Creating Significant Learning Environments and the Growth Mindset

The past five weeks we have been exploring how to create significant learning environments. We have explored using different approaches such as Fink's 3 Column Table and the UbD template in order to create an environment where our students can take ownership of their learning. Using these approaches will be useful, in order for our innovation plans to progress smoothly. In my case, I want to bring blended learning to kindergarten. With the 3 Column Table and the UbD, my focus was to create opportunities for students to learn how to use grade appropriate games and apps in order to maximize our use of iPads. They will get to choose games and apps that will help close achievement gaps or enrich their learning.

In order to create significant learning environments, I needed to create our own learning philosophy. It reminded me of when we had to create our leaning manifesto, but this time we had to dig deeper. Writing my learning philosophy reminded me about how much I like to learn and also I concluded that learning never ends. It doesn't end for me as an educator and a life long learner. Which brings me to my favorite: growth mindset.

The growth mindset has been in me for a long time. I was introduced to it in high school by one of my friends. She taught me how to put in the work and don't rely on "being smart." As an educator, I have to model the growth mindset for my students. In my classroom, growth mindset is a must. We start the year not being able to write our names and end the school year writing complete sentences. A big part of it is by instilling the growth mindset and the power of yet. I am constantly telling my students, “hey I cannot draw, but I still try, and I don’t give up.” They already know that as soon as I start to draw something, they are about to have to decipher what it is I drew. I think modeling this behavior or attitude is something that makes them feel more at ease and helps them grow throughout the school year. In my classroom, that is a big thing, I want them to feel at ease and to be able to make mistakes without feeling like they failed. They need to dust themselves off and keep it going. I have enjoyed adding things like the ClassDojo videos on growth mindset to help them make more connections as well.

When I revisited my growth mindset plan from EDLD 5302, I felt really proud of it. It was my first official blog post and I enjoyed rereading it. I updated a video that had been deleted, so esthetically it's more appealing and at the same time, it provides useful resources. I revisited a list I created of useful things to promote growth mindset in my classroom, and added to it. I realize now that it was missing the fact that I will model for my students how to have a growth mindset. I cannot believe I had not included that originally, but after this week's discussion, realized the importance of modeling for my students. If I am vulnerable and show students that mistakes are okay, they will feel comfortable and learn from failing forward.

Focusing on the learning and creating significant learning environments is fundamental for my innovation plan to be successful. I need to have attainable goals for myself and for my students. Our classroom environment needs to be welcoming and I need to create an environment where the growth mindset is evident, wether it's through modeling, creating anchor charts, watching videos, having discussions, giving feedback, and so on. If I provide my students with these things, they will succeed and become lifelong learners.

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References

Fink, L. D. (2005). A self-directed guide to designing courses for significant learning. Retrieved from: https://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf

Wiggins, G. & McTighe, J. (2005). Understanding by design. Alexandria, VA: ASCD.