I began my exploration of creating significant learning environments (CSLE) by reading the book A New Culture of Learning, by Douglas Thomas and John Seely Brown. I found numerous ways to design my own significant learning environment through my Blended Learning Innovation Plan in my AVID class. My CSLE plan highlights the three main factors that I will incorporate in order to enhance the learning experience for my scholars: Passion, learning in the collective, and constraints. Through a CSLE of blended learning, my scholars will discover how to learn as they are pushed to think metacognitively in an active collaborative environment,  filled with rigorous and relevant content. 

     

     After making a connection to The New Culture and my classroom, I researched the main learning theories from Behaviourism in the early 1900s to Constructivism in the present. My research helped me discover that my Learning Philosophy is comprised of both cognitivist and constructivist ideas. I believe in active learning through COVA (choice, ownership, voice, authentic learning) and organizing content in a way that builds upon the learner’s prior knowledge. Blended learning sets an environment for student-centered, personalized instruction with open access to continuous engagement beyond the classroom. Writing my own learning philosophy has helped me reconnect with the function of learning and shape my path in becoming an innovator in education.

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     While developing a new environment for my class, I came across two very different backward design models, with a similar purpose. The experience made me realize that I’ve lost touch with some of my course planning techniques over the years. Although I faithfully start with a list of desired outcomes and guiding questions for students, I don’t necessarily self assess the plan along the way. I appreciate the design of Fink’s 3 column table because it narrows down the learning outcomes into 6 pertinent categories. Consideration of goals in each category makes me feel like I am acknowledging every student, as a whole student. The UbD model is also helpful in that it makes you use a great deal of inquiry, but I did not enjoy the experience of completing this particular chart. Albeit, I did find pleasure in identifying the WHERETO elements of a course project for my own innovation plan. I could certainly utilize either model in my blended learning plan, but I foresee the 3 column table having more alignment with the structure of my AVID class.

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     As a reminder of how perception and effort can affect change, I revisited the concepts of a Growth Mindset. When I was first introduced to Carol Dweck’s Growth Mindset, in course 5302, I created a Powtoon video that was just a general idea of how I could start building such growth in my class. Now that I have had more experience with a growth mindset, through the DLL program, I have a better understanding of how to adopt and support it with my students. My new plan is more explicit on how I will support and advocate for Growth Mindset as I implement my innovation plan in the AVID elective course.  Having the right frame of mind will positively impact the transition into our new culture of learning.

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     The lasting impacts of creating a significant learning environment are bountiful. CSLE + COVA in a blended learning course will create a true environment for discovery where the students are learning from their experiences and each other.