Creating Significant Learning Environments
As I gain knowledge and understanding how to implement my innovation plan I realize an important component is to create a significant learning environment. This CSLE is to be used as a catalyst to enhance learning.
When you see these links, you'll see I'm focusing on learning yet I've just scratched the surface. The power of the word "Yet" is that I'm not there yet. I want something and I'm capable of getting it.
In constructing meaningful connections I fight off the tyranny of the urgent that normally guides our approach to developing our CSLE. In part two I explore my learning philosophy that focuses on the student. This theory will shape my physical environment.
In part three I build a course for my innovation plan following Fink's "Self-Directed Guide to Course Design." In part four I take on a new learning challenge by creating a course designed from Wiggins and McTighe's "Understanding by Design." Here I design backwards from my goals. This helps prepare learners to have curiosity and a questioning disposition. In part five I explore the power of the growth mindset theory. How winning and succeeding is more than about ability, it includes our beliefs about who we are. How having a growth mindset "can be the difference between learners who accept challenges as an opportunity for development or a learner who has difficulty coping with challenge and resort to cheating." (Harapnuik, 2016)
References
Harapnuik, D. (2016) Classroom: Create significant learning environment [Course Description] Retrieved from Lamar University, EDLD 5313, Blackboard: luonline.blackboard.com
Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. Hoboken, NJ: John Wiley & Sons.
While on assignment for a separate project I realized this Klein ISD teacher that was doing “Understanding by Design” without even realizing it. I think as you grow as a teacher you try to make the work easier for your students and yourself! You make things easier by designing backwards. Just like Wiggins, this teacher will walk up to a student and ask “What are you doing? What should you be doing?”
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