Developing a disruptive innovation plan has been an exciting, ongoing process. In EDLD 5305, we created a proposal, a timeline, and a promotional video to explain why our disruptive innovation was necessary for our learning environment. However, this course made me think about what that learning environment will actually look like. In order to make the implementation of a blended learning lifeguarding class a success, I need to focus on creating a significant learning environment that will engage my students and help them grow as learners.
Significant learning environments are far more than just the physical space and atmosphere of a classroom or school, it also involves what activities are occurring, what resources are allowed and available, and how individuals are engaging with their environment to construct meaning (Thomas & Brown, 2011). It is important that we create a learning environment that is more than just a friendly and safe place to learn. We need to create a space where students are engaged in collaborative and interactive activities that push them to be creative, dive deeper into the content and not just robots repeating what they learned. Reading about significant learning environments, and reflecting on the significant learning environment in my own classroom, helped to develop my thoughts on how to improve my classroom learning environment. Also, I learned that my personal philosophy on learning plays an important role in how I organize my classroom and the expectations I have for my students when it comes to their learning.
To further the process of implementing blended learning into lifeguarding, I created two different outlines that detail the established learning goals I have for my students. I first created an outline using Fink’s Three Column Table along with aligned outcomes, assessments, and activities for my course. This explains, in great detail, what my learning environment looked like and asked me to identify a Big Hair Audacious Goal (BHAG) for my unit. A week later, I used Understanding by Design (UbD) to outline my unit. Both models helped me to create a plan that is centered around my learning philosophy and my ideal significant learning environment.
Every learner should be informed of the value of the growth mindset. Since the beginning of this program, I have learned so much about the growth mindset and have seen first hand the benefit it had on my students when facing challenges. I plan to continue to try to use a growth mindset myself and implement it into my classroom so that my students can develop this mindset as well. A learner who is going to constantly face challenges and potentially fail from time to time needs to understand that their abilities are not fixed. Hard work and determination can further the development of skills and lead to growth and success. To conclude, my growth mindset plan, learning philosophy, three-column table, and UbD, will all influence the creation of my significant learning environment.
References:
Thomas D., & Brown, J.S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change.
Significant Learning Environment Reflection
Developing a Growth Mindset Plan
I first learned about Carol Dweck’s growth mindset in December of 2019. According to Dweck, there are two types of mindsets: a growth mindset and a fixed mindset. A learner with a growth mindset believes that his or her abilities can grow through hard work, while a learner with a fixed mindset believes that basic qualities like intelligence and talent are fixed traits (Dweck, 2010). I have always tried to encourage my students to work hard and to take on challenges with enthusiasm, but I had never identified it using this terminology. When I first reflected on her research in my Growth Mindset Plan in 5302, I had a limited understanding of how I could really move forward with completely incorporating it into my classroom. Now, four classes later, I have deepened my understanding of the growth mindset. I have developed an Innovation Plan I believe can completely alter lifeguard instruction by incorporating the use of a blended learning approach, which will allow students more time to review and master skills, while in class.
Though blended learning may change the environment in which my students learn, I still need to promote the mindset I want them to adopt by familiarizing them with it through specific lessons and discussions. Therefore, I will start the course by introducing my students to Dr. Dweck’s ideas. The first thing I will do is share one of my favorite quotes by Joubert Botha (see above) with my students. I think this is an important quote to start off with because many students will struggle their first couple of times trying out a new skill. It is important for them to remember that they haven’t failed, it’s just unfinished success.
In relation to my innovation plan, there is a new activity I would incorporate into my overall classroom environment in order for my students to encompass a growth mindset. One lesson I would incorporate into my classroom would be an online reflection wall. Each week the students will write a reflection on one or more skills that they felt they struggled with the most during class. In this reflection, they will write how they felt, why they felt they struggled, and what would help them to succeed through the struggle. This will allow the students to see where they started and how far they have come through the course. It will also show them how to process through their struggles and develop a growth mindset. Then, when they give feedback to their classmates and evaluate each other’s contributions to the group, they will be asked to use a “growth mindset voice,” consider Dr. Dweck’s 4 Key steps to changing your mindset and to provide specific suggestions for how an individual can change. This type of activity will promote a Growth Mindset because it encourages students to seek out solutions to problems instead of simply identifying them.
Step 1: Learn to hear your fixed mindset voice.
Step 2: Recognize that you have a choice.
Step 3: Talk back to it with a growth mindset voice.
Step 4: Take the growth mindset action.
Throughout the course, the students will show how their mindset is changing by the vocabulary they use to reflect on their struggles, and by the way they communicate with each other throughout the course. As a teacher, I would be able to see how their words and actions have changed and what they are doing to change from a fixed mindset to a growth mindset. I would also encourage my students and remind them that their growth mindset can be an influence for others to grow. Rick Rigsby said it best, “I’m not worried that they will be successful, I’m worried that they won’t fail from time to time,” because through failure, they will gain a growth mindset.
References:
Dweck, C. (2010). How can you change from a fixed mindset to a growth mindset? Retrieved from Mindset website: http://mindsetonline.com/changeyourmindset/firststeps/index.html
Gerstein, J. (2015, September). Is " have a growth mindset" the new "just say no" [Blog post]. Retrieved from http://usergeneratededucation.wordpress.com/2015/09/04/is-have-a-growth-mindset-the-new-just-say-no/
Stanford Alumni. (2014). Carol Dweck, "Developing a growth mindset" [Video file]. Retrieved from http://www.youtube.com/watch?v=hiiEeMN7bQ
Understanding by Design
The Understanding by design (UbD) model and Fink’s Three Column Table have been extremely helpful while planning for my significant learning environment and incorporation of my innovation plan. While both planning documents are similar, there are some differences as well. Fink’s design asks more questions about physical learning environments in which the students will be accomplishing their goals. It asks about the characteristics of the teachers and learners before starting the design of the environment. This week, I created an outline using Wiggins and McTighe’s “Understanding by Design”. This model also places significant value on expected goals and motivations but aks fewer questions about student and teacher dynamics. Both models are designed so that the teacher must look at the expected goals and outcomes of the environment before designing the rest of the course.
In my opinion, UbD and FInk’s Three Column Table are both effective ways to plan the creation of a significant learning environment. Personally I favor UbD because I felt that every detail included was important. While creating the Three Column Table, I felt that I was describing details that I naturally consider when planning. UbD was efficient and showed a strong connection between learning outcomes and activities.
ALIGNING OUTCOMES, ASSESSMENTS, AND ACTIVITIES
Learning Environment & Situational Factors to Consider
Creating a significant learning environment doesn’t happen overnight. In order to be effective in the classroom, careful planning is needed. Aspects that need to be considered to create a meaningful lesson for students are: application, integration, human dimension, caring, and learning how to learn (Fink). These perspectives all focus on the student and step away from simply reiterating content.
It’s necessary that learners are given clear learning objectives and goals. Using Fink’s guide, I have outlined how I will introduce and implement blended learning into my lifeguarding class. I hope to engage students and help them find an interest in their own learning. They will be improving their lifeguarding skills with the use of technology, peer interaction, scenarios and most importantly, hands-on training.
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: ~10 per class
Level: Secondary- High School (15-18 years old) Lifeguarding
Class Meeting: 3 days a week in person at the pool (45 minutes each class), ~2 hours online on their own time.
Delivery: Blended learning- ~2 hours online with three in-person, 45-minute classes at the pool each week.
Potential Issues: Students not doing the online work prior to coming to class. If they don’t do the online work first this will set back their learning and cause them to fall behind. Also, students not having access to the internet at home and having to wait to do the work at school.
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?
Follow the course curriculum
Align content with American Red Cross standards
Submit grades during the 1st and 2nd marking period or 3rd and 4th marking period depending on when they take the course.
Submitting grades in Skyward (online gradebook)
Following grading system: A (92-100), B (83-91), C (74-82), D (65-73), F (0-64)
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?
Lifeguard Blended Learning is a combination of practical and theoretical. Students will encounter theoretical knowledge during their online training prior to coming to class. They will then experience practical knowledge when they are in class and able to have hands-on experience.
I feel like this subject is mostly convergent because there is little room for creativity and students must be able to figure out a concrete solution to the problem.
The changes that will occur within this field are going from being 100% in the classroom to now having about half the class online and the students having ownership of their learning. The teacher will provide guidance, but it is up to the students to put in the work to learn the information.
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?
The school district is located in a semi-rural suburb of Philadelphia, Pennsylvania occupied by mostly affluent families. The majority of students are Caucasian with small percentages of other races; overall the school lacks diversity. Over ninety percent of students graduate from high school and primarily move on to higher education.
All students have participated in swimming in their middle school where they had an introduction to lifeguarding. However, this is their first in-depth Lifeguarding course.
Students will be able to identify the behaviors of a swimmer, distressed swimmer, active swimmer, and passive swimmer and demonstrate how to safely and effectively assist any of these types of swimmers. They should also be able to explain proper scanning techniques and identify tactics to overcome scanning challenges. Be able to demonstrate the ability to work as a team to implement an EAP, perform a rescue, and perform emergency care. Along with being able to identify signs and symptoms of head, neck, and spinal injuries and demonstrate how to care for victims with these types of injuries.
5. Characteristics of the Teacher
What beliefs and values does 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?
The teacher believes that education is the foundation of success. The teacher hopes that her teaching will help her students continue to be successful in the classroom and the outside world.
The teacher values learning and believes that everyone should be a lifelong learner.
The teacher’s attitude toward the subject is positive and she has high expectations for her students.
The teacher enjoys the different personalities and interests of each of her students. She strives to be supportive, encouraging and motivating to her students.
The teacher is highly familiar with the content being taught but novices in implementing blended based learning. She is focused on learning alongside students and developing her pedagogical skills.
The teacher’s strengths are her passion, organization, and drive. She is also student-focused, hardworking, and flexible.
Questions for Formulating Significant Learning Goals
"A year (or more) after this course is over, I want and hope that students will .”
Be able to sustain their confidence in their abilities as a lifeguard to prevent accidents and to continue to respond with confidence and competence when accidents occur.
My Big Hairy Audacious Goal (BHAG) for the course is:
To incorporate virtual out-of-pool education and enhanced in-pool scenario practice that will help create efficient lifeguards of the future who will have more hands-on practice than ever before.
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?
In the blended learning course, the online component has been designed to instruct participants in the knowledge-based aspects of the Lifeguarding program, as well as to introduce them to the skills they will practice and master during the instructor-led portion of the training.
What key ideas (or perspectives) are important for students to understand in this course?
Learners will...
Familiarize themselves with Google Classroom and the American Red Cross Online Portal.
Demonstrate effective communication in various forms throughout the course.
Use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed decisions
Perform water-based fitness skills in a pool environment.
Application Goals
What kinds of thinking are important for students to learn?
Critical thinking, in which students analyze and evaluate
Creative thinking, in which students imagine and create
Practical thinking, in which students solve problems and make decisions
What important skills do students need to gain?
Do students need to learn how to manage complex projects?
Learners will...
Use critical thinking by analyzing and evaluating situations and scenarios involving human safety.
Use practical thinking to problem solve and make decisions that maintain the health and welfare of all victims.
Demonstrate confidence, attentiveness, teamwork, and the ability to stay calm during a crisis.
Integration Goals
What connections (similarities and interactions) should students recognize and make…:
Among ideas within this course?
Among the information, ideas, and perspectives in this course and those in other courses or areas?
Among material in this course and the students' own personal, social, and/or work life?
Learners will…
Be able to describe the characteristics and responsibilities of a professional lifeguard.
Recognize and identify the different behaviors of a swimmer, distressed swimmer, an active and passive victim.
Human Dimensions Goals
What could or should students learn about themselves?
Students will learn very quickly how they will react in times of crisis. It will be imperative that they maintain a calm demeanor which will allow their critical thinking skills to unfold and analyze the situation. During this time they will learn if they are a cooperative team player, as you rely heavily on your team to solve the crisis while maintaining everyone’s health and safety.
What could or should students learn about understanding others and/or interacting with them?
Learners will…
Work effectively with others to accomplish mutual goals.
Describe what it means to be a part of a lifeguard and safety team.
Explain how communication with patrons plays a role in preventing injuries.
Demonstrate the ability to work as a team to implement an EAP (Emergency Action Plan), perform a rescue, and provide emergency care.
Caring Goals
What changes/values do you hope students will adopt?
Feelings?
Interests?
Values?
Not everyone reacts the same way in a crisis.
I hope my students will be kind to one another especially those who may be struggling with learning the skills and uplift each other while providing one another with help if needed.
Take on leadership roles.
Learners will...
Practice problem-solving techniques to overcome obstacles and implement a growth mindset.
Value collaboration and every person’s individual talents.
"Learning-How-to-Learn" Goals
What would you like for students to learn about:
how to be good students in a course like this?
how to learn about this particular subject?
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?
In a course like this, students will benefit greatly from reviewing the information beforehand. Getting a good base knowledge about what we will be practicing hands-on in the pool.
Students who take this proactive approach will benefit greatly during hands-on learning and allowing more time to be spent reviewing and practicing scenarios rather than learning the skill for the first time in class.
This will also allow the students to come prepared to class so that they can practice what they learned and get all of their questions answered.
Learners will...
Demonstrate proficiency while using appropriate lifesaving skills.
Explain in one’s own words and provide a demonstration of what it means to be a professional and accountable lifeguard. This explanation will include a personal accounting of the responsibility of a lifeguard and why lifeguards are important.
Learning Philosophy
Learning is essential to our existence. Just like food nourishes our bodies, information, and continued learning nourishes our minds (Seven Reasons, 2019). When it comes to learning, I’ve always struggled. It’s not that I didn’t give it my best effort, but there were many nights where I would sit at the kitchen table staring at my school work and not be able to understand it or connect to my life or have a passion to learn the information. I am a kinesthetic learner and many of my classes had a teacher-centered approach to learning. This made it difficult for me to follow along and remember what I was learning. The only time I was ever truly interested in learning the information was when the teacher gave us hands-on work and got us involved in the learning experience. For example, science experiments, engineering projects, and creating new games in Physical Education Class. As I got older I learned the importance of a good education and tried to find ways to make my learning hands-on even if the teacher used lectures. There are many opportunities to continue learning and to better ourselves. Though I am on the “teacher side” of education, I still learn from my students, family, friends, and coworkers every single day. I also learn from the people around me that I don’t even know. Our beliefs are constantly changing and learning NEVER stops.
I believe that teaching and learning go hand in hand with each other. If the best learning takes place when students are passionate about what they are learning, teaching needs to inspire that emotion. Many times teachers find themselves acting like carpenters rather than gardeners. Looking at the finished product and making sure the boxes are checked and everything was completed as told. However, as teachers, we need to be more like gardeners and create a learning environment that is a protective and nourishing space for our students to learn and grow (Gopnik, 2016). The best way to do this is by taking on the role of a facilitator rather than a teacher or instructor (Harapnuik, n.d.). However, sometimes this way of teaching won’t always work, for instance, there are times when students may be struggling or lack an important skill that will aid their learning and they may need the teacher to instruct them in these areas of weakness instead of facilitating them.
In my own educational experience from elementary school until high school, I was a student who snuck by and did what I was told in hopes of getting at least a “B” in the class. I never liked being the center of attention or called on by my teacher even if I knew the answer. I was picked on and bullied a lot in Middle School and High School for being “slow and dyslexic” which made it very hard to concentrate and get involved because I was always worried if I spoke up or tried in class people would pick on me even more, especially if I got an answer wrong or tripped up while reading out loud. I tried my best to keep my head down and get through the day by doing the bare necessities. The only thing I was truly passionate about was being on the sports field where I was one of the best and everyone accepted me. I felt like I could stand out and try hard and excel without anyone to judge or pick on me.
There were very few classes in school that were interacting and engaging. The few classes that did engage me, were my Engineering classes, Physical Education Classes, and occasionally a Science class. In each of these classes, there were times where we were engaged in hands-on learning, having to think outside of the box and be creative. My favorite science class to this day was during my Junior year of High School. We walked into the class and our teacher had set up a crime scene for us to solve. It was right around the time when the show CSI, was really popular and everyone wanted to be an investigator. We had just finished up a lesson on cells, blood types, and DNA and this was his way of making sure we understood the information. To be honest, before the final lesson with the crime scene, I understood the information but just enough to recite it for the test and then forget about it. However, after that lesson and still to this day, almost twelve years later, and I can still recall everything I learned from that lesson. He found a way to engage us and make it relatable to our lives.
It is for this reason that I believe my learning theory is closely tied to Constructivism, the philosophy that “people construct knowledge through their experiences and interactions with the world” (Boyd, 2003). I believe classrooms need to provide opportunities for experiential learning such as activities and social interactions. A Constructivist environment permits students to personalize information and find ways to make it individually relevant (Brooks & Brooks, 1999). Essentially, space, where learners are not told why or how something will be used but instead uncover these answers for themselves. As students see the relevance in their daily activities, their interest in learning grows.
As previously stated in the passage about teaching and learning, I believe teaching philosophies, and learning philosophies are interconnected. Learning philosophies address how we learn and the role it plays in our personal life (Weimer, 2014). Whereas, teaching philosophies describe how we regard teaching and learning, and justifies how we teach (Writing a Philosophy, n.d.). How we interpret learning can often influence how we teach. My beliefs on learning have a major influence on how I run my classroom and the activities I create. I try to involve everyone and find ways to teach all kinds of learners. One way I have tried to incorporate different kinds of learning styles is with my innovation project, which allows students to learn about the skills before coming to class and watch videos explaining the skills. This allows my learners multiple ways of receiving the information and hopefully once they come to class they will get an opportunity to practice what they learned.
References
Brooks, M. G., & Brooks, J. G. (1999, November). The Courage to Be Constructivist. Retrieved June 17, 2020, from http://www.ascd.org/publications/educational-leadership/nov99/vol57/num03/The-Courage-to-Be-Constructivist.aspx
Boyd, N. (2003). Constructivism: Overview & practical teaching examples [Video file]. Retrieved June 15, 2019 from http://study.com/academy/lesson/constructivism-overview-practical-teaching-examples.html
Gopnik, 2016. as cited in Smith, M. K. (2018). ‘Learning theory’, the encyclopedia of informal education. Retrieved: June 10, 2020, from http://infed.org/mobi/learning-theory-models-product-and-process/
Harapnuik, D. (n.d.). Learning Philosophy. Retrieved June 9, 2020, from It’s About Learning website: http://www.harapnuik.org/?page_id=95
Seven reasons why continuous learning is important. (2019). Retrieved June 10, 2020, from https://edexec.co.uk/seven-reasons-why-continuous-learning-is-important/
Weimer, M. (2014, March 26). What’s your learning philosophy? Retrieved June 9, 2020, from Faculty Focus website: http://www.facultyfocus.com/articles/teaching-professor-blog/whats-learning-philosophy/
Writing a Philosophy of Teaching Statement. (n.d.). Retrieved June 12, 2020, from http://ucat.osu.edu/professional-development/teaching-portfolio/philosophy/
Creating My Significant Learning Environment
There is much to be taken from A New Culture of Learning: Cultivating the Imagination for a World of Constant Change by John Seely Brown and Douglas Thomas. Being a Physical Education Teacher there are many times where I find it hard to relate regular educational content, to my subject area but this book got me engaged and thinking about the changes I can make as a Physical Education teacher. So I asked myself, what is most important when teaching any lesson in any subject, having the students engage passion.
In my school district, Lifeguarding is held during the first semester of the school year. The students see me three times a week for about thirty minutes a day. Because I only have thirty minutes a class period I feel rushed to get through every topic and skill quickly so that the students receive all the information and skills by the end of the course. This leaves little time for my students to explore and play with the skills they learned because we have to move on to the next skill set. This leaves some students behind and unable to catch up and pass the course. Instead, my goal is to create a significant learning environment where students are encouraged and equipped to take control of their own learning. Here, I will discuss how the shift applies to the objectives laid out in my innovation plan and the potential challenges that may arise as a result.
A fundamental idea that will impact my learning environment from A New Culture of Learning is to rethink how I teach the Lifeguarding curriculum and the standards that are required. By collaborating with my coworkers and using technology to create a blended learning environment, I can redesign activities and lessons within my classroom to creatively engage my students and allow them to dive deeper into the content. In doing this, students will have more control over their learning and will be able to learn the content at their own pace online prior to coming to class. This will allow for optimal skill training time when the students are in class at the pool.
The two main challenges I think I’ll face as I work to create this kind of significant learning environment are my administration and school board supporting the change to a blended learning class and trust in my students. Without the support of the administration and school board, this program won’t be possible. Unlike other subject areas, this course is an elective course and it isn’t tied to any specific state standards. However, this course wouldn’t be focused on grades or numbers for data but would focus more on the learning experiences and the content, they are learning. The proof that this is the better way to teach this course would be the students showing a better understanding of the content by performing the skills quicker and more efficiently by the end of the course than students who partake in a regular lifeguarding class. The second challenge is trust. Trusting that my students will review past content and familiarize themselves with the new content prior to coming to class and being prepared to practice the skills they learned online when they get to class. Also, holding them accountable for the content if they show up unprepared for class. The only way this environment will thrive is if everyone is putting in the time and effort to be successful.
Overall, I feel very strongly about embracing the ideas found in A New Culture of Learning into my learning environment. I believe that my perspective is broad enough to become a foundational perspective that will influence my learning philosophy because it already has. I have taught Lifeguarding for five years now and in the last four months, I have already made significant changes to my curriculum and begun discussions for broader curriculum changes in the future. I became a teacher to make a difference and I believe making these changes to my program will allow me to make the biggest difference for my students and overall allow them to be more successful throughout the course.
References:
Harapnuik, D. (2015, May 18). Creating significant learning environments (CSLE). Retrieved from https://www.youtube.com/watch?v=eZ-c7rz7eT4
Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change.