Creating a Significant Learning Environment
 

A New Culture of Learning

Reflecting on Douglas Thomas and John Seely Brown's "A New Culture of Learning," I found a strong alignment with my innovation plan, particularly in promoting a dynamic, student-centered learning environment. The idea of learning as a constant, adaptive process resonates with the implementation of ePortfolios in a blended learning model. By emphasizing student engagement, curiosity, and real-world application, my innovation plan seeks to create a learning culture where students take an active role in their learning journey.
 

Learning Philosophy

My journey as an educator has shaped my deep-rooted beliefs about learning and the critical relationship between teaching and learning. With over five years of experience in public, private, and charter schools, I have developed a learning philosophy centered on student reflection, growth mindset, and the use of technology to support student-driven learning. Implementing ePortfolios in high school math classes aligns with this philosophy, as it encourages students to explore algebraic concepts, reflect on their progress, and connect learning to real-world applications.
Link to the Learning Philosophy
 

Learning Environment & Situational Factors Outline

Unit 1: Algebraic Applications and Concepts with ePortfolios
This section outlines the teaching and learning environment for the ePortfolio implementation in Algebra I classes. It includes:

• Class Structure: 25-30 students per class, meeting five times a week for 45-60 minutes in a blended learning model.

• Technological Needs: Utilization of Google Classroom, Desmos, and Google Sites for ePortfolio creation, ensuring students have the necessary tools to engage with both in-person and online components.

• Learning Expectations: Alignment with Texas Essential Knowledge and Skills (TEKS) for Algebra I and STAAR exam readiness, focusing on real-world problem-solving and reflective practices.

Link to Challenges and Solutions
 

Formulating Significant Learning Goals - 3 Column Table & BHAG

The 3-Column Table integrates foundational knowledge, application, integration, human dimensions, caring, and learning-how-to-learn goals. Each learning goal is paired with activities and assessments that align with the desired outcomes, providing a comprehensive plan for implementing ePortfolios in Algebra I.

Link to the 3-Column Table and BHAG
 

Key Example from the 3-Column Table:

• Learning Outcome: Students will apply algebraic concepts to solve real-world problems and reflect on their problem-solving strategies in their ePortfolios.

• Learning Activity: Engage in a real-world problem-solving task, using tools like Desmos to graph solutions, and reflect on the process in their ePortfolios.

• Assessment: Students will create a comprehensive ePortfolio entry, assessed using a rubric focusing on accuracy, reflection depth, and application of concepts.
   

UbD Design Template for Unit 1: Algebraic Applications

Using the UbD Template, I designed Unit 1 to focus on backward design, starting with desired outcomes and aligning activities and assessments to achieve those goals. Key components of the UbD design include:

• Stage 1: Desired Results – Goals aligned with TEKS for Algebra I, emphasizing students' understanding of algebraic concepts and the use of ePortfolios for reflective practice.

• Stage 2: Assessment Evidence – Formative assessments like concept maps and self-assessment checkpoints, alongside summative assessments like ePortfolio entries for real-world problem-solving.

• Stage 3: Learning Plan Activities – Organizing learning activities through WHERETO (Where, Hook, Equip, Rethink, Evaluate, Tailor, Organize) to engage students in a meaningful learning process.

Link to the UbD Design Template
 

Growth Mindset Plan

To support a significant learning environment, fostering a growth mindset is integral to my innovation plan. Reflecting on Carol Dweck's principles, I have updated my growth mindset plan to address the need for self-awareness, persistence, and an openness to challenges:

• Recognizing Triggers: Acknowledging fixed mindset triggers, such as fear of failure, and reframing them as learning opportunities.

• Promoting "Yet": Incorporating the power of "yet" to encourage students to view challenges as a part of the learning process.

• Practical Application: Utilizing ePortfolios for students to document their learning journey, reflecting on their progress and challenges.

• Meta-Analysis Reflection: Recognizing recent studies (Sisk et al., 2018) that highlight the limitations of growth mindset alone, I now emphasize a holistic approach, including building a learner's mindset and self-directed learning practices.

Link to the Revised Growth Mindset Plan
 

Impact on My Innovation Plan

Focusing on learning and creating a significant learning environment has had a profound impact on my innovation plan. By integrating blended learning and ePortfolios:

• Student Engagement: Encourages active student participation, reflection, and self-assessment.

• Holistic Learning: Incorporates growth mindset principles to foster resilience, a love of learning, and the ability to tackle challenges.

• Alignment with Standards: Ensures the implementation aligns with Texas standards and STAAR exam readiness while promoting a learner-centered approach.