Lindsay Krueger
Caldwell ISD - Instructional Technology Coach
Create Significant Learning Environments - 5313
Significant Learning
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To create effective learning environments, it's crucial to have a clear philosophy about how people learn. This philosophy should align with what you want students to achieve and how you will assess their progress. I like to think of it like planning a journey where you know the destination first then you plan on how you are going to get there. The Understanding by Design (UbD) framework helps with this by emphasizing starting with the end goal and working backward to plan activities. Additionally, adopting a growth mindset is essential. It means believing that abilities can be developed through dedication and hard work. Imagine these elements working together like different pieces of a puzzle, each contributing to a rich learning experience. To make it clearer, we can use Fink's three-column chart to show how the learning philosophy, UbD framework, and growth mindset connect and support each other. This way, we're not just teaching facts; we're helping students truly understand and use what they learn.
Below are links to my thoughts on establishing a meaningful learning atmosphere by leveraging various tools and concepts.
Embracing the concept of creating significant learning environments (CSLE) is crucial for modern education. It emphasizes moving away from traditional models to promote deep, meaningful learning experiences. This shift benefits students, especially in areas like Career and Technical Education (CTE), by enhancing critical thinking, problem-solving, and real-world relevance. By combining the CSLE approach with the principles of play, passion, and culture from "A New Culture of Learning," educators can encourage exploration, connected learning, and adaptability. This shift can transform education, improve student engagement, and prepare learners for a rapidly changing world. It aligns with student-centered and lifelong learning trends, making it essential for the future of education. Click the link above to learn more about A New Culture of Learning.
My learning philosophy centers on the belief that learning is a dynamic, lifelong process, encompassing not just knowledge acquisition but also critical thinking, problem-solving, and adaptability. I see teaching as a supportive role, fostering curiosity and guiding individual learning, and I'm committed to accommodating diverse learning styles. As a learner, I'm a perpetual explorer who values self-motivation, embraces challenges, and value collaboration. My philosophy aligns primarily with Constructivist theory, due to the social and collaborative nature of learning, while also recognizing and valuing Behaviorism and Cognitivism. This aligns with my innovative approach as an instructional technology coach, focusing on learner's being empowered by digital tools like ePortfolios. Follow the link about to learn more about my learning philosophy.
In creating a graphic design course for high school learners, I've focused on making learning real and practical. Following a plan based on Fink's ideas and starting with a Big Hairy Audacious Goal, I've organized the course to be engaging and centered on student learning. The goal is for students to not just memorize facts but to really understand and use graphic design skills. By carefully planning goals, activities and assessments, I'm ensuring that what students learn matches what we want them to achieve. It's about preparing them not just for now but for a long-lasting ability to succeed in graphic design. The link above allows you to see My Big Hairy Audacious Goal and my 3 column chart outline. You can also view the thinking behind this plan.
The Understanding by Design (UbD) framework is a helpful way for teachers to plan what students should learn and how to teach it. UbD emphasizes making sure students really understand the important ideas, instead of just memorizing facts. It helps teachers be clear about what they want students to know and be able to do. By starting with the end goals, teachers can make sure that the tests and activities they use in class match what they're trying to teach. UbD is flexible and can be adapted to different subjects and teaching styles. It also encourages teachers to think about how to make learning interesting and useful for students, and to keep getting better at teaching. Overall, UbD is a practical and effective way for teachers to plan lessons that help students understand and use what they're learning in real life. Click the link above to view my Understanding By Design framework.
While completing the ADL program, I was initially introduced to the concept of a growth mindset through creating my Growth Mindset Plan. During my journey I have found the critical role this mindset plays in the building of lifelong learners. Embracing a growth mindset, as researched by psychologist Carol Dweck, means seeing intelligence and talents as qualities that can be developed with dedication and resilience. This approach encourages learners to view challenges as opportunities for learning and improvement, fostering a positive and resilient attitude. As the program advances, the growth mindset becomes even more evident that it is a powerful tool for navigating educational challenges. It is crucial for gaining personal growth and skill acquisition. Having a growth mindset not only shapes a positive and resilient attitude but serves as a guiding philosophy, fostering a lifelong journey of learning. It promotes the ability to adapt, and continue towards personal improvement in various aspects of life. Read more on how I revisited my thoughts on pursuing a growth mindset by clicking the link above.