Learning Manifesto 

Instill The Love of Learning

          I believe a school is a place for learning, not a place for teaching. If I had to sum up to what my learning manifesto is in one sentence, it would be that students learn best when they are engaged in a creative environment that they are excited about. Will all my students be excited about every assignment I give them? Most likely not. What matters most is how I make my students feel each day. My goal is to instill the love of learning to every student that crosses my teaching career, by creating a safe learning environment where my students feel safe to take risks and make mistakes. Student engagement in the classroom is a critically important component of student learning (Kuh, 2001).

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        As a result, the shifts in digital learning are helping to develop and evolve curriculum, learning design and assessment in independent, public, and private schools globally (Fullen & Langworthy, 2014). James Gee’s (2013), points out emerging issues related to digital learning, he thinks that despite the number of resources provided to humans today, such as technology, digital media, and social media, are beneficial when use purposefully, but technology alone is not capable of making a person any smarter. My belief is with the right implementation and the end goal in mind, technology can drastically transform education within my school.

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         The best learning environments are one's in which students are challenged to push themselves out of their comfort zones and take setbacks as an opportunity for growth. Through these challenges, I can build in the learning opportunities for creativity to take place and create problem solvers. When students are active and willing participants in the learning process, I believe they learn deeper and more strongly.  

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          Unfortunately, what is wrong in today's schools is that they were designed over a century ago to do just the opposite of differentiation and customization. They were designed to standardize the way they teach and test (Horn, M. B., & Staker, H., 2015). This type of teaching model limits students’ creativity, engagement, problem-solving skills and takes away their ownership of learning. It also prevents children from reaching their full potential for the real world demands.

         I’m guided by the learning theory of Constructivism; where learners must be actively engaged in the learning process and that they construct their own knowledge by building upon their previous learning experiences. Many researchers’ work has profoundly influenced the philosophy of constructivist learning, including John Dewey, Jean Piaget, Lev Vygotsky, and Jerome Bruner. I believe that learning is an active process in which the learner must construct knowledge, sometimes shared knowledge, by being motivated and engaged. This can happen through inquiry, hands-on activities, collaboration, digital learning, and play.

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         Additionally, I stand with Dr. Dweck's (2006); those who believe their abilities are malleable are more likely to embrace challenges and persist despite failure. The model of the fixed vs. growth mindset shows how cognitive, affective, and behavioral features are linked to one’s beliefs about the malleability of their intelligence (Science Impact, 2017). Having a growth mindset will allowed students to belief that their basic qualities are things they can cultivate through their efforts, their strategies, and help from others (Dweck’s, 2006). If they believe they can’t accomplish challenges because they are “not smart enough” then they are mostly likely to give up easily rather than face the challenge.  

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        I’m planning to deliver this learning theory through a blended learning environment to maximizes student engagement by providing students a wide assortment of learning experiences through individual and/or small group interactions, guided discovery, online simulations, games, and project-based learning. “Blended learning is any formal education program in which a student learns at least in part through online learning, with some element of student control over time, place, path, and/or pace” (Horn, M. B., & Staker, H., 2015, p. 34).