NEW CULTURE OF LEARNING
The old ways of learning are unable to keep up with our rapidly changing world. New media forms are making peer-to-peer learning easier and more natural. Peer-to-peer learning amplified by emerging technologies that shape the collective nature of participation with those new media.
At any time in the world, if you want to achieve something, you should learn to approach your goal, it has to start with the learner all the time.
If I want to think about learning in the past, I will only remember a row of desks with specific tools, Books, notebooks, pencils, or pens. Teacher was the main resource of education. But, In the 21 centuries where we live now, I see the learners live in a digital world! Learning through the internet is currently one of the biggest things in the world. It has an immersive information that can update and access easily, and it is self- based learning. Very often, information by using the digital world is presented as hypertext, hypermedia. Also, it is very simple to present the information to learners and very affordable to have. All the learners do communicate anytime, anywhere. If you ask them where you got the information their answer would be from, Facebook, Twitter. Teachers were the primary designer of the learner but now with the tremendous
change her role will be different, she would be mentoring and coaching the learning.
This reconfirms my experience with teaching my kids Arabic language. When I learned English in my country "Jordan". Their mother language was Arabic, and English used to be the second language. The only way that I could learn was in the traditional way! I was reading, memorizing most of the time, writing with my pen and it was a very limited conversation with a nonnative speaker. The study only was in the classroom with the teacher who always explained the grammar and gave us a spelling test depending on our memory to remember how the word should be written. Now I see my kids have the opposite way of learning an Arabic language in a country where English is their native language! They use apps that can help them listen to a
story in their native language. They can play games to learn spelling. They use You tube to watch an Arabic cartoon or movie. I can see the differences between the two ways of learning.
In my opinion the traditional way will limit your learning and your ambition. Also, it is boring. It is one way of learning without any variety. I remember those days was just to get my grades and go on to finish the school year without passion at all. Nowadays, my kids play and choose while they are learning. They compete and show their learning without even paying attention to the grades. They learn with choice, ownership, and voice through authentic learning opportunities.
The Need for Change
With all of these technology and advanced tools, that took place without books; I need to create a change! I need to shift to a new digital way of learning! I need to opt-out of all the traditional ways. Also, I should grow from fixed to a growth mindset and regret the learner's mindset and start to make the change in thinking about learning, change in approach to learning, change in the learning environment.
The new culture of learning comprises two elements. The first is a massive information network that provides almost unlimited access and resources to learn about anything, the second is a bounded and structured environment that allows for unlimited agency to build and experiment with things within those boundaries. It is the combination of two, and the interplay between them, that makes the new culture of learning so powerful.
If I want to use this change in my innovation plan, II, I will start with growing from fixed to a growth mindset. I want to prepare the learner for life. By using the why, what, and how to find any result of learning. Using their desired question with all the, perseverance. Cooperative with fatting forward, with an Innovative mindset we can have this visible learning. I want to give the learner a chance to approach learning by using" COVA" Choice with ownership and voice through authentic learning. Learners see each other as a resource and figure out how to learn from one another. Using Blended Learning will be my style to approach learning and to teach. Because of all that changing that already we live in, the environment for a learner is not personal like the tradition, which is from the teacher to learner, it is a collective environment in which the learner shares with the public his information and his learning.
Establishing a Significant Learning Environment (CSLE)
The ultimate endpoint of a mechanistic perspective is efficiency: The goal is to learn as much as you can, as fast as you can. In this teaching -based approach, standardization is a reasonable way to do this, and testing is a reasonable way to measure the result.
The environment for my organization is going to be blended learning; using all the ways of online curriculum, chrome books, and guidance who mentor the work and give feedback. Also, Different kind of apps that translate the language, teach how to pronounce, conversation with the native speaker through live videos, All the info is going to be online. Here, This Kind of learning is going to be engaging within the world. Collectively it is done by learners acting as a group and done by participating and communicating with others. No one is assigned to the traditional role of teacher or student. Instead, anyone who has particular knowledge of, or experience with, a given subject may take on the role of mentor at any time. Mentors provide a sense of structure to guide learning, which they may do by listening empathically and by reinforcing intrinsic motivation to help the student discover a voice or a passion.
In communities, people learn to belong. In a collective, people belong to learn. Communities derive their strength from creating a sense of belonging, while collectives derive theirs from participation.
Challenges of Implementation
The thing that is going to challenge my style of learning or approach learning is applying social constructivism. Also, the evaluation for a group project and a social networking environment will be based on how their sense of identity and agency matches with the various collectives that constitute different spaces. Increasingly, the internet is a place where the person can begin to meet the collective in a meaningful way.
Impact
I want to embrace change and look forward to what will come next. It means viewing the future as a set of new possibilities, rather than something that forces us to adjust. It means making the most of living in a world of motion. I want to use the learner as Inquiry.
Using learning games is illuminating. And using a difference in asking questions like; "what are the things that we don't know and what questions can we ask about them’? I will focus on continually asking better questions and rely on the tacit and use the imagination. I will use indwelling which is the set of practice we use and develop to find connections among the tacit dimensions. So, the learning process should be the ability to organize, connect, and make sense is a skill characteristic of deep management with the tacit and the process of indwelling. Learning by games is always a lateral imaginative way of thinking and feeling, it is never about achieving a particular goal; Games may be one of the best models for learning knowledge and play. Understanding that process and being able to participate in it also forms the basis for evaluation and judgment in the twenty-first century.
With online collaborative learning, the aim is not to replace the teacher, but to use the technology primarily to increase and improve communication between teacher and learners, with a particular approach to the development of learning based on knowledge construction assisted and developed through social discourse.
Conclusion
We are living in an age when we are no longer asking if we should use technology to enhance learning, but we are asking how we will use technology to enhance learning. I want to embrace the change and I want to accept the challenge. I want to start a new teaching method that help student connect with the content in meaningful ways. I believe that no one can argue with success.
Learning philosophy
BELIEF ABOUT LEARNING IN GENERAL:
When my brothers were babies, I was the oldest sister. During these days, I was responsible for taking care of them. I always told them not to be near dangerous stuff such as heat fans, hot food, electricity or even being close to an open window or opening the door for a stranger. I tried to guide them all the time, but it wouldn't work until my brother put his hand near the heat fan, and then he discovered by himself that it was right, and the heat would hurt him. I didn't know from that day that I was using the discovery learning theory and it became one of my favorite learning theories. It is not easy for a learner to follow directions until he discovers the learning. That will cause him to fail many times! However, we know that failure is a step to success; just put in an effort that will eventually lead to success and this effort should be meaningful. Polanyi put it in his book the tacit dimension (1966), "We can know more than we can tell." I believe that learning is acquiring facts, skills, and methods that can be retained and used as necessary. This learning needs a natural environment which I described in the picture above! Knowing what I believe in learning is important. This is the foundation that should drive the way to create a significant learning environment and the way you engage in learning. On the other hand, I believe that learning should take place anywhere with having a choice, ownership, voice through authentic learning experience. This way of learning will give more confidence to move away from the role of sage in the stage to guide on the side to give the learner COVA.
Believing in the relationship between teaching and learning:
Teaching and learning are both acquiring knowledge. Facing some challenges may have the inquires and they should accept the challenge. I also believe that learning is a responsibility of a learner and that teachers are not able to make a student learn the best; the teachers can develop or establish the environment or immerse the student in that environment, motivate and inspire the learner to take ownership of their learning. I believe that every learner has a different ability, and the teacher should praise the effort and not the ability. The teacher analyzes and assesses to choose the appropriate technologies that can not only fit the needs of your learner, but enhance the learning environment.
Believing in myself as a learner:
When I decided to finish my master's degree in learning I started to think of online courses! One of the things that made me shift through my thinking was Covid 2019. That curve made me think of another way of learning that should be easier. I heard many terminologies at that time such as Zoom meetings, virtual, and online learning. This wasn't familiar before. Now it is a tool that I use to learn. I spent most of my time thinking about this learning and how amazing this opportunity was. Learning from home with freedom and flexibility by a web class. I eventually took the responsibility to be a self-learner and to be autodidactic.
Believing in the difference between a learning philosophy vs a teaching philosophy:
I believe that each individual learner is unique, everyone has something to contribute. because the interaction between different experiences and different cultures will make the connection. It is very important and very effective to find the result for a search of personal learning. Nowadays, technology can facilitate it, but it can't replace it. We should find a new culture of learning. We should motivate and inspire the learner to take ownership of their learning. The learner should enjoy the learning and play with it to achieve their goal. Online learners have to shoulder more responsibility than they are accustomed to in the traditional in-person environment. Learners can improve having Autonomy, Mastery, and purpose.
Teaching is in a better position to make a choice in ways that best fit the perceived needs of their student. It is more of a mentor and guide than dumbing content on learners or lecturing in the traditional way. Teaching is more to build the environment by using Behaviorism, Cognitivism, and Constructivism theories. Teaching is to enable the learner to integrate metacognition by reflection on their learning experience. Learning is the same regardless of how the content is presented to you. This makes the learner and the teacher (also called a facilitator or instructor); very important in learning. The environment is a great help for learning and teaching. According to Tesia Marshik's TED Talk, most of what you learn is stored in terms of meaning. So, the best way to learn or teach something depends on the content itself. Many things can be taught or learned using multiple senses.
Are you a Constructivist, Behaviorist, Cognitivist, or something else and why do you identify with this learning theory? Who is the main theorist of your identified theory?
I believe that I am a Constructivist. The constructivist posits that learning is an active process in which individuals construct knowledge based on their interaction with the world (Jonassen, 1994). Learners rely on their cognitive structure, their needs, beliefs and prior knowledge to transform new information to new knowledge. On the other hand, it will help me to analyze, assess and choose the appropriate technologies that can not only fit the needs of your learning but enhance the learning environment.
Constructivists can take elements from Cognitivism; it is a belief that the brain has more plasticity, adaptability, and complexity than software. Cognitivism is about knowledge, comprehension, application, evaluation, synthesis, and analysis. Being a Constructivist is the belief that each individual is unique. Each individual makes their own decision and uses their voice. Everyone learning the same content is going to learn differently. This is how the learners will identify and incorporate constructivist theories to create and implement CSLE. I want to make sure that my people are learning and growing and not regurgitating. I want to implement what, when, and how to assess the approach to learning and have an authentic learning environment. I want to have a balanced and effective alignment of an organization's planning, delivery, and assessment. And that will produce constructivism with an instructional philosophy that is developed from the principle of people-centered learning. In fact, constructivism is first of all a theory of learning based on the idea that knowledge is constructed by and for the learner (him/herself). Children are not passive in accepting knowledge, but learning activities require the students’ full participation.
Specifically, an important part of the learning process is used by:
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applying their existing knowledge and real-world experience,
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learning to hypothesize,
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testing their theories,
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trying things that don’t work,
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asking questions,
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sharing with each other, and
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reflecting on their experiences.
With this type of learning and as an instructor I should:
Serve in the role of guides, monitors, tutors, and facilitators who:
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use curricula customized to the students’ prior knowledge instead of following a standardized curriculum
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provide a rich environment for the spontaneous exploration of the child
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rely heavily on open-ended questions, hands-on problem solving and inquiry-based learning
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scaffold students to perform just beyond the limits of their ability
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trigger extensive dialogue and collaboration in order to expose the learner to alternative viewpoints and multiple perspectives among students
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nurture students’ natural curiosity and promote their motivation, autonomy and self-regulation
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provide formative and embedded assessment.
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Connection to one or more learning theories to support your position:
I feel like I am more connected to the Structural Learning theory. It is about the rules on what is learned. Which consist of a domain, range, and procedure. There may be alternative rule sets for any given class of task. Problem solving may be facilitated when higher order rules account for creative behavior (unanticipated outcome). As well as the ability to solve complex problems by making it possible to generate new rules. It is often assumed that with more complex control mechanisms and production rules, structural learning theory postulates a single, goal switching control mechanism with minimum assumption about the processor and allows more complex rule structure. Structural learning theory also assumes that "working memory" holds both rules and data (i.e., rules which do not act on the rules) and the memory load associated with a task depends upon the rules used for the task at hand.
The central focus of Schank Theory has been the structure of knowledge (also the Script theory - R. Schank).
In the context of language understanding, R. Schank (1975) outlined the Contextual dependency theory which deals with the representation of meaning in sentences. In Schank's theory all memory is episodic (i.e. Organized around personal experience rather than semantic categories). Generalized episodes are called scripts and specific memory are stored as pointers to scripts. Scripts allow individuals to make inferences needed for understanding by filling in missing information (I.e., Schema). Script theory is primarily intended to explain language processing and higher thinking skills.
A well-developed annotated bibliography to highlight the resources that you reviewed, and which influenced your philosophy:
By engaging the active, interactive, collaborative and reflective learning processes, most likely, the students learn more. Students enjoy learning more when they play an active role, rather than as passive listeners. The students concentrate on problem solving, critical thinking, and deep understanding. Rather than memorization, they will improve their social skills, and communication skills by creating a classroom environment that emphasizes collaboration and the ability of exchanging ideas. They can negotiate with others and evaluate their contributions in a socially acceptable manner. Also, it will create activities, opportunities, tools, and environments to provide and encourage metacognition, self -regulation, and self-reflection.
References:
Schunk, D. H. (2012) Learning theories: An educational perspective. New York, NY, England: Macmillan Publishing Co, Inc.
This book by Dale H. Schunck has done some research about finding key theories for learning.
Bate,T..Online learning and distance education resources.Learning theories and online learning(2014)Cognitivism.Text retrieved from
Learning theories and online learning | Tony Bates
This is Bate’s personal site for resources in online learning and distance education. This site is meant as a resource for students, faculty and academic administrators interested in online learning.
ClombiaLearn.Cognitive Load | Student Learning Strategies(2018)MOOC EDSCI 1x |{video1}.Youtube.Retrieved from
MOOCs are massive open online courses, The concept,spearheaded by edX, behan as an opportunity for organizations to offer online courses to students all over the world, in the millions, for free.
Harapnuick, D. (2009)CSLE: The New Learning Philosophy.{video}. YouTube.Retrieved from
https://www.harapnuik.org/wp-content/uploads/2009/08/inquisitivism_thesis.pdf
Harapnuick, D. (2009)CSLE: The New Learning Philosophy.{video}. YouTube.Retrieved from
This video is by Dr.H he talks about learning and how it is very important to learn how to learn.
Harapnuik,D.(2021)Learner Mindset:What's your learning philosophy Part 1 History.{video}.YouTube.Retrieved from
Whats your learning philosophy Part 1 History
This is a Dr. Harapnuik research video about learning approach, principles and theories.Dr H. talks about the learning philosophy and how every learner is unique.
Harapnuik,D.(2021)Learner Mindset:What's your learning philosophy Part 2 History.{video}YouTube.Retrieved from
Whats your learning philosophy Part 2 Categories
This is a Dr Harapnuik research video about learning approach, principles and theories. He talk about the influential figure and give a brief description about Objectivism, Instructivism, Behaviorism, Cognitivism, Humanism, Constructivism and Connectivism
Health ED Solution.(2012 )Introduction to Cognitive Load Theory.{video}.YouTube. Retrieved from:
Introduction to Cognitive Load Theory
This video of Cognitive Lead Theory retrieved from a Health Ed Solution. This online medical education for improving patient outcomes through better education.
Parker, J.s(2012-2017) Technology toolbox for educator Online learning/ e learning. Text retrieved
Zoho Tools - 2019 Technology Toolbox For Educators (google.com)
This website is a collection of links to information and technologies to support student learning. Rather than showcase how technologies are used by teachers to present information the aim of this site is to showcase how teachers can guide students learning by encouraging them to use technologies as cognitive tools and in meaningful ways
Revington, S.(2013) Defining authentic learning by Steve. Authentic learning.Text retrieved
Authentic Learning - What is it? (weebly.com)
This is a research about authentic learning by Steve Revington. It shows every essentials and relevance about the reality of learning through authentic learning.
Education Bureau.(2018).What teacher should know about learning theories.CognitivismProjectTeam.Text.Retrived from:
Theories_Cognitivism – KB (hku.hk)\
This is a project supported by the Education Bureau and the university of Hong Kong. This research talks about theories of learning;History of learning theories, Learning theories in practice,Behaviorism,Humanism,Cognatavisim and Constructivism.
Education Bureau.(2018)What teacher should know about learning theories.Constructivism ProjectTeam.Text.Retrived from:
Theories_Constructivism – KB (hku.hk)
This is a project supported by the Education Bureau and the university of Hong Kong. This research talks about theories of Constructivism..
Infed.org.(2020)What Is Learning?A Definition and discussion.Retrieved from:
What is learning? A definition and discussion – infed.org:
This is a discussion article by Mark K Smith about the learning:theories, meaning, purpose and keys.
Wheeler,S.(2013)Learning theory for the digital age.Text retrieved from
Learning theories for the digital age | Learning with 'e's (steve-wheeler.co.uk)
This site is by Steeve Wheeler. This site about how and why we should use the digital tools to enhance learning.
Aligning Outcome, Activity and assessment
Abstract
As a teacher, helper, or helper or helper, or facilitator I would help my learner through their journey of learning. Any journey in our life needs a mapping first, this will be easier if we look at the big picture and not follow step by step directions; because learners have choice, ownership and voice through the authentic way of learning. Journey of learning sometimes has a bumpy road or may be traffic or even facing a storm that stops us not making us move. From there you have to look at the big picture to find the route that will help you continue through your journey without stopping. I want to make sure that my learner has a critical thinking, look at the big picture, growing and improving and not regurgitating! After I read Dee Fink’s 3 Column table and his Taxonomy of Significant Learning; I believe I should design a course based on my innovation plan with choice, ownership, and voice through authentic learning.
BHAG ; Learners will be able to apply their learning (foreign language learning) to the technology tools such as: create a podcast conversation, a zoom culture presentation, engaging professional video content or creating a digital video clips about the foreign culture.
As a Structural I want the learner to learn from doing and making. I want to guide them through their hard work. Learning has never been easy, that's why I want to facilitate it by using the learning alignment of:
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What do we plan in teaching?
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How do we teach the curriculum?
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How do the learners achieve the curriculum?
Finding an answer for those questions will help me to reach the assessment evidence of student outcome and I want to make it effective too. Having an effective alignment with impediment the systematic of information transfer, simple tools and partial perspective tendency to only consider the cognitive domain, personal in tendency to do to our students what was done to us. Quick fix by the tendency to look to application of
Course Goal:
If I want to design and create a significant learning environment, I should start by building and mention the course goal.
Learning a second Language with constructivist, script theory and applying the digital 21 century innovation will expand the learning and build a significant learning environment.
Learning outcome:
Aligning learning outcomes/goals with learning activities and outcomes
Throughout this plan, I’ve worked to incorporate many different types of thinking and learning. Learners will be immersed in practical, creative, and critical thinking. They will be using ideas that are familiar to them (Situation levels and conversation) to influence their planned designs and the direction of their projects. I’m most looking forward to seeing how the students personally connect to the course material and how their experiences in making a conversation with no fear with their choice, ownership, voice through authentic learning process. It is my hope that this course allows learners to develop the desire to become involved with other initiatives throughout the year and shows that technology is a tool that can help bring your big ideas to life in ways that you may not have imagined.
Learning Environment & Situational Factors to Consider
My focus: Speaking a Second Language
1. Specific Context of the Teaching/Learning Situation
How many students are in the class? Is the course primary, secondary, undergraduate, or graduate level? How long and frequent are the class meetings? How will the course be delivered: live, online, blended, flipped or in a classroom or lab? What physical elements of the learning environment will affect the class? What technology, networking and access issues will affect the class?
Students: about 60, 3 class periods
Secondary level, (5,6,7) the level
A/B schedule, meet on A-days (2-3 each week)
Delivery method: blended learning (1:1 iPad-iTunes U course as delivery of content)
2. General Context of the Learning Situation
What learning expectations are placed on this course or curriculum by: the school, district, university, college and/or department? the profession? society?
Level planner is expected to be used through our Sub score system.
Grading criteria A-D must be used to finalize summative assessments for level grading on four subjects: Literacy: Reading and writing
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Comprehension: Listening and reading
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Conversation: Speak and listen
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Production: Write and Speak
State standards for foreign language will be used
3. Nature of the Subject
Is this subject primarily theoretical, practical, or a combination? Is the subject primarily convergent or divergent? Are there important changes or controversies occurring within the field?
Subject (Foreign Language) is practical.
This topic is primarily divergent (Reading/writing/Listening/speaking). When the learner makes a full meaningful understanding for those divergent systems it will make the achievement very high.
4. Characteristics of the Learners
What is the life situation of the learners (e.g., socio-economic, cultural, personal, family, professional goals)? What prior knowledge, experiences, and initial feelings do students usually have about this subject? What are their learning goals and expectations?
My organization is on an online web. Most students are Arabic.
Students at this age are curious and open to new ideas and second languages. Speaking a second language is most intriguing to them as well.
Most students have an idea of how the basic letters would pronounce and write but may not understand how the word within each conversation has a different meaning.
Learning goals and expectations overview: understand the words meaning within the sentence, understand the conversation with reading and writing.
Current statement of inquiry that drives the unit: The exploration of terminology and how the situation allows for change in meaning and gives different understanding.
Expectation at the end: students will create a conversation that will encourage others to interact, and they will choose the subject and which way they want to present it.
5. Characteristics of the Teacher
What beliefs and values do the teacher have about teaching and learning? What is his/her attitude toward: the subject? students? What level of knowledge or familiarity does s/he have with this subject? What are his/her strengths in teaching?
Second language is one of the exciting topics to engage students with because they get a chance to choose by themselves, specifically their favorite language.
I like to teach in a constructivist manner that allows for learners to explore and play within the constraints I provide. Labs and activities are heavily used during this unit to further develop the understanding of the speaking and listening, beyond the lessons students will do outside of class (blended learning).
The learner excitement easily can be contained within the context of our Listening, reading activities, and conversation. My strengths are the guided constraints I provide and the conversation module we work with to enhance understanding and the ability for students to use their learning styles through differentiated activities. I am very familiar with learning and teaching a foreign language in different ways.
Questions for Formulating Significant Learning Goals
A year (or more) after this course is over, I want and hope that students will recognize the importance of learning a second language how to collect and analyze words and meaning to identify sentences and make a conversation (Learning skill through reading, listening, writing, speaking)
My Big Hairy Audacious Goal (BHAG) for the unit is:
For students to create a conversation module, activity, or presentation that provides a big solution practicing the language, based upon their exploration of the new terminology and memorization to create a new conversation module.
Statement of Inquiry: The exploration of learning a new terminology allows for the development of speaking with fearless
Global Context: Scientific study of language and Linguistic Society of America
Key Concept: memorizing
Foundational Knowledge
What key information (e.g., facts, terms, formulae, concepts, principles, relationships, etc.) is/are important for students to understand and remember in the future?
LSA (Linguistic Society of America)
The learner should be an autodidact. Learners should analyze, evaluate, absorb, feel and recognize a different culture, language, atmosphere by themself. The student is expected to:
collect and memorize new words using the apps and technology tools that I provide for them such as (Duolingo apps) for speaking and writing,
Linguistic Scientific investigation and reasoning. The student uses critical thinking by listening first, using the memory, and repeating the pronunciation. The student is expected to:
Listen to the videos and then read the same conversation, pronounce and memorize that will make the learner ready to create a conversation.
(Environments. The student chooses the module to create the conversation. Students are expected to:
(a) identify the main meaning of the subject. (b) Interact with the peers to make a full conversation. (c)They will act in this module by taking roles.
What key ideas (or perspectives) are important for students to understand in this course?
Terminology is very unique to this course.
There can be several solutions to memorize the new terminology.
The way of learning for each person is not necessarily the same
Listening and analyzing is the first step for learning
Application Goals
What kinds of thinking are important for students to learn?
Critical thinking, in which students analyze and evaluate
Students will be required to recognize and analyze new words, evaluate conversation modules, identify meaning and pronunciation.
Creative thinking, in which students imagine and create
Students will need to create conversation modules to authentic problems, apply existing knowledge to generate new ideas and new sentences to generate new conversation.
Practical thinking, in which students solve problems and make decisions
Students will need to apply knowledge to familiar and unfamiliar situations and transfer knowledge and experiences to create a different conversation.
What important skills do students need to gain?
Students should walk away with analyzing and evaluative skills, which they will carry on throughout their following years in linguistics.
Do students need to learn how to manage complex situations?
Students will definitely be learning how to manage their complex situation, and I will provide guidance in doing so through (LSA) goals.
Integration Goals
What connections (similarities and interactions) should students recognize and make…:
Among ideas within this course?
Students should see that there is a clear way of learning the meaning and use this meaning in their way of life. This is the structure they should learn.
Among the information, ideas, and perspectives in this course and those in other courses or areas?
Students may see connections made to our learning Design course as well as their ability to communicate effectively with these resources.
Among material in this course and the students' own personal, social, and/or work life?
Students will see a direct correlation between this unit and their own personal and social decisions as we will explore the new language's meaningful sentences.
Human Dimensions Goals
What could or should students learn about themselves?
Students will learn that their daily choices are in direct learning with their time and place, also that they have a responsibility to make wise decisions.
What could or should students learn about understanding others and/or interacting with them?
Students will explore and understand the issues surrounding different languages and culture and why a second language is important.
Caring Goals
What changes/values do you hope students will adopt?
Interests: I hope students gain an interest in Learning second language
Values: I hope students find value in exploring learning ideas and activities for learning second language in entertaining way
"Learning-How-to-Learn" Goals
What would you like for students to learn about?
How to become a self-directed learner of this subject, i.e., having a learning agenda of what they need/want to learn, and a plan for learning it?
Since it is learning a second language and according to my innovation plan, that focus on using blended learning and the technology tools which it is a big opportunity nowadays to learn. Learning starts from the learner; it depends on him. I am the mentor or the guidance or the facilitator as I mentioned in my learning philosophy. Here is the three-column table which will give a bigger picture to guide the learner to their destination (BHAG). I will always encourage my learner and help them walk the way
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Learning Goals
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Learning Activities
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Assessment Activities
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Foundational
Learner will analyze learning the second language, speaking, reading, writing and translating:
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Blended learning
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Live conversation
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Digital stories
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Reading stories
Learner will have a critical thinking, and will improve their reading, speaking, writing and translating
Application
Learner will apply the e-learning tools and generate ideas; act and build the situation for learning that provide them for knowledge, the online resources, the recorded and live video all will demonstrate mastery:
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Discussion
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Conversation
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Acting
Review and assess available tools and terminologies to identify the second language, speaking, reading, writing and translating
Integration Stage1:
Learner will be able to combine the conversation with a situation of speaking to native speak
Integration 2:
Learners will deliver their conversation project and reflect for improvement.
Live video with a native speaker
Lesson delivery:
Learners will examine all the examples' and will record samples of their conversations that will be collaborative with their peers. they will use a critical thinking with choice, ownership and voice of their work
Show the framework with learner effort, make a conversation with no fear.
Human Dimension/Caring
Learners will be able to collaborate and communicate and will be able to lead the change and to create the next step of conversation subject and interacting
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Feedback
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Collaboration,
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Interaction
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the Learner will make changes and improve based on feedback, give feedback to others using the chatting, discussion board, zoom meeting.
Learning How to Learn
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Learner will compile resources, new terminologies, conversation subjects to finalize their level with acting this conversation
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Web based,
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Discussion board
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Zoom meeting
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Blog post
Learner will create their final proposal
they will add their proposal to their e-portfolio, and they will reflect upon their conversations. they will plan more conversation situation
References:
Brown, J. & Thomas, D. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Lexington, KY: CreateSpace.
Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. John Wiley & Sons.
Fink, L.D. (2003) A Self-Directed Guide to Designing Courses for Significant Learning. San Francisco: Jossey-Bass.
Lichtman, G. (2013, March 20). What 60 schools can tell us about teaching 21st century skills: Grant Lichtman at TEDx DenverTeachers. Retrieved from: https://www.youtube.com/watch?v=UZEZTyxSl3g&feature=youtu.be
Wiggins, G. & McTighe, J. (2005). Understanding by design (expanded second ed.). Alexandria, Virginia: Association
for Supervision and Curriculum Development.
Ubd Design (Understanding by Design)
“We can’t solve problems by using the same kind of thinking we used when we created them.”
-Einstein
Change is hard! To make a step for a change we should see it from a different perspective than how we see it now. This is not going to be an easy process. We should start with ourselves and have a goal and interest to change, we should build the environment and use new styles and tools to facilitate the change. We look for ways to align what we are doing with what we believe and from there I started my Innovation Plan; with new thoughts and ideas to make this change that faces many challenges. Within these challenges I was reading a book for Carol Dweck about Growth Mindset, it is a great book that helps you face all of these challenges and go over them! A challenge is when you are put in a situation of making a change with new ideas and experiments and your process to see if you really can make a difference.
I am so excited to start designing my innovation plan, a blended learning course with a second language teaching course that will be online web resources. It was built using the backward design model. The backward design considers what students will take away from the course and walks backward by thinking about outcomes, activities, and goals to structure the course.
I followed L Dee's Fink's model of designing a significant learning environment by giving a choice. ownership and voice through authentic learning opportunities to the learner, and if I want to follow this learning style, I have to build courses or program differently. I should start with backward design mythologies. I should use the focus of the BHAG in my design and development to ensure that my goal is strategic and emotionally compelling enough to speak to where my students will be after the course. The goal should focus more on who the students will be or become as a result of the course and not just focus on what they will be able to do. that requires me to start with it which I construct by imagining what learning looks like or can accomplish by the end of the course. I have followed the Fink taxonomy that has outlined the process in greater detail in the post It's About Learning | Tag Archive | Fink’s taxonomy (harapnuik.org)
paragraphs & more.
BHAG, asks you to start with a backward design model within an outcome-based education (OBE)Framework that will help me clearly articulate the course outcomes.
I should always get motivated when I design a course and remember what Simon Sinek argues, people aren't interested in what they need to do as much as they are interested in why they need to do. That addresses the learner emotionally rather than rationally and that the heads won't go where the heart won't be.
Her is my Ubd design template for my course for speaking a second language:
Unit title: Speak a second language fluently
Establish Goals: Stage one:
Define a Desired result
Course Goal:
If I want to design and create a significant learning environment, I should start by building and mention the course goal.
Learning a second Language with constructivist, script theory and applying the digital 21 century innovation will expand the learning and build a significant learning environment.
Aligning learning outcomes/goals with learning activities and outcomes
Throughout this plan, I’ve worked to incorporate many different types of thinking and learning. Learners will be immersed in practical, creative, and critical thinking. They will be using ideas that are familiar to them (Situation levels and conversation) to influence their planned designs and the direction of their projects. I’m most looking forward to seeing how the students personally connect to the course material and how their experiences in making a conversation with no fear with their choice, ownership and voice through authentic learning process. It is my hope that this course allows learners to develop the desire to become involved with other initiatives throughout the year and shows that technology is a tool that can help bring your big ideas to life in ways that you may not have imagined.
Stage 3 Making Plan
Where are we going and what is expected?
Listen and read instructions in the online course and complete all the submitted resources every week
Hook and Hold interest
Create a conversation in the learner interests and experiences
Equip - Experience- Explore
Rethink and Revise
Adapt original goal to remain achievable
Rely on the shared resources on the webpages as reference
Continuously edit the recorded audio and the written conversation
Evaluate
Review the work of others or read their writing or listen to their recording
Record an audio are making a video showing the feedback
Tailored
Work on topics outside the course, search other new terminologies and find the different meanings for each word in different sentences.
Organization
Progress in order of changes and improve based on feedback, give feedback to others using the chatting, discussion board and zoom meeting on the webpage.
Use the shared document for gathering information as a group
Evaluation of the Ubd vs. the Three Column Table Modules
The Ubd by Wiggins and Mctighe and the Fink’s three column table, I found them very useful in creating a significant learning and leading environment for the students.
Ubd design helps the facilitator to narrow in on the specifics, organize and plan, so that the learner receives the most benefit from their interaction and collaboration with the curriculum, enabling them to get an authentic learning experience. This module needs a lot of activities that are measurable which needs far more work in planning than it needs. This module also designed to focus on the individual learner outcome, and it is not flexible by free thinking and personalized evidence of learning unfortunately the Ubd design it lacks the big picture because it focuses on questions that lead to day- to- day class engagement.
The three-column table provided by L. Dee Fink; Ph.D. this module offers high level questions geared to much more higher-level objectives that are hard to be measured. It focuses on the learners’ understanding, completing activities and it requires explicit skills as evidence of learning. Three column table is a great choice for this course with a list of formulas for adding structure to a course in a way that won't stifle the learning environment. The model demonstrates how the second language blended learning is designed to maximize self-directed learning. The module focuses on goals, activities, and assessments of different key areas, such as building a foundation of knowledge followed by applying what you know, combine what you learned with the existing skills and look for your second language for day-to-day activities, and communicate fearlessly with a native speaker! This system will provide you with the "what", "how" and "why" and build it in a column form.
Final thought
On the way to adventure, the learner will learn how to learn, what they want to know, why they choose to learn a second language, what is the benefit out of it? As a guide and a structural, I will let them discover these answers by themselves and I will lead them to see the language as a doorway to discover knowledge about culture through another language, to connect with friends in another country, also to let them feel confident in traveling, business, tourist, and open more opportunities for them in education.
I believe that a three-column table is an excellent resource for this course
References
Fink, L. D. (2003) A Self-Directed Guide to Designing Courses for Significant Learning. Retrieved from https://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf.
L.Dee Fink
A Working, Self-Study Guide on (deefinkandassociates.com)
Why you need a BHAG to design learning environments | It's About Learning (harapnuik.org)
Start with Why by Simon Sinek
My growth mindset
‘It Always Seems Impossible Until It’s Done” Nelson Mandella
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How can you help your learner develop a growth mindset?
I can help my learner to grow a growth mindset, by accepting the challenge, and by having a belief in action. It will be enough to grow a growth mindset. He has to create the environment to reflect the learning and develop a plan for this learning!
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How will you model the growth mindset and the message of "Yet" to your learners?
A good amount of yet it is very helpful to make you climb up and pick up when you fail, and this should be consistent to make a complete change.
I will model the growth mindset to my learner as of being a mom which is a very hard job. and being moved to the state from overseas, being far away from my family so I don't have any help. I still fail and I still stand again while I am learning or parenting or working! and more likely stick on my way and I want to learn more!
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Consider how the growth mindset can change the acceptance of feedback and student's attitude toward cheating.
A student who has a growth mindset will accept the challenge, loves mistakes, and will focus on the learning, not on the grading. A growth mindset takes the feedback as a chance to improve. Getting better and expecting the good and bad in their way of learning.
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How can the growth mindset help limit some of your student's preoccupation with grades? What role does grit play?
Growth mindset learners focus on learning not on grades. On the other hand, they have the grade (Grit) which creates passion and perseverance for the very long term. The learner will have stamina with grit which sticks with them in the future.
How can we prevent the growth mindset from becoming a fad or being improperly implemented? Consider how grit can be misused (Hint rigor)?
We always think that adults with a growth mindset create kids with a growth mindset and it is not correct! It is not always right. We can prevent the growth mindset from becoming a fad by not praising the intelligence, only praising the effort. If we praise intelligence, we will create learners who say 'NO' all the time to the effort. That will make their improvement very hard.
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The growth mindset is a good start but is it enough?
The growth mindset is a good start but is not enough. It should have an environment to stay connected and to be consistent with their pathway of success.
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How can we move our learners toward reigniting or adopting a Learner's Mindset?
I Would move my learner toward a growth mindset by believing all students can learn and be successful. All learners can learn with different abilities. I should as an educator assist students in believing in their power. Believing all learners should be challenged or rewarded. Students should be taking risks and rising to challenge, and that’s what happened with me to experience this challenge and accept it in the growth mindset.
I started my learning program Digital Learning and Leading with the course Growth mindset. I enjoyed what the philosopher Carol Dweck in her book The psychology of success, talks about! I focused at the beginning on the learner growth mindset only, but I think we should expand our thinking and talk about the educator's growth mindset, too. Because students with a growth mindset need an educator with a growth mindset we want to build and create a significant learning environment.
Creating a significant learning environment address some vibes:
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We develop a growth mindset by reflecting the student's learning.
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We develop a growth mindset by developing a plan for their learning
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The learner should add the environment to continue the consistency
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A growth mindset is philosophy is not a cure or a treatment
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It grows by belief and action
I started this course “creating a significant learning environment” by talking about the CHANGE! How the old ways can't keep up with the rapidly changing like in the past, learning was in a row of disks, with the teacher being a sage at the stage. The learning focus was on the teacher only! The learner does learn for the grades only! Nowadays, we learn from the palm of our hand anywhere or any place? I wrote about creating a new culture to talk about all of these changes and, all of these changes can't be without growing from fixed to a growth mindset. I started my innovation plan that thinks about learning using the Why, what, and how to prepare the learner for life not only for the grade achievement. I want to allow learners to make a change by using Choice, ownership, and voice through an authentic learning opportunity. I asked to learn a second language to communicate with a foreign culture, friends, or business and work. The environment for learning a second language is a collective environment where the learner can share his learning with the public and reflect this learning by understanding and participating with others. In this way, the student will accept the challenge, embrace the change, and will make the shift on his mind toward a growth mindset
" We Can Know More Than We Can Tell" Polony
I believe learning is acquiring facts, skills, and methods that can be retained and used as necessary. This learning needs a natural environment which I described in my Learning philosophy. a learner who is responsible for the learning; the teacher is the one who establishes the environment or immerses the student in that environment, motivates and inspires the learner. In learning philosophy, I went through thinking deeply about creating a change in learning and educating. As an educator, I am the guidance, mentor of the class; I am there to use the curriculum customized to the prior knowledge and provide a rich environment for the spontaneous exploration of the child. This environment relies heavily on open-ended questions, hands-on problem solving, and inquiry-based learning. With this student can perform their ability, trigger extensive dialogue and collaboration to expose their alternative viewpoints and multiple perspectives. This will help the learner to have a natural curiosity and promote motivation, autonomy, self-regulation, and provide formative and embedded assessment.
I want to have a balanced and effective alignment of an organization's planning, delivery, and assessment. And that will produce constructivism with an instructional philosophy. This philosophy is developed from the principle of people-centered learning, which is the foundation of the learning. After that I was able to create an alignment outcome, activity, and assessment. I learned that as a Structural I want the learner to learn from doing and making. I want to guide the learner through their hard work, that's why.
I want to facilitate it by using the learning alignment of:
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What do we plan in teaching?
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How do we teach the curriculum?
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How do the learners achieve the curriculum?
Finding an answer for those questions will help me as an educator to reach the assessment evidence of student outcomes.
I decided to use blended learning to teach a second language, and this will be a backward design as I followed L Dee's Fink's model of designing the environment BHAG. This will ask you to design an Outcome-based education (OBE) Framework that will help me clearly articulate the course outcomes.
I should always get motivated when I design a course and remember what Simon Sinek argues, 'people aren't interested in what they need to do as much as they are interested in why they need to do'. That addresses the learner emotionally rather than rationally and that the heads won't go where the heart won't be.
I want to try a different design, I wanted to narrow in on specifics, organize and plan, so that the learner receives the most benefit from their interaction and collaboration with the curriculum, enabling them to get an authentic learning experience. This module is called the Ubd design by Wiggins and McTighe. This needs a lot of measurable activities, which require far more work in planning than it needs. This module is also designed to focus on the individual learner outcome, and it is not flexible by free-thinking and personalized evidence of learning. Unfortunately. In my opinion The Ubd design lacks the big picture because it focuses on questions that lead to day-to-day class engagement.
My Mindset plans
As I took a look at my Growth mindset plan, I reflected on how the learner can develop a growth mindset. I recognize how essential it is to create a significant learning environment with the power of” NOT YET”. I also discuss the importance of using Choice, ownership and voice through an authentic learning environment. I also show how the Growth mindset and Grit should be utilized. Overall, creating a significant learning environment is important to my innovation plan.
Referrals
Dweck, C. S. (2006) Mindset The new psychology of success. New York. Random House
Change your fixed mindset into a growth mindset [Complete Guide]. (2020.june,23)
Retrieved April,4.2021, from https://scott jeffrey.com/change-your-fixed-mindset/
Stanford Alumni. (2014, October 9). Developing a Growth Mindset with Carol Dweck [Video]. YouTube. https://youtu.be/hiiEeMN7vbQ
CSLE2COVA. (2019, April 5). LMD EP20 Growing a Growth Mindset [Video]. YouTube. https://youtu.be/yR7uCZGPZ5k
TEDx Talks. (2014, September 12). The power of yet | Carol S Dweck | TEDx Norrkoping [Video]. YouTube. https://youtu.be/J-swZaKN2Ic
TEDx Talks. (2012, november,18). The power of belief. Eduardo Briceno.TEDxManhattanBeachhttps://youtu.be/pN34FNbOKXc
*Additional references are located in my growth mindset plan Canva
Contribute to the Learning and Learning community
I learned in this program Digital learning and leading how to be a powerful performer in life and how to be autodidactic.
In this course Creating a significant learning environment 5313, I learned how to create a new culture of learning and build my learning philosophy with the outcome assessment and the Ubd design. This change in learning and how we accept this change needs to have a growth mindset and a growth mindset plan, too.
I tried to put everything I learned together, to be a better learner and a better educator, too. By checking my email every twenty-four hours and attending the zoom meeting every Tuesday at 7:00 cooperating with my peers on a discussion board every Thursday and giving feedback to each other! That was so helpful.
In addition to that, I submit my assignments on time, and sometimes I submit them earlier. Every assignment had a referral page that had all the resources that support my ideas.
I contributed with my friend on "GroupMe" to help each other and give feedback if we need to. My friends were a great help by bouncing questions and answers asking about different things. It ended up that we were becoming friends who talked about personal stuff like vacations that we had been to, or preparing for weddings, or even how many hours we spent studying.
My" group me app" peers are: Misma, Nelly Roldan, Kathryn Bright, Claudia Rios, Gauri Misra.
I’ve been proactive in preparing for a zoom meeting on Saturday morning at 10:30 To discuss the assignment and the books we are reading, especially; create a new culture assignment. When we read the book, it was confusing, and the book had very hard terminologies to understand; Second time we had a zoom meeting we discussed blended learning so we can learn deeply about it and share the ideas to learn. I completed all the resources: videos, Texts, Books and I enjoyed reading links that connected to the text.
As a learner who changed to be autodidactic, I think I did a great job in this course by completing all the supporting resources and by meeting the various activity deadlines in the calendar. I reflect the learning by taking responsibility and leadership in the assignment and discussion with the group. I tried to be active and submit the discussion on Thursday so I can give a chance to my peers to read it earlier and get more feedback. I tried to follow the APA forum and link all the assignments coherently, not even forgetting to apply the assignment to my website and submit it. too.
I will put a grade (95) praising the effort that I made with all the challenges that I have as a mom for two boys, a wife, and in addition to that English is my second language, too. I'm not going to stop right there I want to learn more and accept more challenges; I am ready to do more mistakes and to learn from it and to have any feedback that I will consider it as an opportunity to learn. I didn’t give myself a 100 because some assignments were returned back for correction!