As an inexperienced teacher, I went from an ordinary chair to an empowered chair in a classroom even without knowing how to do it. I began my role as an instructional provider. I imparted my knowledge of the Spanish language and Latin-Hispanic cultures, and offered my bilingual students opportunities to apply what they learned. That's what I knew, so that's how I taught.

​

The problem is that I was taught how to impart that knowledge when I went to the card catalog to find a book's call number. I was a student when the first fiber optic Internet cables were installed on my college campus. The Internet was not part of our daily lives. The industrial model of education was still widely accepted because it was difficult to imagine students having access to the endless flow of information that the Internet now provides.

It's been two decades since I came out of that learning mode and it's hard to imagine how we've survived without the Internet at our fingertips twenty-four hours a day via smartphones, tablets and laptops. Today's students learn differently because the world they live in has changed enormously from the world that existed when I was in high school. This leads me to rethink and create a challenge as a teacher:

​

To meet the needs of today's students, teachers must change the role they play in the learning environment. Teachers must become facilitators and coaches to guide their students as they engage in authentic learning projects for a more personalized learning experience.

​

My first step towards change meant I had to change my way of thinking. Like most students, I was conditioned by the education system to tie learning to a numerical score and natural ability. My thinking changed when I stopped this line of thinking and started asking myself: What will I do? Will I continue to teach students in a bygone era or allow them to use new tools and opportunities available to empower themselves in the digital world around them?

 

Changing the mentality

Throughout the remainder of this reflection, you will have the opportunity to consider the changes I am implementing in my courses in an effort to create a more meaningful learning environment (CSLE) with choice, ownership, and voice, through authentic learning opportunities. (COVA). However, nothing I propose to improve my students' learning experiences will be effective unless both teachers and students work to develop a growth mindset.

Once they have completed an assignment or assessment, my students move on and still fail to appreciate what they are learning in the bigger picture. Helping my students see that learning is more important than grades is a real challenge that I have addressed in my -GROWTH MINDSET PLAN & FINAL COMP- RT. It is important to note, however, that developing a growth mindset is not a simple or quick process; It requires effort and can be a lifelong task for some.

 

Innovating

To say that this learning was out of the box would be a colossal understatement, as taking responsibility for my learning meant there was no box. Learning needs to be more personalized. To that end, I have developed an Innovation-plan that will replace full-class lectures with a version of the station rotation model of blended learning, thus allowing students to have more control over their learning experiences. Providing the same instruction to all students in the same way is not as effective as providing individualized learning through in-class stations where students have some choice in the skills that they practice and review based upon their individual learning needs.

 

Constructing Connections

My experiences played a role in my change of thinking; Implementing learning experiences that are truly meaningful for today’s learners means creating significant learning environments (CSLE). This means Connecting-and-communicating-ideas among courses, and between coursework and the larger world. Courses can no longer be stand alone entities. For learning environments to be effective, they must recognize the extensive reach and interconnectedness of knowledge that digital media provide to today’s students.

 

All these experiences have refined my learning philosophy in that I now realize that everyone in the school system would benefit from a growth mindset and choice.

​

Thinking about Learning

The significance of a learning environment hinges on the intrinsic value of the class to the student. This takes the form of a class that leverages traditional hindrances and transforms them into modern assets. Contrary to the school districts belief, technology is not going away but should actually be embraced. Computer-based technology (phones, tablets, etc.) have been traditionally considered as problem starters and not solvers. There are educators that actually see the phones as the big problem. The objective of this post is to change the mindset about using technology in the classroom.

​

I would argue that the focus needs to change from teaching to learning. Consequently, I have modified my teaching philosophy into a LEARNING PHILOSOPHY that aligns with the learning goals that I have for my students. As I reflect on how I now see learning and teaching, I have discovered that I have adopted and adapted elements of behaviorism, cognitivism, constructivism, and social constructivism to create a more effective learning environment for my students.

​

Developing my Courses

This exercise allowed for training in logistical development of the curriculum. Creating significant learning environments for my students means rethinking how I plan my courses and my lessons. Significant learning environments do not just happen; they are intentional. This actually helped me design the course with the end in mind; to impart skills and logical reasoning to them.There are numerous frameworks for curriculum and course development, but the common characteristic of the most effective models is planning with the end goals in mind. Teachers cannot simply design activities and hope that students learn something. Even the most interactive activities will be ineffective if they are not designed with an audacious goal in mind.  Thinking Behind The 3 column Table RT: is a useful tool for course design, and the Understanding By Design - process. RT The model is effective for unit design. Both require teachers and designers to plan with authentic goals in mind.

 

Conclusion

The importance of a learning environment depends on the intrinsic value of the class to the student. This takes the form of a class that takes advantage of traditional obstacles and transforms them into modern assets. Using 21st century assets, a teacher can take their students on a journey that allows them to choose their learning style and their final destination. After a few years in education, I remain firmly convinced that the best learning philosophy is not singular but inclusive for all. Creating a meaningful learning environment and improving student learning experiences is not a matter of simply making a few changes. It will be an ongoing process in which I will continue to work on my growth mindset, modifying my short- and long-term planning, and seeking authentic and engaging opportunities for my students. This process will continue throughout my career. However, when I look at my students' faces and consider all the potential I have in front of me each day, I have no doubt that it is worth the effort.