Creating a Significant Learning Environment
Final Compilation
Completing course EDLD 5313 has made me focus on learning and creating a significant learning environment for my students. It has influence my thinking in my innovation plan especially considering how I plan lessons. We started the course by reading the book A New Culture of Learning. I found the book very interesting and had me questioning myself and some of my beliefs quite a bit. The author helped me dig deeper into creating a Significant Learning Environment for my learners
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After reading this book, we were made to look more closely at what kind of learner and teacher we are with our learning philosophy. I had never thought about what kind of learner I might be. I realized that I relate most to the constructivist theory. Not to mention that I love all things John Dewey. I can’t believe that his beliefs from over a hundred years ago are still current. I love the idea of discovery and students learning on their own. I hope to be more of a mentor/guide along their learning journey.
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Next, we took a close look at Fink’s 3 column table planning tool. This assignment pushed me and made me think deeper about how I plan a unit. I chose to have my students to work on coins for this unit. After completing it, I really liked the idea of focusing more on the learning and the whole child. I noticed that when I sit down to plan, I mostly focus on what I will use to teach the unit and not exactly what the students will get out of each activity. I know that I would need more practice and more collaboration to get this hammered out to be amazing, but I did like thinking differently about how to plan a unit.
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Then we visited the Understanding by Design template. Once again, I realized that I was the teacher focused mostly on activities. I liked this one quite a bit. I liked the end piece where you focus on the activities. During the planning piece, you reevaluate each piece by using the WHERETO acronym. It kept me more focused on what I exactly was wanting them to learn and do. The acronym really helped me evaluate each piece and decide if I needed to add more.
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The last assignment for this course was to revisit our growth mindset plan from our first course. I realized my first plan was mostly focused on me. When I read the book the first time, I focused on myself the entire time. Did I have a fixed mindset or a growth mindset? I was so confused because I felt like I had both. I still see myself having both at times. After I realized that I had the power to instill the growth mindset and teach it to my students I made it a priority in class.
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As I continue on my own learning journey, I look forward to the opportunity to truly flush out my innovation plan and continue to examine its potential. Creating a significant learning environment and working backwards in my course design will make my innovation plan much more enriching and purposeful.
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References:
Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Lexington, KY: CreateSpace?
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Wiggins, G. P., & McTighe, J. (2005). Understanding by design, expanded 2nd edition. London, England: Pearson.
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Dweck, C. S. (2006). Mindset: The new psychology of success. New York, NY: Random House.
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Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. Hoboken, NJ: John Wiley & Sons.