Creating Significant Learning Environments
Course 5313
New Culture of learning
Its time to embrace something new especially when it comes to education and teaching our students
New Culture of Learning
The word learning according to Webster's Online dictionary is defined as (1.) The act or experiencing of one that learns. (2.) Knowledge or skills acquired by instruction or study (Webster). Learning has always been the key in everyday life however since the pandemic of 2019 there was a major shift in learning and a new culture had to be formed to continue giving America’s youth a chance to enhance their learning skills and ability to learn within the new culture. This new culture of learning focuses on letting individuals learn from different environments that don't focus on a particular system as a form of learning more so having the freedom to learn. This paper aims to analyze how the new culture of learning will impact the lives of not only students who are our focus, but teachers, and parents as well. According to Thomas & Brown (n. d), the new culture of learning is mainly focused on individuals learning from their own experience in their new quest of learning from their past experiences while gaining new knowledge and experiences from their peers. The new culture of learning embraces learning, growing, and exploring different ways to help individuals learn from each other through learning environments that are fun and easy to learn in.
The new learning culture has two fundamental ideas one which is a massive information network that provides unlimited access and resources that you will be able to learn just about anything and the second one is a bounded and structured environment that provides unlimited agency to build and experiment only within those boundaries. To bring both fundamentals together a system must be formed so that one fundamental can feed off the other forming a massive network of information linked in one place. Being able to have unlimited access to multiple forms of resources can and will help the bounded and structural environment be more open to new ideas and new ways of getting valuable information when it comes to learning. In order to bring both fundamentals together I will first have to get my organization to not be afraid of change. So many who have been in the educational system for numerous years have a hard time making and embracing new change because they are so used to going by the book and the book has led them to having a fixed mindset. But with the new culture of learning individuals will be able to leave behind the fixed mindset and expand into the growth mindset which will allow them to take on any and every obstacle thrown their way.
The main challenge when it comes to implementing my innovation plan within my current organization is school budgeting. Our funds are so low that not only can our district not afford enough computers, but the budget for teachers and Substitutes are decreasing as well. Once we can overcome that small bump on the road, we are then faced with getting everyone on board with embracing the new change which is transitioning from traditional learning to blended learning. “Embracing change means looking forward to what will come next” (Thomas & Brown p.43). Realizing and recognizing that the old way of learning is not capturing the attention and hearts of our students and causing them to fail. There used to be a time when school admins would communicate with their teachers and students well that just doesn’t happen anymore. Capturing the hearts and attention of students will give us as educators better results when it comes to them learning, as well as giving them the freedom to say how they feel which will not only allow students to be more open but for them to be able to receive and retain information given. To address these drastic changes of embracing new changes within my organization I will use all resources available to me to get my organization on my side and realizing that change is good. Bringing forth data showing them how bad our students have suffered by going through the pandemic and results showing how far they have come without blended learning. The results are not good. Since the pandemic most students came back to school failing, not knowing how to read, no social skills, no communication skills, and on top of all that some students had to deal with abuse from their parents. No way a child should have to endure that kind of pain and suffering. Without getting our students to a good standing academic level we will continually fail them. Data is one way to get the team on board and the other is just jumping straight to it. Because it doesn’t hurt to try. You fail and then you try again.
Once we have implemented blended learning into the school/classroom we can begin to let our students explore learning in a different way by creating their own way of learning through play, passion, and imagination, something we as adults have seemed to have forgotten since becoming adults. We’ve taken the fun out of everything, especially when it comes to the educational school system. “Learning that is driven by passion and play is poised to significantly alter and extend our ability to think, innovate, and discover in ways that have not been previously possible” (Thomas & Brown p.89). Switching to blended learning will be a challenge within itself but to help get others on board I must be able to see past all the negativity and look for positivity within my organization by building teacher/student relationships, giving encouraging words, giving the subject my full undivided attention, being able to focus on one goal at a time, being aware, having a clear vision as well as clear mindset, building effective learning communities, All things listed is a start to get the individuals in my organization to start thinking broadly in a massive networking environment. An environment that not only can you learn from the system but also by forming peer to peer community groups so everyone can help one another.
In my honest opinion, I do feel that my perspective is indeed broad enough to influence my learning philosophy and actions of my innovation plan reasonings being that this is new to my current organization and at this point they are open to helping our educational system become better than what it currently is which is continuing to fail our children and my district is tired. I believe I have the voice and the school behind me to move forward with transiting from traditional learning to blended learning while giving our students hope for the future. Helping them change their mindset one student at a time.
In conclusion, what’s really stopping us from going back to how we used to learn which was through play, passion, and imagination? What has changed our educational system and how can we get back? We can get it back through the New Culture of Learning minus the standard way of learning. We will embrace our new culture by adding play and passion back into our organization which will allow students to be students that are willing and ready to learn because now learning will be fun. The students will be willing to engage more in classroom activities while learning in the process without realizing that they are really learning. Which is what the new culture of learning is all about. “Play provides the opportunity to leap, experiment, fail, and continue to play with different outcomes (Thomas & Brown p.98). The new culture of learning embraces learning, growing, and exploring different ways to help individuals learn from each other and through learning environments that are fun to learn in.
Works Cited
Creating significant learning environments (CSLE) - youtube. (n.d.). Retrieved April 8, 2022, from https://www.youtube.com/watch?v=eZ-c7rz7eT4
Dr. Tony Bates on building effective learning ... - youtube. (n.d.). Retrieved April 8, 2022, from https://www.youtube.com/watch?v=3xD_sLNGurA
Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of Constant Change.
Innovation Proposal Below
https://d.docs.live.net/398460c85bafb08d/Documents/Innovation%20Propsal%205305.docx
Learning Philosophy
After reading articles, watching videos, conducting my own research, and viewing different definitions of the term learning I soon realized that each time I put the word in I received a different meaning each time. The word itself has such a broad meaning that it means something different to everyone that the word is learning. According to Dr. Dwayne Harapniuk “Learning is an active and dynamic process in which learners construct new ideas or concepts based upon their current/past knowledge. The making of meaningful connections in the key to learning and knowing.” I must agree that learning is about making connections.
Annotated Bibliography
(2021, September 6). Relationship between teaching & learning (important question for B.El.ed exams). Beled.in. Retrieved April 16, 2022, from https://www.beled.in/relationship-between-teaching-learning-for-beled-exams/#:~:text=Teaching%20is%20the%20process%20of%20imparting%20information.,authority%2C%20autonomy%2C%20and%20expertise.
The site by pushkaragarwal21 gave very good information when trying to find the relationship between teaching and learning. The author gave good insight on what he/she thought about the importance of the relationship. Even though this is for a school exam it still gave beneficial information when comparing the relationship.
Bring on the Learning Revolution! | sir Ken Robinson - YouTube. (n.d.). Retrieved April 17, 2022, from https://www.youtube.com/watch?v=r9LelXa3U_I
According to Sir Ken, the educational system is in crucial need of a learning revolution which will cause a shift in how learners learn. Bring fun back into education and straying away from standardized testing which is causing our students to reject learning.
The benefits of cognitive learning. GradePower Learning. (n.d.). Retrieved April 16, 2022, from https://gradepowerlearning.com/benefits-of-cognitive-learning/
Definitions of Cognitive learning but I found this site to be more beneficial to me.
Tritsch, E. (2021, September 4). The three learning schemas: Behaviorism, cognitivism, & constructivism. Fairborn Digital Academy. Retrieved April 16, 2022, from https://fairborndigital.us/2021/09/23/the-three-learning-schemas-behaviorism-cognitivism-constructivism/
This site gave broader information concerning the 3 learning schemas. Made is eaiser to understand which category i fall under.
Mcleod, S. (2020, December 7). Jean Piaget's theory and stages of cognitive development. Jean Piaget's Theory and Stages of Cognitive Development | Simply Psychology. Retrieved April 16, 2022, from https://www.simplypsychology.org/piaget.html
Jean Piaget is the main theorist for the learning theory I identify myself as when it comes to my educational experiences and how i want the students to learn.
Video Body
Algining Outcomes, Assessments, and activites
Looking over Fink’s (2003) “A Self-Directed Guide to Designing Courses for Significant Learning” this guide was created to help educators plan for a unit of instructions while focusing on alignment. I’ve had the opportunity to relook over my innovation plan and get a better understanding of how I can better help the students I come in contact with as a substitute teacher. In this guide, Fink (2003) writes, “In order to teach well, one must be competent in both course design and teacher-student interactions”; which is indeed important because it aims to empower and connect learners to what they are learning. This approach goes hand in hand with my innovation plan as it aims to encourage not only me as a teacher but the students as well. Bringing forth more value, choice, ownership, and voice to the learners.
In order to create a significant learning environment, we must first look at the alignments of our outcomes, assessment, and activities. These 3 components play a major role in connecting the dots, creating a road map to success. To algin these outcomes, assessments, and activities, first you must take a look at the situations that are happening in the classroom. The nature of the classroom, how the students learn, how the teacher delivers instructions to students. The next step is to dig deeper into the learning goals. What is the knowledge you want to cover? What is the application, integration, human dimension, caring, and learning how to learn goals? Fink’s guide helped me get a clear understanding of what I wanted my unit of instruction to look like and I was able to create a 3-column table design to give a layout of my learning goals, assessment activities, and learning activities.
The unit I selected to cover is getting students to expand their learning abilities through digital learning. I started of with a Big Hairy Audacious Goal (BHAG) and extended the goal to get better results in helping the students stay active when it comes to them learning while focusing on keeping the outcomes, assessment activities, and learning activities aligned.
The Process of planning outcomes and creating a 3-column table has impacted my innovation plan in a positive way. Being able to connect and meet the students where they are while leaving a huge impact on how they learn as learners. Moving forward this planning guide will continue to force me to push forward in making sure the students I come in contact with be able to reach their full potential as learners.
References:
Fink, D. (2003). A self-directed guide to designing coursesfor significaznt learning. San Francisco; Jossey-Bass
Annotated Bibliography
Fink, D. (2021). Design tips and forms. Desiging Significant Learning Experiences. Retrieved April 24, 2022, from http://www.designlearning.org/resource-downloads/helpful-handouts/
Gave examples of 3 column tables in different subject areas. Overall a good way to help start my own 3 column table.
Harapnuik, D (n.d). ADL/EDLD 5313 goal & 3 column table. It's About Learning. Retrieved April 24, 2022, from https://www.harapnuik.org/?page_id=8618.
Examples of how to form 3 column table.
Understanding by Design
Understanding by Design by Grant Wiggins and Jay McTighe (2005) focuses on a second lesson design approach Creating a more detailed look at instruction. The UbD consists of 3 stages of planning STAGE 1: the instructor looks at the goals, understanding while creating essential questions and objections for the lesson. This stage sets the tone for the lesson allowing and giving the student time to be able to do and understand the lesson by the end of instruction. STAGE 2: focuses on the evidence and performance task. Giving and allowing the students to show what they have learned similar to show and tell mastering what was learned from the first stage while making sure the goals and assessments are aligned properly. STAGE 3: the ultimate plan and final stage maps out each individual activity that the learner has participated in allowing the student to achieve desired outcomes and results of lesson. The learning plan includes an acronym, WHERTO, which indicates each activity’s importance to the lesson.
STAGE 1- DESIRED RESULTS
ESTABLISHED GOAL (s):
Students will understand the importance of Implementing Blended Learning into current curriculum.
1A: Students are expected to create their own way of learning. (COVA)
1D: Students will collaborate with peers.
UNDERSTANDING (s)
Students will understand what blended learning is.
Students will understand that blended learning will allow them to still learn without an instructor present.
Students will understand the importance of working collaboratively.
Students will understand they have a choice.
ESSENTIAL QUESTION (s)
What is Blended Learning?
What is face to face learning?
How are you able to take ownership over how you learn?
Why forming a learning community is important?
What is COVA?
STUDENTS OBJECTIVES (OUTCOMES)
STUDENTS WILL KNOW:
Students will know why blended learning is needed.
Students will know why COVA is important
Students will know the importance of working with peers.
Students will know the difference between face-to-face learning and blended learning.
Students will know the steps to creating own learning community.
STUDENTS WILL BE ABLE TO:
Students will be able to create own learning community.
Students will be able to solve problems within learning community.
Students will be able to help one another (Peers helping Peers)
STAGE 2- ASSESSMENT EVIDENCE
PERFORMANCE TASKS:
Students will work collaboratively with peer learning community to create a learning game that will help them learn more effectively.
Self-assessment on project.
Taking ownership of learning ability.
OTHER EVIDENCE:
Skill Check, Overview of what has been learned. Quizzes.
Observation of effective collaboration group
Written assessment, describing how working with peer learning community benefited overall learning experience.
Providing samples of work.
STUDENT SELF-ASSESSMENT AND REFLECTION:
Self-access what has been learned.
Reflect on objectives and goals. Now vs. Then.
What has been learned.
STAGE 3- LEARNING PLAN AND EXPERIENCES
LEARNING ACTIVITIES:
Begin with a video that shows the student different ways of learning, hooking the attention of the students. H
Introduce the essential questions and discuss what each student will be creating (performance tasks). W
Ongoing practice and skills through out lesson. E
Quizzes over material learned (review) E2
Students will learn and practice new computer terms. E
Demonstrate computer skills learned. E
Presents own lesson. E
Show how authentic learning can be beneficial. E
Students reflect on difference between face-to-face learning and blended learning. R
Students will showcase skills, putting video together to create own learning game. E2
Students will create a KWL chart about how they think/know they shall learn and what the actually know about learning. Students will then share with their peer group learning community. T
Students will rethink and revised what they have learned. R
Students will personalize and create their own way of learning and receiving information learned. T
Students will organize their own learning communities 2-3 members. O
Students will collaborate within those groups to create choice. E
Both the UbD template and the 3-column table start with a larger picture of what the ultimate goal for the learner is as well as a guide for the instructor to work backwards while developing the lesson that will be provided to the students. Looking at the UbD template, it requires a lot more details than the 3-column table, the UbD has a narrower focus on a specific goal and is intended to prevent activity and coverage-based lesson where the learners receive direct instructions whereas the 3-column table design requires looking into the nature of the classroom, characteristics of the teacher and learner, knowing background knowledge of the intended audience.
Giving the chance to create both sets of lessons plan I can realize that each approach is different and is for two totally different situations. The 3-column table in my opinion will work better in a semester long unit the details of the 3-column table give extra time to a teacher who has already established the bigger picture and the ultimate goal of the learner similar to a refresher course. The UbD template is ideal for a brand-new teacher who just got on the scene of teaching because it focuses more on essential questions, objectives, and the learning plan giving the new teacher a broader opportunity to get started in their new career. Personally, I like both approaches and plan to use both to finish creating my innovation plan. Both of these lesson design approaches have impacted my approach on how I will continue to create a significant learning environment and community for the students I come in contact with. I have become more aware that having different approaches where I the teacher is learning and so are the students it’s just more beneficial when you have more than one approach since everyone learns differently. Being able to create a 3-column table as well as the UbD template I am now able to see a clearer/bigger picture as I continue to build my innovation plan. Through both lessons I was able to design and create activities that will be beneficial when getting both the district and its students to understand the importance of incorporating blended learning into the current curriculum which is indeed beneficial for the new culture of learning making sure our students get the best education possible which is the main focus of my innovation plan. Moving forward I plan to continue to use Fink’s 3-column table as well as UbD to help get my innovation plan in the right hands so that our students will be ready for whatever life throws at them.
References:
Fink, D (2003). A Self-directed guide to designing courses for significant learning. San Francisco, Jossey-Bass
Wiggins, G & McTighe, J. (2005). Understanding by Design (expanded second ed.) Alexandria, Virginia; Association for Supervision and Curriculum Development.
Image Title
Image Body
Growth Mindset Plan
Growth Mindset Plan
September 12, 2021
Eddricka King
Houston ISD
Associate Teacher
Atten: Student Development & Learning Center of HISD
Today I am reaching out as a concern for our current and future students within our school district. It has come to my attention that the majority of our students are stuck with having a fixed mindset and it is causing them not to be as productive as they should be while here at Houston Elementary.
This proposal was created in regard to helping current and future students in our school district become better learners while helping to develop their minds in a positive way and implementing the growth mindset in each child. The purpose for this new proposal is to get everyone one board when it comes to helping our students be the best, they can be in all that they do whether it's in school, at home, or life in general. In order to make sure our students get on the right track and stay on the right track we will need everyone to get involved and on board such as the teachers, parents, and most importantly the students who are also the targeted audience for this our Growth Mindset Plan Proposal. It will take all of us to make sure the plan works accordingly so that every student can and will be successful in the evening during tough times
Implementing a growth mindset is important because it gives you as the educator an opportunity to change how the student can take something that was negative and turn it into something positive by incorporating the four steps to changing a fixed mindset. These four steps not only can help our students but our teachers as well by giving them the extra help in areas that can and will clog the mind causing the brain to shut down because you felt it was too hard, so you stopped trying. Learn to recognize your fixed mindset voice, recognize that you have a choice, talk back to that voice with a growth mindset, Take the growth mindset action. Following these four simple steps will help anyone that has a fixed mindset transfer their mindset into a growth mindset which are actions required to have a successful outcome when it comes to helping to get to a growth mindset. A push that is needed to help you as an individual move forward within your educational studies or daily life routines.
Currently I am an Associate Teacher with a full class 3rd grade classroom. Since being in the class I have gotten a chance to get to know each one of the students. No child is alike, they all have different personalities, and different ways on how they retrieve information. During read out loud time I have each student read one to three lines just to see how they read. When other students try to make fun of the student who is having trouble, I simply let them know it's not fun to try and make fun of someone who is willing and ready to learn instead of laughing at them and helping them say the words instead. Beating someone down while they have the will to learn and ready to learn can cause any person to shut down regardless of their age. This is how I get my students to understand the power of yet. Just because someone doesn't have in at this moment doesn't mean they won't get it, it's just not their time yet but when that time comes, they will be ready and will recognize that in due time.
In conclusion, I feel that as an Associate Teacher within the district that we should as a team get this proposal pushed not only for us as educators but for our students and their parents to switch over from a fixed mindset to a growth mindset and it will overall change the way we think.
Thank you for your time.
Sincerely Eddricka King