Creating Significant Learning Environments

I enjoy learning and as an educator I strive to create a culture where the inquisitive mind thrives and grows within the learning environment. Where my students learn by creating, watching, and experiencing real world scenarios. This is the “why” I become a teacher. Unfortunately, the reality of our education system is that there is limited time for fun, engaging, project-based activities in the classrooms. 

 

The fundamental ideas from A New Culture of Learning has allowed me to rethinking and reshape my role as a teacher. For authentic learning to happen (Thomas & Brown, 2011), it “takes place without books, without teachers, and without classrooms, and it requires environments that are bounded yet provide complete freedom of action within those boundaries." (pg. 55). I will discuss how this shift applies to the objectives laid out in my implementation plan, and the potential challenges that may arise as a result.

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ARGUEMENTS AND IMPLEMENTATION

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To be an effective teacher, my role has to be one of a facilitator, a mentor, and a coach (Harapnuik, 2016). Instead of trying to be the content and deliver knowledge via direct instruction, my aim should be to create a significant learning environment where students are encouraged and equipped with “a massive information network that provides almost unlimited access and resources to learn about anything” (pg. 19). This will allow students to take control of their own learning. As explained in the book, learning is effortless and natural our entire lives except inside the classroom (Brown & Thomas, 2011). Why can’t learning occur naturally and easily in schools? Their answers to that question shaped their belief that a new culture of learning is needed which emphasizes passion, imagination, and constraint.

 

My blended learning initiative will allow children to have more control over their learning and will therefore be more engaged and motivated to dive deeper into learning. Play is the foundation for nurturing one’s innovation and imagination (Brown & Thomas, 2011). My plan is to engaged their passion by allowing students to construct their own learning and follow their passions and interests through play while Station Rotation. Also, give students opportunities to use their imagination and ask “what if…” is critical to students’ creativity and academic growth (Brown & Thomas, 2011). However, there must also be constraints, project-based assignments will have students thinking in complex ways, problem solving, taking on different roles, and being challenged. Students should problem solve and think outside-of-the-box by collaborating with their peers. By allowing kids to play, educators provide the necessary conditions for students to create, imagine, innovate, and learn both independently and with peers. Through blended learning teachers provide opportunities for students to have choice, voice, and ownership through authentic experiences, this provides students with a unique and integrated learning experience (Harapnuik, 2016). Children must engage with the world around them as well as different types of technology in order to be better prepared for the unknown future (Brown & Thomas, 2011).

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CHALLENGES 

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Some challenges I will face while creating a significant learning environment for my students are standardize testing, school guidelines, and fellow teachers. Standardized testing makes teaching difficult and both students and teachers dread the drill and kill approach. This includes worksheets after worksheets to prepare students to pass the STAAR test. Students tend to look forward to a good grade and nothing more. Brown and Thomas describe in their book how standardized testing is detrimental for students, educators, classrooms, and authentic learning. When teachers are pressured to prepare students for these tests, the children are missing out on unique learning experiences and opportunities to truly learn and make connections. Some fellow teachers still believe they are the content and the only experts in the classroom and dislike students to learn through play or technology. School guidelines are enforced by administrators wanting good scores because teachers' performance is based on how well their student's take a test. Some teachers have to 'teach to the test' to follow school guidelines.

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IMPACT

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Adopting the perspective of creating significant learning environments will impact my school because students will learn by hands-on, Station Rotation, and project-based assignments, this will create authentic learning and give students ownership and voice to their learning. Teachers will make sure our students are in the right environment to learn, grow, make mistakes, make decisions, and have fun is so important. The educators’ goal will be to strive every day to make learning effortless, natural, and enjoyable.

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I believe that my perspective is broad enough to become a foundational perspective that will influence my learning philosophy and my actions because creating more significant learning environments in my school is the focus of my innovation plan. The book, A New Culture of Learning, has helped me reshape the role of a teacher for significant learning to happen in the classroom. I will follow their fundamental ingredient in creating a new culture of learning which is play by cultivating imagination and honoring passion. I will also persuade others educators to join me to find joy in creating a significant learning environment. 

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                                                                 References

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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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Harapnuik, D. (2016, September 29). COVA. [Web log comment]. Retrieved from:  http://www.harapnuik.org/?page_id=6991

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