Creating Significant Learning Environments

 

 

 

Culminating Post for EDLD 5313

That's a Wrap on Fall 2024 Term 1!

October 9, 2024

Through completing the coursework in this most recent installment of the Applied Digital Learning program, I have had the opportunity to reflect and design a plan to create a significant learning environment for my learners. Developing an environment that fosters a Growth Mindset is imperative if I want my innovation plan to succeed. For many of my students, I find that they come to high school already engrossed in the fixed mindset and it is a real challenge for me to help them understand how they will be able to reach their full potential.

    By way of the readings and discussions of creating significant learning environments and mindsets, I have had to consider how this will affect or impact my Innovation Plan.  Looking at the updated growth mindset plan that I have created, I understand there will be elements of my innovation plan that will need to be adjusted or possibly revamped to fit my updated growth mindset plan.  I immediately realized I will have to find a way to reignite or spark the growth and learner's mindsets in my students. As I consider the changes to be made, I am pondering how my new exploration into the theories of UDL will play a role in adjusting my innovation plan. The main focus on UDL at the moment in my building is reflection.  We are focusing on the different ways that we can get students to reflect on their learning and are learning ourselves that our students do not know how to or why they should be reflecting on their learning. My cohort will be focusing on the communication skills of our students in the academic setting through authentic learning experiences. I am not sure yet how how this will ultimately affect my innovation plan, but with one of my focal points on reigniting the my Learner's Mindset and developing my Growth Mindset as I continue through the program, I believe my Learner's Journey will lead me to right where I want to be.

 

 

Cultivating and Growing the Growth Mindset

October 9, 2024

Through completing the coursework in this most recent installment of the Applied Digital Learning program, I have had the opportunity to reflect and design a plan to create a significant learning environment for my learners. Developing an environment that fosters a growth mindset is imperative if I want my innovation plan to succeed. It is difficult to cultivate, guide, and nourish a true growth mindset in the classroom, because students are conditioned to constantly want that “A”. For many of my own students I find that they come to high school already engrossed in the fixed mindset and it is a real challenge for me to help them understand how they will be able to reach their full potential.

     I was surprised to find a number of researchers and scholars who are critical of Dweck's Growth Mindset. I then learned that Dr. Dweck herself finds her theories flawed at certain points in its development. Sisk, et. al. (2018) conducted  two meta analyses to find what it takes in addition to Dweck's concept of the Growth Mindset to truly see results. As a result of the readings I feel there has to be a visceral inquisitiveness and energy to wanting to learn. Students have to have the "Grit" to see a project through. Many of the students I encounter- even at the Honors level- do not have the visceral "why" to get through the assignments and projects that I post.  When there is the slightest gap in which I want the students to think for themselves, ask and answer the "why" on their own, that gap seems to stop them in their tracks because I am not giving them the answer. I always had that visceral "why." That is the reason I became a teacher, and more so the reason I enrolled in this program.

     I have decided that if I model the growth mindset in my classroom everyday that my students will begin to open up to the idea of facing  challenges and growth. I want to let them know how much I learn from them every day, and that I don't have all the answers, "yet." I try to be honest with them about my progress as a continual learner and their progress in class. I have to often remind them that  failure is part of the process and they should not give up when they encounter it.  I often find myself telling my students that the word "just" needs to be excised from their vocabulary. There are so many times I see students make mistakes and then the excuse is, well I "just..." I want to see that the "just" has to be replaced with the yet and their statements revised and refined to include the "Yet." I also allow them to be open and honest with me about my teaching. If something that I am doing isn’t helping them, I need to know. If I want them to understand the true value of learning the lesson of not reaching their goals “yet,” I need to be sure that they know that I am on the same journey.

     Learning how to give, receive, and properly use constructive criticism is one of the major components of my innovation plan. I believe that once students can successfully grasp the idea that analyzing and applying critical feedback will allow them to grow exponentially in their learning journeys that their mindset will change and they will be more apt to challenge themselves instead of take the easy way out (cheat). They will be able to really show their true grit and potential by putting in the time, effort, and focus that will be needed in order for them to become better learners and more prepared citizens.  I like to think of the adage, "It's not the destination, but the journey."  The students see the end point of their educational journeys as the final grade, not the ideas and skills they have mastered along the way.  And for that mindset I blame the education system. In the early grades in many districts in my state, a standards grade or score is given- "Advanced" to "Below Basic."  Advanced does not equate perfect and below basic does not equate absolute failure. Do we need to employ that standard to all grades K through 12? There is no perfect answer, but until the system identifies new measures, it is our job to emphasize that no one is there "Yet." This is where we need to install a new Learning Philosophy in the minds of our learners. I hope that by challenging my learners to reach their full potential that they become less occupied with their grades and begin to focus more on their process.

    I believe that by modeling the growth mindset everyday and sharing my own learning reflections with my learners, that they are more apt to work hard themselves. It is my hope that once they start truly failing forward, working hard, and reflecting on their learning, that they will see the true rewards of their hard work in the classroom. The emphasis on the journey of learning and expanding how students see their journey is the one way to make sure that the Growth Mindset does not become a fad, and something to be replaced in a year or two with something else. No one should be able to replace a love of learning and growth with a phrase or initiative. The Growth mindset is a good starting point, but it going to take more than the praise for effort to get it to cultivate in young minds. We need to accept that all learners learn differently and that just because a student does not do something the way we wanted them to, that it is wrong.  Why is the student who is asked to draw a tree, and produces a picture of a tree with bare branches alone in a colorless landscape not as "correct" as the students who produce a picture of a fully sprouted green tree in a field of grass and flowers? 

     To ignite or reignite the Growth Mindset my learners deserve to know why they are engaging in the material and activities that they are. As Harapnuik and Thibodeaux (2021) point out, a typical five year old asks up to 500 questions per day, most of them starting with "why." As a high school English teacher, I rarely- mostly never- here "why" asked in class unless 1) it is my response in trying to get a student to expand upon a answer already given or 2) in response to a "No" answer that I have given a student about their ability to do something non-content related.  I want to here that question in response to other questions and comments that are content related. I want to see a "rebirth" of the five year old in the teenagers that walk into my classroom each day. I want to have those conversations as I walk down the hall beside a student at 11 a.m. who has had a question or idea burning in their mind since class ended at 9:30 a.m.  Designing the Blended Classroom using Fink's 3 column table and then expanding on the one aspect of my idea in my UbD template is what I hope to begin engaging my students in the asking of the "why" again.

    After reflecting and building a plan with my learners' end goals in mind, I now know that we will be able to really dive in deep together and truly begin growing as learners through this process. Allowing my students to be part of a significant learning environment community that engages them in honest learning exploration and  as well as a chance for them to reflect on their process will not only keep them engaged in the course content, but they will also remain engaged in their growth process as learners.

  My Growth Mindset 2.0

References:

Dweck, C.S. (2006). Mindset: The new psychology of success. New York: Ballantine Books.

 

Fink, L. D. (2003). A self-directed guide to designing courses for significant learning. San Francisco: Jossey-Bass.

 

Harapnuik, D. (2021). Learning philosophy.  http://www.harapnuik.org/?page_id=95

 

Harapnuik, D. (2016, June 16). Mapping your learner’s journey. It’s About Learning. http://www.harapnuik.org/?p=6420

 

Harapnuik, D., and Thibodeaux, T. (2023). COVA: Inspire learning through choice, ownership, voice, and authentic

 

     experiences. (2nd ed.). 

 

Harapnuik, D., and Thibodeaux, T. (2021) Learner's mindset explained - https://www.harapnuik.org/?p=8705

 

Sinek, Simon. How great leaders inspire action (2010 May 4). https://www.youtube.com/watch?v=qp0HIF3SfI4&t=132s

 

Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018). To What Extent and Under Which Circumstances

     Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses. Psychological Science, 29(4), 549–571.

     https://doi.org/10.1177/0956797617739704​

 

Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change.

      CreateSpace Independent Publishing Platform.

 

 Wiggns, G. & McTighe, J. (2005). Understanding by design. Alexandria, VA: ASCD.

Contributions to My Learning and Learning Community

October 6, 2024

As I progress through the ADL program, I am truly becoming more of a learner. I commented in the Contribution to My Learning and Learning Community for the Summer 2024 session that enrolling in a graduate program was one of the scariest decisions that I had made in the past few years.  As I begin each session with new classes, I experience a bit of anxiety in not knowing what to expect. Not only do I have my ADL classes to handle, but I have also joined the UDL cohort through the intermediate unit that oversees the schools in my county.  I also continue to advise and direct the drama club and non-musical productions at my school as well as serve on the PBIS committee for my school. All this is on top of teaching a full course schedule in the English department at my school.

      The ADL program continues to open opportunities for me to explore how to learn and for me to teach my students how to learn. I continue thinking about how I can change my classroom and my pedagogy to help my students become the auto didacts that they will need to be in the future. 

      I believe I have earned a 95/100 for EDLD 5313 and a 95/100 for EDLD 5303. I have met the deadlines that were set throughout the term.  I have attended all the scheduled class meetings and have reached out to my professors for additional input and critique. For 5303, I set up Zoom sessions for my group to complete our weekly Collaborative Discussions and communicate face to face utilizing the power of the internet and live interactions. We also agreed to have a running Google Doc to assist in our discussions.

     As I  continue growing as a learner I am still learning to balance my coursework with all my other responsibilities, which have seemed to grow exponentially since summer session. There are still times when everything gets so overwhelming, I just want it to go away. In this respect, I relied on the support of my wife, my colleagues here at home, and the members of my learning group especially Steve Munoz, Thaddeus Komorowski, Andrea Bonneau, and N'Mika Browning. These classmates were instrumental in helping me review my work, identify errors, and offer support. The students in my learning group are much like me. We seemed to suffer the same confusion and have the same questions at points in the courses. We worked together to solve our problems, provide feed-forward and feedback and were often each others’ cheerleaders. The GroupMe chat group provided easy access to others in our classes, so we could pose questions and respond quickly.  We would discuss the outcome of our assignments and discuss ways to improve on them. Thaddeus Komorowski has been a tremendous asset as a member of my learning group. As a career and technology teacher, he has experience in developing e-portfolios and was a great resource as I continued developing my e-portfolio.

     As a seasoned teacher, I believe there are certain activities that I have developed a skill in.  It was that belief that did not work for me. I believed that my writing has improved since the beginning of my journey through the ADL program.  Dr. Johnson kept me honest with her critiques of the format of my reference lists throughout the course and taught me to be more careful in the development of my references. Dr. Johnson and Dr. Grogan's feedback and guidance have been instrumental in helping me become a better learner. The use of our assignments as assessments for learning has been a true learning experience for me. 0I have learned that there is always room for improvement and that the small things do matter if I am to become a better learner. In adding to my previous work in 5302 and 5305- my Innovation Proposal, Literature Review, and  Implementation Outline, Learning Manifesto, Growth Mindset Plan, Annotated Bibliography,  and the Communicating and Connecting My Innovation Plan documents, I have completed my Response to a New Culture of Learning,  Learning Philosophy,  Aligning Outcomes, Assessments, and Activities which includes my 3 column table, and my

UbD Design Template.

     The learning aspect of the work of the program has been challenging. I began the ADL program as my teaching school year was ending, and so things were very hectic for about two weeks. This term has been no less hectic as it began as my fall semester at the same time this term began.  Where I did not read all of the assigned readings during the summer session, I made sure to allot enough time this term to finish all the readings as to have a much better understanding of the content of class discussions and assignments.  It is my belief that I have improved as a learner during this term and that I will continue to improve as a learner and a digital leader as my journey through the program continues.

 

Understanding by Design

October 6, 2024

Using the backward design method discussed by Dwayne Harapnuik and L. Dee Fink, I was able to come up with my BHAG (Big Hairy Audacious Goal) for my students. My goal for them is to become more comfortable and confident with writing and the writing process. It seems simple, but there will be a lot of time, hard work, and learning put in to make it a reality. I was able to utilize Fink’s ideas and those proposed by Dr. Harapnuik and the BHAG to draft a plan to start bringing the concepts of a blended classroom and the goal of improving student writing skills one step closer to fulfilling my innovation plan.

UbD Template

 

 

Aligning Outcomes, Assessment and Activities

September 29, 2024

Life today seems to center around technology. It amazes me how a six-year-old can work her way around an iPhone without thinking about what steps to take. My nieces and nephews have tablets and play games and videos to keep themselves occupied while the adults sit and talk, make meals together, or discuss the “adult” things of life. I find it mind-boggling to see the number of adults who walk around my school campus with their “faces in their phones.” Laws prohibit the use of texting and driving, and most states allow only ‘hands-free” devices while a vehicle is moving Those devices are great as a distraction for children during those times when the adults talk, but it seems that they are a distraction to people of all ages.  

Aligning Outcomes, Assessments and Activities

 

 

My Learning Philosophy

September 15, 2024

Learning is a way of life. Whether students or others believe this or not, we are all life-long learners. Our parents teach us to tie our shoes, brush our teeth, and respect others. Our grandparents teach us how to swim, garden, cook, crochet, and so many other things that are life-long skills. Sometimes older siblings teach us how to drive in parking lots, in farm fields, or on back roads. Our communities teach us to treat others as equals. Schools teach us to add, subtract, multiply, divide, read and write, play instruments, play sports, and be good team members. Schools also teach us how to be good citizens through study and example. 

Learning to Learn about how to Learn