This class on creating significant learning environments has been an eye-opener for me. I've learned several new things that I'll be applying to my innovation plan to make my algebra classes more interactive.

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Our first task was to read A New Culture of Learning by Thomas and Brown (2011). In my blog post, Learning How to Learn, I discussed how our current school system is based on methods that have been around for over a century now. Instead of staying stuck in the old ways, we need to do as Thomas and Brown (2011) suggested and bring in more tacit knowledge. This means that we need to do more learning by doing, watching, and interacting with the material than simply being told what you need to learn. My innovation plan is to have a flipped classroom so that more inquiry-based learning can happen while in class.

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Next, we were given the task of researching different learning theories to develop our learning philosophy. I learned that in my younger years, I learned in a behaviorist way, but now in the DLL program I am more of a constructivist. My research led me to seeing that my classroom needs to be a mixture of cognitivism, constructivism, and connectivism. These methods will work together to build student learning into a search for new knowledge that can add-to and connect to what they already know.

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Then it was time to get down to the business of planning for class. We have discussed two different ways of backwards planning where we started with the end picture in mind. I chose to make a plan for the linear functions unit of algebra 1. My three column table based on Fink's Self-Directed Guide to Designing Courses for Significant Learning (n.d.), gave me a chance to start thinking more in depth about this unit and identify learning goals, activities, and assessments to meet my big hairy audacious goal. The work I started with the three column table went into even more depth with the Understanding by Design template. With this plan based from the design by Wiggins and McTighe (2005), I got very specific with the learning goals, understandings the student would have when done, and the essential questions that need to be addressed. Stage 2 identified methods of assessment, and stage 3 summarized the key learning events. These two methods of planning really helped me to see how my flipped classroom can help me have the time to get these significant learning environment components into my students hands.

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The final product of this class was the growth mindset plan. I had previously made a plan in 5302 after first reading Carol Dweck's (2006) Mindset, but I've learned a little more since then. This plan focuses more on how teaching our students to use a growth mindset can help with some of the issues we have in school such as cheating because there is so much focus put on grades. Until we can get our systems to change to more significant learning, we need to make sure that our students know that failing forward is an option. They may not understand things "yet," but they can learn them along the way.

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Needless to say, this class has been an adventure of learning. It has given me plenty to think about as I move into planning for classes next year and hopefully implementing my innovation plan.

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References:

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Dweck, C.S. (2006). Mindset: The new psychology of success. Random House.

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Fink, L.D. (n.d.). A self-directed guide to designing courses for significant learning [PDF].

Retrieved March 21, 2021, from 

https://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf

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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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Wiggins, G. & McTighe, J. (2005). Understanding by design (expanded second ed.). Alexandria,

VA: Association for Supervision and Curriculum Development.