A Final Compilation
I have been in education for 28 years. Over the years there have been many shifts in educational philosophies but one thing that has stayed consistent is the focus on how teachers teach students. The focus is on standardized testing scores, how teachers implement differentiation, how well teachers can engage the students, and how teachers manage classroom behavior. The list goes on when it comes to focusing on the role of the teacher.
Since beginning the ADL program, I have been given the opportunity to explore and research what it really means to be a learner. I began by reading Carol Dweck’s book, Mindset: The New Psychology of Success I wrote about how my own growth mindset had developed and took a closer look at how to implement that in my own classroom. I developed a Growth Mindset Plan by researching the importance of empowering students with the ability to work through their failures, by giving them the power to embrace their imperfections, and to see challenges as opportunities (Dweck, 2016)
Learning Philosophy
If I want my students to be successful learners, I need to take a closer examination of my own learning philosophy. Having always focused on myself as the teacher, it was important that I determine what kind of learner I am, as well as how I believe students learn best. I researched educational philosophers and found that I most closely identify with the constructivist theorist. Constructivism is a learning theory that focuses on student-centered learning and engagement (Vygotsky, L.S., 1974). This hands-on, developmentally-appropriate learning approach is exactly what my Innovation Plan is based on.
The Learning Environment
Developing an innovative idea is the first step in the implementation of my innovative plan. Without a goal, or what we refer to as the Big Hairy Audacious Goal (BHAG), the innovation plan will likely struggle. After determining my BHAG, I outlined the learning goals, learning activities, and assessment activities using the 3 Column Table adapted from Fink’s approach to designing a course. To take the goal a step further, I also designed a plan using the UbD, or Understanding by Design model.This model allowed me to state the goal with the desired results and build my course backwards using 3 stages:
- Stage 1: Desired Results
- Stage 2: Assessment Evidence
- Stage 3: Learning Plan Activities
Creating a significant learning environment is at the very core of my innovative plan. Creating a learning environment where my students are empowered with the growth mindset, given choice, ownership and a voice through an authentic learning opportunity is the focus of my blended learning station rotation plan. Using the CSLE+COVA approach (Harapnuik, n.d.) will give my students the opportunity to learn the social studies curriculum using choice boards that allow them to choose their authentic project so they can show mastery of the content. They will have a voice in how they present their learning. My desire is that through the success of my implementation plan, students will develop a growth mindset toward taking control over their own learning and carry this with them to become life-long learners.
References
Dweck, C. S. (2016). Mindset: The New Psychology of Success. Random House.
Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. John Wiley & Sons.
Harapnuik. (n.d.). CSLE + COVA. https://www.harapnuik.org. Retrieved February 11, 2023, from https://www.harapnuik.org/?pageid=6988
Vygotsky, L. S. (1974). Mind in Society: the Development of Higher Psychological Processes. Harvard University Press.
Wiggins, Grant, and McTighe, Jay. (1998). Backward Design. In Understanding by Design (pp. 13-34). ASCD.
Blended Elementary 