CAUTION! You have stepped into the land of Innovation. Buckle up on this ride from Assessment based learning to Project-Based Learning.
In the twenty-first century, we live in a rapidly changing world where we must identify that traditional education methods are becoming increasingly outdated. Digital technology continues to grow in the palm of our students' hands and we must shift in the way we approach learning. For many years, we as educators have believed to have been viewed as the content. Contrary to belief, in the twenty-first century, in students' minds, we are just another context (Thomas, 2012). So, how did this new belief come about? Why are teachers being considered “just another context”?
YouTube, Google, Wikipedia, Instagram, and TikTok are all technological platforms. These technological platforms dish out a large amount of videos and information regarding various topics. Over the years, more of our students have these platforms readily accessible with a bandwidth of information at their fingertips. Therefore, where the teacher used to be considered the sole content provider they are now just another context that students can derive information from. This has created division in the realm of education and to combat this division we must shift our education system to adapt to the new culture of learning.
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According to (Brown and Thomas, 2011) the new culture of learning comprises two elements; massive information and a bounded and structured environment. Massive information is the idea of a network that provides almost unlimited access and resources to learn about anything. A bounded and structured environment allows unlimited agency to build and experiment with things within those boundaries (p.7). One of the most important principles that positively impede the abundance and diverse perspectives of knowledge is peer-to-peer learning by emerging technologies that shape a collective nature of participation with the new media. It is the interaction and participation with one another in fluid relationships through a collective environment with a collection of people, skills, and talent that produces a result greater than the sum of its parts (p.36, 38).
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Creating a significant learning environment (CSLE) that comprises these elements along with passion, play, and constraint can enhance the effectiveness of our students' learning in today’s classrooms. In a world with a massive influx, children need the use of play and imagination to grasp the amount of knowledge being thrown at them daily. According to (Brown and Thomas, 2011) child developmental psychologist, Jean Piaget’s research discovered that play enhances the imagination of children which helps them understand the world better in earlier stages of life (p. 34). We can create this significant learning environment through peer-to-peer learning experiences such as classroom discussions using learning management systems like Schoology and Padlet. Students can embrace their play and imagination and share their curiosity while displaying their passion for their stance on various discussions related to real-world experiences and context.
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A classroom that embraces CSLE scratches the surface of creating disruptive change in educational environments where we have based education on a teacher-centered mechanistic approach. This is a problematic process of information being transferred from higher authority (the teacher) down to the student in a way that is treated as a series of steps or content that needs to be mastered using standardized testing as the measurement tool. (Brown and Thomas, 2011, p. 22). Learning for students in the twenty-first century must consist of a student-centered learning approach with unlimited access to an abundance of resources. The synergy of creating significant learning environments lies in providing learners with choice, ownership, and voice through authentic learning experiences (COVA) (Harapnuik, 2017).
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In my classroom, I have incorporated a few opportunities to engage in the fundamental ideas of Brown and Thomas’ passion, play, and constraint mainly in science. The significant learning environment in my classroom includes inquiry-based learning through the 5E Science model: engage, explore, explain, elaborate, and evaluate. This is also combined with the use of blended learning through online learning platforms such as IXL, Zearn, Edulastic, and Prodigy. Forthcoming, I will enhance the current significant learning environment by providing more opportunities for passion, play, and constraint with peer-to-peer learning amplified with emerging technology that’ll shape the collective nature of participation with new media (Brown and Thomas, 2011, p. 36). This peer-to-peer learning principle directly ties into my innovation proposal implementing a cross-model between project-based learning (PBL) and e-portfolios. This implementation aligns with CSLE and COVA by curating a dynamic learning experience that fosters creativity, critical thinking, and self-reflection while providing students with a tangible record of their accomplishments. It also aligns with the (Dweck, 2006) principle of a growth mindset. It is the belief that you can develop talents and abilities through hard work, good strategies, and help from others. PBL will allow students to engage in peer-to-peer discussions while having choice, voice, and ownership through authentic learning experiences. It also allows students to showcase their passion for their project and engage in play and constraint as they work through their project. Ultimately, this cross-model creates a symbiotic relationship with CSLE, COVA, and the growth mindset building students' confidence and positive learning experiences in comparison to the negative effects of standardized testing.
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Although campus administration and the school district support the integration of technology and digital learning, the challenge that comes with creating this significant learning environment through PBL and E-portfolios is our campus classroom daily schedules. There just wouldn’t be a sufficient amount of time. Our district is very big on having a specific breakdown for each subject and what you should be doing at each time. Therefore, I must find ways to create additional time to incorporate PBL and e-portfolios by potentially asking for parents' support in providing students with time at home throughout the weeks to engage in their authentic learning experiences. The more support that is gained will allow parents, educators, and administrators to see the benefits of creating significant learning environments. Students can have fun or engage in “play” while exploring their imagination and reflecting with their peers. I will be the first to implement this holistic approach to learning and encourage teachers to observe my classroom. I will also host professional developments to share ways that teachers can develop significant learning environments.
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Overall, a new culture of learning challenges the traditional notions of education while offering a compelling vision for future learning. Creating significant learning environments will bring back the excitement in learning as we move from a teacher-centered to a student-centered learning approach. Students are our priority and we must adjust our classroom culture to create the most effective environment through play, imagination, and constraint.
References
Dweck, C. (2006). The Mindsets. In Mindset The New Psychology of Success. story, Ballantine Books.
Harapnuik, D. (2017, October 31). CSLE+COVA explained. YouTube. https://www.youtube.com/watch?v=lby4-CQhIvI
Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of Constant Change. CreateSpace.
Thomas, D. (2012, September 13). A new culture of learning, Douglas Thomas at tedxufm. YouTube. https://www.youtube.com/watch?v=lM80GXlyX0U
3 Core Beliefs about Learning
Learning is a...
Life-long process
"The capacity to learn is a gift; the ability to learn is a skill; the willingness to learn is a choice."
-Brian Herbert
Learning Philosophy
Learning is an essential process that enables us to acquire knowledge, skills, and insight that enriches our lives. Learning occurs in various forms and environments through formal education systems and everyday life experiences. Often learning is thought of as something we partake in only through grade school, however learning is a continuous process. While to gain knowledge in the twenty-first century has begun to look much different than what it was in the past, it doesn't change the fact that it plays a fundamental role in our lives, helping us grow, adapt, and navigate the complexities of the world around us.
Three beliefs about learning resonate with me, regardless of the learning environment.
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Learning is a lifelong process. Not only do we acquire knowledge and skills in a formal education setting, but we can learn from experiences in the real world. There are always opportunities for us to continue to grow and learn new things through reading, using the new technology platforms that are at our fingertips, and simply interacting with those around us.
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Learning is personal. Each of us and our way of learning is unique. Personal experiences, interests, and abilities shape how we learn best. These are typically broken into categories such as visual learners, auditory learners, or kinesthetic learners. Sometimes people are so unique that they can learn best through a combination of these learning styles.
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Learning is transformative. Learning is beyond memorizing facts or information. It changes how we think, act, and perceive the world. It broadens our horizons, challenges our thinking, and inspires our creativity. Transformative learning is psychological- a change in understanding, convictional- a change in belief, and behavioral- a change in actions (Adreatta, 2020).
There is a symbiotic relationship between teaching and learning that is fundamental to education. Teaching is the process by which educators impart knowledge, skills, and values to students. Learning is the process of students acquiring new knowledge, skills, and behaviors. Effective teaching is necessary to facilitate learning. To be an effective teacher in the 21st century we must take away the teacher-led approach and navigate towards the student-led learning approach. How do we do this? Teachers become the learning facilitator rather than THE educator. According to Harapnuik (2021), a teacher is focused on themselves and their ability to impart knowledge while a learning facilitator creates a desirable environment in which the learner can come to know, acquire knowledge, or make a meaningful connection. This allows learners to partake in peer-to-peer learning where they learn from their environment; a “collective”. It is the active engagement with the process of learning with a collection of people with a variety of skills, knowledge, and talent (Brown and Thomas, 2011, p.38). I believe that transitioning from the educator to the role of facilitator helps learners take more ownership over their learning experiences by inquiring, solving, discussing, and reflecting on results or challenges they may have faced during each learning experience.
As a learner myself, I believe I always have the potential to grow and develop my skills, knowledge, and abilities. This has ultimately led me to read personal development books, learn the skillset of trading in the foreign exchange and digital cryptocurrency markets, and decide to acquire new knowledge in my field of education by applying for this ADL program. In my adult years, I have learned to realize the importance of where our world is headed, so I have been adamant about acquiring new knowledge and skills in the technological realm of things to align myself with the fast-paced digital integrations of the 21st century. Growing up, I loved going to school and engaging in school projects much more than studying for tests. Therefore, I consider myself to be a visual-kinesthetic learner. I love to see examples of things while being given hands-on experiences to feel that I am getting the most out of my learning experience. I am intrinsically motivated to learn new things and persistent in overcoming challenges or setbacks to pursue my learning goals. Through these different learning experiences and opportunities, I take pride in knowing that I have also been an example of what it is to be a lifelong learner.
Because the relationship between teaching and learning is dynamic and reciprocal, I believe that the relationship between a learning philosophy and a teaching philosophy is also reciprocal. While a learning philosophy relates to how people learn best, a teaching philosophy is the strategies and methods to best facilitate learning. Therefore, the learning strategies implemented within the classroom and the theory or theories you identify with should reflect both the learning and teaching philosophy. When there's a synergy between both philosophies, we inevitably create a significant learning environment to meet the needs of diverse learners.
Furthermore, when it comes to learning theories, I strongly identify as a constructivist. The main theorists behind constructivism include Bruner, Piaget, Dewey, and Vygotsky all contributing their ideals to the overall theory of constructivism. Some of these factors include the process of assimilation and accommodation of knowledge based on cognitive abilities as well as social and cultural context influences. Constructivist learning encourages learners to engage in the active process of meaning construction in real-authentic problems and situations where learners can socially construct knowledge with others (Huang and Tan, 2003, p.49-50).
Bruner and Piaget's ideals within the constructivist theory are closely related and resonate most with my beliefs in students’ learning. Oftentimes, I advocate for our students to our instructional leadership about exposing children to information that aligns with their cognitive development and ability to overcome challenges at their level. Bruner suggests that instruction must be concerned with experiences and contexts that make the student willing and able to learn (readiness). This coherently works with one of the principles of Piaget who suggests that learning materials and activities should involve the appropriate level of motor and mental operations for a child of a given age; and avoid asking students to perform tasks that are beyond their current cognitive abilities (Culatta, 2018).
The 5E model created by Roger Bybee is another constructivist approach that supports my learning philosophy. This model is used heavily within my classroom consistently for science. During my time of teaching, I have enjoyed this model most with the science subject. This model flows the easiest with the many labs that we cover throughout the school year whether it is physical properties, electricity, weathering, or soil concepts to name a few. However, a research study showed that it works just as well with mathematics. Adeleke and Omotayo (2017), revealed that the 5E constructivism model enhanced learning outcomes in mathematics with the use of manipulatives in comparison to a traditional instructional approach. The principles of Bruner and Piaget along with Bybee’s 5E model allow student learners to engage in student-centered authentic learning experiences with the appropriate level of challenges to allow the learner to adopt a growth mindset and create a significant learning environment.
Although I have identified most with the constructivism theory throughout my years of teaching, based on my innovation proposal and the rapid growth of digital learning experiences I will be striving to move more toward a combined idea of constructivism with a connectivism learning approach as well. Connectivism is the understanding that decisions are based on rapidly altering foundations where new information is continually being acquired. However, it must be connected to the right people in the right context to be classified as learning. In this digital age, many students have social networks at their fingertips that allow them to connect to these hubs that foster and maintain the flow of knowledge Siemens (2005), while mobile devices have become pivotal in helping learners acquire higher-order thinking skills. The accessibility of technology being at learner's fingertips addresses Thomas (2012) ideals of why teachers have become just another context in the acquisition of knowledge rather than the content expert. With digital access to information, connectivism will become the forefront and most important learning theory in the 21st century.
My innovation plan suggests a cross-model between project-based learning (PBL) and e-portfolios. This cross-model addresses both of my beliefs about utilizing the constructivist and connectivist theory as I will continue to facilitate and equip learners with the necessary knowledge and skills in the new digital age of the 21st century. However, my innovation plan also brings forth a platform where my students will be able to engage in learning and reflection through their e-portfolios while given full ownership over their authentic learning experiences. Since connectivism is a fairly new theory, it will lead me to learn more about the connectivism theory and how it will help me in my role as a change agent for my innovation plan to disrupt our current broken education model.
Learning is not linear and we cannot box students into one specific learning theory or style but adapt our facilitation roles to meet the needs of all learners. In a world, where the acquisition of knowledge comes in many forms, teaching and learning philosophies are inevitable to change over time as society continues to change and develop more in this digital era. I am excited to continue to initiate the change from traditional didactics of education by creating significant learning environments that impact learners beyond graduation through my learning philosophy and core beliefs.
References
Andreatta, B. (2021, April 23). Why is transformative learning so important?. Britt Andreatta.
https://www.brittandreatta.com/why-is-transformative-learning-important/
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Culatta , R. (2018, November 30). Constructivist theory (Jerome Bruner). InstructionalDesign.org.
https://www.instructionaldesign.org/theories/constructivist/
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Culatta, R. (2018, November 30). Genetic epistemology (Jean Piaget). InstructionalDesign.org.
https://www.instructionaldesign.org/theories/genetic-epistemology/
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Harapnuik, Dwayne. (2021, November). Learning Philosophy. Harapnuik.org.
https://www.harapnuik.org/?page_id=95
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Kropf, D. C. (2013). Connectivism: 21st Century’s new learning theory.
https://files.eric.ed.gov/fulltext/EJ1017519.pdf
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Omotayo, S. A., & Adeleke, J. O. (2017). The 5e instructional model: A constructivist approach for ...
https://files.eric.ed.gov/fulltext/EJ1176946.pdf
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Siemens, G. (2005, January 1). Connectivism:a learning theory for the Digital age. Jan05_01.
https://www.itdl.org/Journal/Jan_05/article01.htm
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Steph. (2017, March 9). Transformative learning. digital literacy for ELLs.
https://blogs.ubc.ca/elldigitalliteracy/2017/03/07/transformative-learning/
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Tan, S. C., & Hung, D. W. L. (2002). Beyond information pumping: Creating a constructivist e-learning
environment. Educational Technology, 42(5), 48-54.
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Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of
Constant Change. CreateSpace.
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Thomas, D. (2012, September 13). A new culture of learning, Douglas Thomas at tedxufm. YouTube.
Aligning Outcomes, Assessments, and Activities
When being intentional about creating significant learning environments, it is important that we carefully plan and identify the learning goals, activities, and assessments for students in order for them to be successful. To further impede on the success of students educators have to begin with the end in mind. Fink (2003) talks about the "Backwards Design". In this design, we first identify the learning goals. Next, determine how learners will be assessed. Last, we identify the daily activities that will guide them to success for the feedback and assessment piece of the design. Activities should be active learning meaning students are fully engaged in a hands-on authentic learning experience. Throughout their active learning experiences, they should also be engaged in peer collaboration and feedback to allow for student reflection in learning. If students can engage in an activity or project and provide each other feedback on what went well vs. what could've been better then students will take away more from the experience of creating those meaningful connections while simultaneously having a significant learning environment. Ultimately, remember as an educator we have to move towards facilitation rather than just teaching.
Below is an example framework educators should use to create their significant learning environments. First we must identify the type of learning environment we have and the situational factors that directly effect the learning throughout the day. Next, we must acknowledge the 6 components of the Big Hairy Audacious Goals (BHAG). Last, we formulate our learning outcomes, activities, and assessments. For this course my students will become electrical engineers in constructing various electrical circuits. The outcomes in this course has an huge impact on my innovation proposal because students will not only be engaged in a project-based learning course but they will also be required to create student reflections in an academic e-portfolio. In my proposal, you will see that I am asking to transform our classrooms from traditional learning styles to project-based learning with an incorporation of e-portfolios as a student reflection, assessment, and feedback tool for 4th-12th graders. Authentic learning experiences is very important with 21st century students who are being raised in a digitally fast-paced world. Giving students choice, ownership, and voice during their learning experiences will heavily impact they way they learn and the acquired knowledge and skills throughout the process. Ultimately, these course outcomes, activities, and assessments will move teachers from the role of teaching into a role of facilitating while students move from the role of collecting the dots to connecting the dots.
Learning Environment &
Situational Factors
to Consider
Questions for Formulating Significant Learning
Goals
3 Column Table
Big Hairy Audacious Goal
(BHAG)
Learners will problem-solve through circuit scenarios by conducting investigations and drawing conclusions about the placement of circuit components to make a Series and Parallel closed-circuit work to produce light.
Learning Goals
Building a Foundation
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Learners will define engineering, construct, power, current, flow, electrical energy, thermal energy, conductor, insulator, closed circuit, open circuit, series circuit, and parallel circuit
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Learners will brainstorm what they know about electrical circuits
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Learners will identify the components of an electrical circuit
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Learners will describe the difference between an open circuit and a closed circuit
Learning Activities
Blended Learning:
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BrainPOP Video with interactive pause points on electrical circuits
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YouTube Video on
open and closed circuits
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YouTube video on series and parallel circuits
Create a RAN chart as a discussion post on the Schoology learning management system
Connect 4 Thinking Vocabulary Practice
Whole group discussion
(Accountable talk)
Assessment Activities
Formative Assessment:
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Labeling the components of an electrical circuit
Matching terms and definitions of particular types of circuits
Applying Knowledge
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Learners will evaluate what makes a lightbulb light up
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Learners will evaluate how to create a circuit with multiple lightbulbs
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Learners will evaluate how we connect circuits to make lightbulbs work independently from each other
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Learners will apply the 5E model and design process to engage, explore, explain, and elaborate/ ask, imagine, plan, create, experiment, and improve electrical circuits
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Learners will construct a closed, series, and parallel circuit
Whole Group Discussion
(Accountable talk)
Construct an electrical circuit to find out how to light up a light bulb
Construct a series circuit with multiple light bulbs
Construct a parallel circuit to identify how lightbulbs can work independently from each other
Analyze and interpret the data collected during the investigation as evidence
Create circuit scientific drawings to represent how electrical circuits' work.
Create a scientific explanation, modeling the use of the Scientific Explanation Checklist
CER in Interactive Student Notebooks
Snapshots of the design process to incorporate into their academic
e-portfolio
Integration
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Learners will identify and explain what causes electrical energy not to flow in an electrical circuit
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Learners will connect electrical circuits and engineering to the real world around them
Whole group discussion
(Accountable talk)
Construct a circuit without one of the components
Gallery Walk around the school
(What do you see that is powered by electrical energy? How is it working?)
Student feedback and reflection rubric
e-portfolio presentation
Scientific Explanation Checklist and Rubric
CER in Interactive Student Notebooks
Human Dimension
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Learners will make real-world connections to electrical circuits
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Learners will collaborate to construct electrical circuits
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Learners will identify leadership roles in the group
Whole group discussion
(Accountable talk)
Create group roles for building electrical circuits
Padlet
Peer Feedback rubric
Caring
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Learners will acquire a growth mindset, confidence, problem-solving, and collaboration skills
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Fail forward in constructing electrical circuits
Self-Reflection Rubric
Self-Reflection blog post through their academic
e-portfolio
Learning How to Learn
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Learners will utilize student interactive notebooks, a RAN chart, and academic e-portfolios to record the progress
Draw conclusions
Scientific Drawings
Write scientific explanation CER (Claim, Evidence, and Reasoning)
Complete RAN Chart
Reflections in e-portfolios
Check student interactive notebooks for organization, scientific drawings, scientific explanations, and documented e-portfolio page
Understanding by
Design
Wiggins UBD
vs.
Fink's 3 column Table
Understanding by Design (UbD) Template and Fink's 3 column Table are very important curriculum models. Both the UbD and Fink's 3 Column Table model encompass different elements that translate over well to to provide significant student's learning experiences. In this course, I've had the opportunity to utilize both models. Each of these models have given me different perspectives on how to build significant learning environments.
Grant Wiggins writes Understanding by Design to help offer a framework for designing courses. Wiggins utilizes the idea of the backwards design beginning instructional planning with the end goal or desired results that you want for the learner in mind. Contrary, often many educators think about the daily student activities and lessons rather than the outcome.
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The backwards design consists of three main components: identify desired results, determine the acceptable evidence, then plan learning experiences and instruction. The desired results drives the other two components of the backwards design. Once we determine what it is we want the learners to know and how they will be assessed, we are able to better equip them with the evidence or activities that directly align them to see success for the desired results or outcome.
The UbD template drives teachers to think about the "big ideas". We are encouraged to think about the essential questions and essential knowledge and skills to equip our students with the best. Next, we discover what will determine if a student has been successful? What are the assessments that will take place during throughout the learning experience? Lastly, we determine how the students will engage in their learning through daily activities.
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Much like the backwards design, Dee Fink's 3 column table is based on 3 main components as well, however, it is broken down into six different dimensions of learning. The 3 components of the table that addresses curriculum design are learning goals, learning activities, and then assessments. The six dimensions include: building a foundation, applying knowledge, integration, human dimension, caring, and learning how to learn. These dimensions help you to organize your learning goals, activities, and assessments in such a way that can identify with all learners. It was allows us to understand the importance of each part of the learning experience beyond just the activities that are being chosen. Overall, it allows for you to balance all the necessary areas in instruction.
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When comparing the two, both the UBD template and Fink's 3 column table are very good tools to use. Either resource could help with the implementation of my innovation proposal. Since my proposal requires students to make reflections through e-portfolios based on their project-based learning experience, this template identifies with the learners based on making connections, reflections, and evidence of skill development. However, personally Fink's 3 column table resonated with me the most. I like how the framework is very concise and direct. The 3 columns made it easy to plan learning goals and activities based on those overarching big hairy goal. Considering, my innovation plan is based on project based learning with the incorporation of e-portfolios as an reflection piece, I believe the 3 column table would be perfect for each project planning. Although, my preference lies within Fink's 3 Column Table, both frameworks can work together to create a very intentional and success significant learning environment. These are the ways to enhance the learning experiences of students in the twenty-first century.
Growth Mindset
x
Significant Learning Environments
The Power of the Growth Mindset within the Significant Learning Environment
To establish meaningful learning settings, students must remain optimistic in the face of adversity while also believing in themselves. Adopting the growth mindset allows students the potential to learn anything possible in authentic circumstances. Learning is the result of work or "grit", not intrinsic aptitude. It allows students to appreciate the value of learning when creating environments that allow students to thrive based on imagination and play principles of Brown and Thomas in a "New Culture of Learning". Taking into consideration that my innovation proposal is a cross-model between project-based learning utilizing ePortfolios as reflection tool, it will allow my students to have that significant learning environment where they are engaging in making meaningful connections through authentic learning and real-world application. The use of rubrics, peer feedback, and collaboration will allow my students to transform their minds from focusing on a numerical outcome to enjoying the learning process and persevering through challenges they may face. By documenting their learning journey, they are not only equipped with technological lifelong skills but tracking their learning progress overtime. My innovation proposal brings the ultimate connection to creating more opportunities for significant learning environments and students that embody the growth mindset through rubrics, reflection, and feedforward.