In this course, I became even more aware of how important it is to keep learning the true focus when creating curriculum and instruction for my learners. I identified my own learning philosophy, and discussed how I would bring this learning philosophy into my own organization. In creating my three-column table, I was able to identify and analyze the environmental and situational factors that can affect students’ ability to learn, while also developing an understanding of why a backwards-thinking approach to instructional design can help assure that the outcomes, activities, and assessments of a lesson are in alignment. Using this three-column table, I was able to develop an Understanding by Design (UbD) template for a week of instruction that will serve as a starting point for my larger innovation plan prototype. Finally, I revisited my original thoughts on the growth mindset, and developed a plan for introducing and reigniting a learner’s mindset in my organization.
In completing all assignments and activities for this course, I was able to not only learn about the importance of creating a significant learning environment for my own learners, but was able to experience what it means to learn in that type of environment as well. All of the assignments and activities in this course encouraged me to take ownership of my learning by creating a space where I felt comfortable to make my own choices and use my own voice when completing them. By being able to experience first-hand what it feels like to learn in a significant learning environment, I now have data to back up why this environment is critical to creating a generation of life-long learners.
As I continue to iterate and develop my innovation plan (in which I plan to create a blended learning K-6 reading curriculum), I will take the skills and information I learned in this course to ensure that I create my own significant learning environment in my organization (through the use of design thinking workshops), and in the curriculum I develop through my role as a K-12 content developer. Keeping our learning philosophy at the forefront, utilizing the backwards-thinking method of instructional and content design, and focusing on reigniting the learner’s mindset in students will guarantee that we create a significant learning environment for all of the children who use HMH’s reading curriculum.
My Learning Philosophy
Read my learning philosophy and learn about why I identify as a cognitive constructivist.
A New Culture of Learning
Learn about why I think it is incumbent upon K-12 publishers to create a new culture of learning in order to truly prepare our learners for the future.
Aligning Outcomes, Activities, and Assessments
View the three-column table I developed using Fink’s method of instructional design and learn about why it is important that outcomes, activities, and assessments are aligned.
Understanding by Design
View the UbD template I created as part of my larger innovation plan prototype and read my thoughts on whether the three-column-table or the UbD template is more effective for instructional design.
Growth Mindset: Revisited
Read about how I adapted my original growth mindset plan for my organization to account for incorporating a learner’s mindset.
Readings and Reflections
Explore other resources and readings that discuss how to create a significant learning environment and read my reflections and discussions about some of these resources.
Books, Birdies, and Earl Grey 