Creating the Environment

Any teacher knows there are many factors which contribute to the learning environment in their classrooms. We need to make sure we are creating significant learning environments for our students. Readjusting the perspective of an organization to emphasize play and imagination will at first appear childish to some people, however the learning that will occur in the classrooms which promote imagination and play will speak for itself. After all, “where imaginations play, learning happens” (Thomas & Brown, 2011, p. 118). 

Learning Philosophy

To delve deeper into an understanding of how to foster a significant learning environment, it is important to articulate ones’ beliefs regarding learning through establishing a learning philosophy. What is learning? Which learning theories do we base our methodologies on? How does our learning philosophy impact our teaching philosophy? How does it all relate and impact my innovation plan? All of these important questions are addressed in my learning philosophy.

Ensuring Student Success: Course Design

Once the basis for creating the significant learning environment is addressed, we must address how the curriculum for the course will be designed. Fink’s 3 Column Table does an excellent job of helping teachers and students work together toward a big, hairy audacious goal (BHAG) within the curriculum. The 3-column table provides learners with information regarding what the course will require of them and allow students to see where the learning is headed and what the learning outcomes are. Following creation of the 3-column course map, we utilized the Understanding by Design Model to support teachers in honing in on the learning goals, all while continuing to identify each step of the learning process. Together, both of the frameworks provides educators with an excellent foundation for creating strong, 21st-century learners through our significant learning environments.

Growth Mindset Revisited

I originally created my growth mindset plan in the summer of 2019 during my first DL&L course at Lamar University. While I took a break from the program to plan a wedding, I can easily look back at this plan and see how positively it has impacted my learning as an educator, and as a result, how it positively impacted my students’ learning. I have certainly found new technologies to become an “expert” at each year. In the past two years, I have earned by Google for Education Level 1 and Level 2 certifications, as well as have become a Flipgrid Ambassador.

I believe one of the most powerful influences a student can have on whether or not they develop a growth mindset is whether or not those teaching a student have a growth mindset. If I want my students to buy-into having a growth mindset, I must embrace a growth mindset and share my personal struggles, failures and successes with my students. Students need to know they are not alone in believing in the growth mindset, and I, as a teacher, need to be with them in their struggles to transitioning from a fixed mindset to the life-changing growth mindset. To help form my perspective, I reflected on how to support my students in developing a growth mindset.

Bringing it All Together

As I work towards implementing my innovation plan, designing meaningful courses and significant learning environments will be a necessity in order to succeed with the innovation plan.

References

Dweck, PH.D., C. S. (2016). mindset The New Psychology of Success (Rev. ed.). New York, NY: Penguin Random House LLC.

Fink, L. D. (2003). A self-directed guide to designing courses for significant learning. Retrieved from https://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf

Godin, S. (2012, October 16). STOP STEALING DREAMS: Seth Godin at TEDxYouth@BFS [Video file]. Retrieved from https://www.youtube.com/watch?v=sXpbONjV1Jc

Kohn, A. (2015). The “Mindset” Mindset what we miss by focusing on kids’ attitudes. Retrieved from https://www.alfiekohn.org/article/mindset/

Thomas, D., & Brown, J. S. (2011). A new culture of learning: cultivating the imagination for a world of constant change.

Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.