Creating Significant Learning Environments

If you would have asked me six months ago to describe the learning environment I create for my students, I probably would have described the physical attributes of my classroom. I would have included information on where the student desks were located, which pathway was the easiest to get around the room, and how accessible the hands-on manipulatives were. Now that I have taken four courses in the Applied Digital Learning Master’s Program at Lamar University, I see things very different. I know now that the learning environment extends far beyond the physical aspects of my classroom. In EDLD 5313, we focused on exactly what components contribute to a significant learning environment and how they all connect with each other.

We first began the course by reflecting on the importance of creating significant learning environments (CSLE). In A New Culture of Learning, I share what I intend on implementing in my classroom to enhance my own learning environment: learning in collectives, allowing play in the classroom, and embracing change. These areas of focus, along with allowing students choice, ownership, and voice through authentic learning opportunities, will play a large part in creating an environment to maximize learning for the students.

Taking a step back to see the bigger picture and analyzing my own learning environment helped me reflect on my beliefs on learning and teaching. In My Learning Philosophy, I reflect on my discovery of the core beliefs of each of the main learning theories and was able to connect with not just one, but many of them. I could see connections with behaviorism, cognitivism, constructivism, and connectivism. I believe this benefits me in my classroom as I am able to build an environment for all learners.

Another part of creating significant learning environments is making sure goals and activities are aligned. In Aligning Outcomes, Assessments, & Activities, I create a big, hairy, audacious goal (BHAG) and use Dee Fink’s 3 Column Table to insure all components of the lesson worked together cohesively. This approach at lesson planning utilizes a more holistic view of a unit or course of instruction. In contrast to the 3 Column Table, the Understanding by Design, or UbD template approach to lesson planning allowed for a more narrow focus on the content and standards, making sure the goals were still aligned with the lesson activities.

Significant learning environments also require continuous reflection and looking at where you were versus where you are now. Our final assignment of this course was authentically applying what we are currently learning. In an earlier course, EDLD 5302, we created a Growth Mindset Plan, focusing on the importance of a growth mindset and how we would initiate this change with our students in the classroom. After expanding my knowledge on growth mindsets, I revisited my original Growth Mindset Plan and made some updates, creating my Growth Mindset Plan Revision. Realistically, this plan, along with many other aspects of this ADL program, will continuously be reflected on and updated as I continue to learn more and grow.

Discovering the importance of creating significant learning environments benefits my Innovation Plan I am currently piloting with my students. This course and discovery has allowed me to be reminded where the main focus should be in my classroom. I need to make sure I am not putting too much emphasis on the actual ePortfolios, but allowing the ePortfolios to be a tool to enhance the learning happening and keep the focus on the bigger picture of creating significant learning environments.

Link Summary

References

Fink, Dee L. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass.

Wiggins, G. & McTighe, J. (2005). Understanding by design (expanded second ed.). Alexandria, Virginia: Association for Supervision and Curriculum Development.