning, I also present a way for them to showcase and have an authentic space to keep their discoveries and displays of education in one place. In my Innovation plan, I propose the use of ePortfolios throughout the school day.Students are already acclimated with computers that creating these ePortfolios would be of ease to them. The best part for all is that it is easily accessible through Google Sites. Students having a creative space to display their learning they are responsible for opens up for their authentic creativity to shine.
Resources:
Harapnuik, D. (2015, May 8). Creating significant learning environments (CSLE) [Video file]. Retrieved
from https://www.youtube.com/watch?v=eZ-c7rz7eT4
Thomas, D. [TEDx Talks]. (2012, September 12). A new culture of learning, Douglas Thomas at TEDxUFM
[Video file]. Retrieved from https://www.youtube.com/watch?v=lM80GXlyX0U&feature=youtu.be
Learning Philosophy
Growing up I despised going to school from kindergarten even through middle school,school just wasn’t something I enjoyed. Fast Forward to about twelve years later here I am working in a school for a living. Becoming a teacher was an easy decision for me, even with my early in life feelings about school. As I come to think of this journey, there were a mixture of reasons why I didn’t enjoy school,but the main reason I chose to have a career in teaching is to give students a different perspective of school than I had and actually look forward to coming back to learn each and every day.
According to Dictionary.com the definition of learn is to acquire knowledge of or skill in by study, instruction, or experience.There are many ways of perceiving this definition,but learn comes in many shapes and sizes and its inclusivity isn't just a one size fits all concept. The environment in which one creates to learn single handedly affects the outcome of what is being taught. As time has gone on there have been different philosophies.Generally, learning theories develop explanations, hypotheses and statement about how people learn, which is defined as a process that involves acquiring and modifying knowledge, skills, strategies, beliefs, attitudes, and behaviors (Schunk, 2012).
My beliefs about learning theories mostly align with the approach of cognitivism. A cognitivist approach would mean for instance focusing on teaching learners how to learn, on developing stronger or new mental processes for future learning, and on developing deeper and constantly changing understanding of concepts and ideas.(Bates 2014) The deeper connection resonates with me because personally I am a kinesthetic learner.Hands on is the key for me to grasp a concept. Someone lecturing me isn't going to put it through my head,which is why I believe I gravitate strongly to the cognitivist approach. The challenge and rigor of getting the though process involved while having the opportunity to try a concept out myself will end up bringing the best out of me over time as well as others.
When it comes to switching the roles from learner to teacher, I look for different ways to get the learner engaged and not have them look at a powerpoint for each subject and be expected to grasp everything in one sitting. Most know that the title of “teacher” goes way beyond the definition. I was not fully aware of the meaning besides the definition until I became one. A teacher in a classroom setting can hold many meanings, but often not realized that a teacher is a facilitator.”Teaching, or to teach, is to impart knowledge or skill to someone by instruction or example; or to give lessons in a subject. In contrast, learning, or to learn, is coming to know something, to acquire knowledge, or to find something out. Therefore a teacher is a person who imparts knowledge or skill through instruction or example while a learning facilitator is one who creates an environment in which someone can come to know something, acquire knowledge, or gain information and experience.” (Harapnuik 2021)
Learning theories and teaching theories are constantly evolving,but so are we as well as everything lese as far as technology and concepts.In order to be successful, learners must understand how and why they learn, instructors must understand how and why they educate, and learners and teachers must collaborate to create meaningful learning environments.
Growth Mindset
Changing our attitudes may have a big impact. A strong drive to learn is fostered by the development mindset. "Why waste time showing how terrific you are over and over again when you might be growing better?" argues Dweck. 2016 (Dweck) Students' perspectives have an impact on how they perceive themselves, their abilities, and their will to achieve in the face of hardship. Having a growth mindset means being able to improve new and existing talents. Failure does not define those with a development mentality; rather, failure is seen as a chance to learn from. It's easy to proclaim, "From now on, I'm going to have a growth mentality," but acquiring a growth mindset is a process.
Dweck’s four steps to developing a growth mindset are as follows
Step 1: Learn to hear your fixed mindset voice.
Step 2: Recognize that you have a voice.
Step 3: Talk back to it with a growth mindset voice.
Step 4: Take the growth mindset action.”
Before learners can be expected to buy into the process, the willingness to adopt the attitude must be determined. The instructor must use the four phases to break down their own actions in order to apply this technique. Students must observe how the growth mindset appears in real world circumstances throughout the school year in order to develop it. It's never too late to accept change when it has the potential to influence people's attitudes for the better.
Step 1: Introduce Growth Mindset to Students in the Classroom
To achieve that, students must understand exactly what you are asking of them. As a result, developing an engaging presentation on what a Growth Mindset is would provide a foundation for the pupils. Having Growth Mindset quotes throughout the room will also serve as good reminders.
Step 2: Review and Correct Student Responses
A teacher correcting a student's bad response, for example, will demonstrate to the student how they responded adversely to a scenario and how to change their answer to a more positive one.
Step 3: Highlighting and applauding the process
Adopting a development mentality isn't something that happens immediately for adults, so it'll take time for kids. It's important to recognize when a pupil exhibits a growth mindset reaction, whether verbally or physically. If a student uses the term "YET" in a scenario, this is an example. In this case, a "Yet Jar" will be used, with the student who stated yet and the student who observed the growth mindset in action both being allowed to contribute to the jar. When the jar is full, the class receives a prize. The children will see that praise for using the mentality is an important component of the process.
Dweck, C. S. (2016). Mindset: the new psychology of success. New York: Ballantine Books.
Ackerman, C. E. (2020, October 12). Growth Mindset vs. Fixed + Key Takeaways From Dweck’s Book. PositivePsychology.com. https://positivepsychology.com/growth-mindset-vs-fixed-mindset/.
Dweck, C. (2016). Mindset: the new psychology of success. Random House.
Annotated Bibliography
Bates, Tony. “Learning theories and online learning.” Tony Bates, 29 July 2014, https://www.tonybates.ca/2014/07/29/learning-theories-and-online-learning/.
Bates dives into the different learning theories and explains why understanding the different theories is helping in a learning and teaching environment.
Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.
Dweck examines the impact of having a growth mindset on success. In terms of teaching and learning, the growth mindset has significance.
Haave, Neil. “Developing Students' Learning Philosophies.” Faculty Focus, 23 October 2015,https://www.facultyfocus.com/articles/teaching-and-learning/developing-students-learning-philosophies/.
Haave gives readers a look into the pilot program and his thoughts about students better understanding why they are putting time and energy into being successful with their studies, they would become more engaged and active in their own learning.
Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). COVA: Choice, ownership, and voice through authentic learning. http://www.harapnuik.org/?page_id=7291
In authentic learning settings, COVA acknowledges that learners learn via choice, ownership, and voice. To optimize student learning, educators are urged to develop significant learning environments (CSLE) based on the COVA framework.
Harapnuik, Dwayne. “Educational Development Philosophy.” It's About Learning, https://www.harapnuik.org/?page_id=4639
Harapnuik models his instructional design process using the five development steps to incorporate active and dynamic learning and aligns with clearly defined goal and outcomes.
Harapnuik, Dwayne. “Learning Philosophy.” It's About Learning, November 2021, https://www.harapnuik.org/?page_id=95.
Harapnuik shares his personal learning philosophy and the importance of fostering the creation of a significant learning environment.
Learning Theory Project Team of HKU. (2018). Theories Humanism. KB. https://kb.edu.hku.hk/
HKU provides timelines and summaries of the individual learning theories while giving the readers helpful visuals.
Aligning Outcomes, Assessments, and Activities
BHAG (Big Hairy Audacious Goal) – Overarching Course Goal
Learners will utilize their ePortfolio skills to develop their own ePortfolios and will facilitate learning in their classrooms by enriching scholars in establishing their own student ePortfolios to exhibit their authentic learning for the years to come.
3 Column Table
Learning Environment & Situational Factors to Consider
1. Specific Context of the Teaching/Learning Situation
How many students are in the class? Is the course primary, secondary, undergraduate, or graduate level? How long and frequent are the class meetings? How will the course be delivered: live, online, blended, flipped or in a classroom or lab? What physical elements of the learning environment will affect the class? What technology, networking and access issues will affect the class?
-Class size will vary from class to class and grade-level.
-The scholars will be in primary school with the incorporated grades being 2nd-5th
-Each EPortfolio session should be at least 30 minutes 2x/week
-The course will be delivered in a blended learning environment
Technology will consist of the class chromebooks
2. General Context of the Learning Situation
What learning expectations are placed on this course or curriculum by: the school, district, university, college and/or department? the profession? Society?
The learning expectations are provided from the implementation of ePortfolios. The curriculum and instruction team for CCISD can incorporate the use of student ePortfolios with certain subjects. Also depending on the grade level, STAAR plays a role in having to learn important TEKS (Texas Essential Knowledge and Skills) and being able to display and show knowledge of such TEKS.
3. Nature of the Subject
Is this subject primarily theoretical, practical, or a combination? Is the subject primarily convergent or divergent? Are there important changes or controversies occurring within the field?
The creation of an ePortfolio is practical and divergent. The use of creativity and authenticity is able to be displayed. With technology always up and coming, there will always be evolutionizing in creative easy to display work online.
4. Characteristics of the Learners
What is the life situation of the learners (e.g., socio-economic, cultural, personal, family, professional goals)? What prior knowledge, experiences, and initial feelings do students usually have about this subject? What are their learning goals and expectations?
With having 25 learners in all stages of life, this will allow for experiences to be shared and knowledge to feed off of. Students that this will be taught to have a significant experience with technology, that leads me to believe they will enjoy a new way of displaying their authentic learning
5. Characteristics of the Teacher
What beliefs and values does the teacher have about teaching and learning? What is his/her attitude toward: the subject? students? What level of knowledge or familiarity does s/he have with this subject? What are his/her strengths in teaching?
Teachers aren’t always up for new things. With a heavy testing district, time is of the essence. I do think using technology and having the students able to display their interpretation of the learning will have teachers more enthused to implement the ePorftfolios in the classroom.
References
Fink, L. D. (2003). A Self-Directed Guide to Designing Courses for Significant Learning. Jossey-Bass.
Understanding by Design
I examined a learning outcome from specific TEKS (Texas Essential Knowledge and Skills (TEKS), which are the state standards for what students should know,and went further into it to create an Understanding by Design Template, or UbD Template (Wiggins & McTighe, 2005). The outcomes from the three-column table were taken a step further by using the UbD Template to indicate how those goals will be met in three stages: desired results, assessment evidence, and learning plan.
Through backwards design, the three-column table and the UbD Template help to match outcomes, activities, and assessments, as well as contribute to the creation of meaningful learning environments. Both frameworks begin with the end in mind and work backwards from there, while the UbD Template focuses on particular learning objectives and digs deeper into them. This helps to minimize activity- and coverage-based teaching, which encourages students to memorize information. The three-column table takes into account background information such as learning environment, situational circumstances, and questions to help educators formulate meaningful learning goals, while the UbD Template is more extensive and focuses on student metacognition. Both frameworks functioning together is what I prefer. To evaluate all elements, build a BHAG, and explain my results, evaluations, and goals, I prefer to start with the three-column table.
Reference
Fink, L. D., PhD. (n.d.). A self-directed guide to designing courses for significant learning. Retrievedfrom https://luonline.blackboard.com/bbcswebdav/pid-3042999-dt-content-rid-30108308_1/courses/13583.201810/Self-Directed%20Guide%20to%20Course%20Design%20-%20Fink%20Summary.pdf