Creating a Significant Learning Environment
Teaching in Color
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With each of my classes in the Digital Leading and Learning program at Lamar University I am learning more and more about how to make an innovational change in my classroom and in organization. I have recently taken a course called creating a significant learning environment where I have learned about a new culture of learning, developed my learning philosophy, created a plan for a my specific learning environment & the situational factors of the environment, created goals, a 3 column table & developed a UbD designed unit of study as well as deepened my learning and plan for teaching of a growth mindset. Below I have explained each of these in further detail and my plan to incorporate this learning environment into my classroom through my innovation plan. By using what I have learned I hope I can continue to develop my innovation plan and promote change in my classroom and within my organization.
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What is a New Culture of Learning?
Play, questions and imagination lie at the heart of learning. It is important to incorporate play into classrooms to inspire creativity and learning. By creating these environments we can help students to learn those “timeless skills” through authentic experiences. This will also promote a love or learning and the desire to learn in any situation.
I am currently working at applying my innovation plan, because as Grant Lichtman says “Stop talking about how we should teach, start doing it!” I am not currently in my classroom full time so this puts some limit on my full implementation plan, but I have taken parts (such as play) and applied what I can. In my CSLE (Creating a Significant Learning Environment) info graph, I have shared one possible way I plan to implement my innovation play (now including play and exploration) into my classroom next year. I know there will be challenges along the way for students, families, administration and myself but we will share our learning with others and develop a growth mindset - taking on challenges, learning from our mistakes and deepening our understanding - by working together to promote change. Why? Because we want our students to be passionate, hard working, confident, life long learners, who are prepared for their futures beyond the classroom. |
Grant Lichtman at TEDxDenverTeachers
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Learning.
The 21st Century Learner - MacArthur Foundation
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At the core of teaching are the students. Why do we do what we do? The learner (& learning theory) should reflect how we teach and our philosophy should be guided by what we believe about learning.
There are many different learning theories. When you know your learning style and beliefs you are able to create a significant learning environment for your students. You may find you associate your learning with a single belief or a combination of theories. I associate my learning philosophy with Lev Vygotsky’s Social Constructivism and Abraham Maslow & Carl Rogers, Humanistic Learning Theory. I believe learners should be well rounded, collaborating and self-motivated to learn. Learning should be authentic and centered around the student. By knowing my learning theory I can apply what I believe about learning to my classroom to help my students learn and be successful. |
Environment.
When planning for your learners, it is important to think about the different factors, beyond your lesson, that play a part in your class community. What is your student population? What are their backgrounds? What do they already know? What is available to learners in your classroom? Tackling and understanding the details and backgrounds of your learners and their environment, will help you to guide your lessons with a mindful approach. You should also set goals. What do you want your learners to learn?
#Goals.
Goals should be created with a BHAG (Big Hairy Audacious Goal) in mind. Each goal leading to your BHAG. When working towards my innovation plan it will be important to have BHAGs clearly defined in the different lessons I have created. This will help me to facilitate the learning as well as share with others what we are working on in class and why.
Alignment.
It is important to align outcomes, activities and assessments when designing courses for significant learning. Using Dr. L. Dee Fink's A Self Directed Guide to Designing Courses for Significant Learning, and Understanding by Design by Grant Wiggins and Jay McTighe I have created a UbD plan, 3 column table, considered my learning environment and factors that may influence my course, as well as answered questions to help me define my significant learning environment (all attached below). To think in depth about why students should learn what I am teaching them, how I am going to teach and assess them, and what I want my students to know, I will be prepared to create an environment that will enhance student growth and learning. The 3 Column table is more holistic way to plan for your units while the UbD plan is a more detailed design to planning. Both are important when planning & aligning outcomes, assessments and activities to create a significant learning environment. No matter which one you use to help plan, it is important they both help learners to reach the BHAG through specifically planned outcomes, activities and assessments.
Growth Mindset.
One of the large factors in this plan is dependent on if you are able to have and teach about a growth mindset. Things may not run smoothly, and you may not know everything but you will be the model for your students to see that learning never ends and that learning is exciting & fun. It is important to teach your students about a growth mindset and to never give up. If things are challenging then you are learning. My ideas behind a growth mindset has changed and developed so much since starting the Digital Leading and Learning program. As part of my innovation plan, I will be teaching students about a growth mindset and modeling & sharing my stories to help them change their thinking. To have a growth mindset is not just an idea, it’s a way of life, helping you to continue to better yourself.
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References:
3 Column Table Worksheet questions adopted from: Fink, L. D. (2003) Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass
Collins, J. (2018). BHAG - Big hairy audacious goals. Retrieve from: https://www.jimcollins.com/article_topics/articles/BHAG.html
Harapnuik, D. (2016). Mapping your learners journey. Reterieved from: http://www.harapnuik.org/?p=6420
Learning environment & Situational factors adopted from: Fink, L. D. (2003) Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass
Wiggins, G., & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
Worksheet questions adopted from: Fink, L. D. (2003) Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass
Collins, J. (2018). BHAG - Big hairy audacious goals. Retrieve from: https://www.jimcollins.com/article_topics/articles/BHAG.html
Harapnuik, D. (2016). Mapping your learners journey. Reterieved from: http://www.harapnuik.org/?p=6420
Learning environment & Situational factors adopted from: Fink, L. D. (2003) Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass
Wiggins, G., & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
Worksheet questions adopted from: Fink, L. D. (2003) Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass