Introduction to Significant Learning Environments

From the information presented this week, the main point I took away is that the best way to create significant learning environments (environments that foster and facilitate deeper learning) is for we as teachers to stop viewing ourselves as the trusted truth source of information (TEDx Talks, 2012). Instead, we must create learner centered, engaging, motivational, contextual, and authentic (Harapnuik, 2015) learning environments and context where we can cultivate students’ imaginations, honor their passions, and connect their passions to things they need to learn (TEDx Talks, 2012). Since the learning environment is the total context in which students learn, we must take into account all factors related to learners such as their culture and circumstances (Harapnuik, 2015) student differences, diversity, the skills and knowledge we are trying to develop, what kind of support we can give them throughout their learning and how we are going to assess them (ChangSchool, 2015) when attempting to effectively design this type of learning environment. We cannot just focus on the content and curriculum.

As I compare my flipped classroom with project-based learning innovation plan with these core components of creating a significant learning environment, I feel that I am on the right track and being proactive with creating a significant learning environment. When students are in the classroom, the project-based learning model is inherently student-centered with the COVA inclusion allowing them the opportunity to explore and express learning in ways that are meaningful and authentic to them and relate to their passions. My plan is to allow students to choose projects from a list that relate to the standards for that week. The projects will allow students the freedom to engage in learning concepts however they choose but, to keep with the new culture of learning ideology, there will be certain guidelines they have to follow. I will simply serve as a facilitator to help guide them when needed.

For the online component, I am finding that I still need to come up with more ways to create a significant learning environment online as well. I have thought of posting various options on Google Classroom for students to choose how they would like to acquire the knowledge-based information (i.e. by watching a video, listening to a song, reading, or doing a particular activity/experiment that involves the concept we are covering for the week). Then, to provide evidence of learning, I would also post questions for students to answer. However, they would be able choose how they respond to the questions or show evidence of learning for the assignment. This could be via activities such as written responses, creating a song/rap, creating a video on FlipGrid, etc.). Through Google Classroom they would also be able to have collaborative discussions about the topic for the week. As the overseer in Google Classroom, this also would allow me to monitor their conversations, facilitate, and provide them with guidance as needed even if they are not in the same room with me physically.

I am currently still in the process of researching ideas for how to best execute this current plan for creating a significant learning environment in the classroom as well as online.

REFERENCES:

ChangSchool. (2015, December 14). Dr. Tony Bates on Building Effective Learning Environments. [Video file]. Retrieved from https://www.youtube.com/watch?v=3xD_sLNGurA&feature=youtu.be

Harapnuik, D. (2015, May 8). Creating Significant Learning Environments (CSLE). [Video file]. Retrieved from https://www.youtube.com/watch?v=eZ-c7rz7eT4&feature=youtu.be

TEDx Talks. (2012, September 12). A New Culture of Learning, Douglas Thomas at TEDxUFM. [Video file]. Retrieved from https://www.youtube.com/watch?v=lM80GXlyX0U&feature=youtu.be