Reflection.
Education has transformed tremendously during the last couple of years and as educators, it is important to reflect on how learning is happening in the classroom. Thinking about when I was a 3rd-grade classroom teacher, I was always excited to introduce my students to new concepts and be able to apply their learning with the help of technology. As my role has shifted to a mathematics instructional coach, I get to work closely with teachers when planning lessons and then see the plans come alive when visiting classrooms. While reading New Culture of Learning: Cultivating the Imagination for a World of Constant Change by Brown & Thomas (2011), I wondered, how can I best support teachers and guide them to prioritize cultivating a mindset of curiosity, creativity, and continuous learning.
What is a New Culture of Learning?
According to Seely & Brown, a new culture of learning is comprised of two elements:
“The first is massive information network that provides almost unlimited access and resources to learn about anything. The second is bounded and structured environment that allows unlimited agency to build and experiment with things within those boundaries” (p 19).
I do agree that there is constant change in the world and in education - the shift in how we approach education and learning has to evolve efficiently and effectively. Traditional models of education often focus on acquiring fixed knowledge and skills and it can become outdated as there is not a one-size-fits-all solution to learning. As Seely & Brown propose an approach that prioritizes cultivating a mindset of curiosity, creativity, and continuous learning I can understand that remaining open to change will help me see the power of informal, self-directed learning and collaboration.
How Do We Shift?
In our district, we (mathematics instructional coaches) are introduced to various research and models that have shown to be successful in classrooms when implemented. When I learn something new, my initial thought is “What are teachers going to think about implementing something new?”. I realize that there are so many expectations for teachers already and the only way to get them on board with a new initiative is if there is a plan in place that includes support from instructional coaches and administration. Creating a significant learning environment will allow teachers to meet their learners' needs while utilizing technology for students to feel more confident in taking ownership of their learning.
Addressing the Problems
As classrooms transform:
Students will become more engaged in their learning while having the ability to collaborate with their peers
The implementation of effective technology tools will help enhance teachers' and students' current tech skills
Teacher will become a facilitator of learning while students become independent learners through ownership
All things considered; my innovation plan aims to empower teachers in their abilities to release mathematics learning to students while supporting their different learning styles. With the implementation of a blended learning model in mathematics, my vision is for students to become confident in their learning while understanding where their individual needs lie.
Challenges:
I am realistic about the challenges I may face through the implementation of my innovation plan as I am not a classroom teacher and will have to rely on other classroom teachers to be effective in their launch.
COMMITMENT – working with a select group of teachers who can understand the possible outcomes of implementation while relying on their full commitment to the Wildly Important Goal (WIG)
TIME – allotting time for teachers to receive the support needed throughout implementation with appropriate professional learning
TECHNOLOGY INTEGRATION – working with district specialists to help guide and support teachers through creating effective activities that will be used alongside technology
Fundamental Ideas
With my role in education, I feel like I have become a lifelong learner through the experiences I have had with learning. I would like for teachers to feel the same way as we work to incorporate:
Inquiry. It emphasizes critical thinking, problem-solving, and independent research.
“...when students feel passion for a topic, they will seek out the tough problems, rather than the easy ones, and work harder to solve them.” (p.80)
Questions and answers. In mathematics, teachers guide students with questions to find specific answers. The key to learning lies in the questions.
“...learning is transformed from a discrete, limited process- ask question, find answer – to a continuous one. Every answer serves as a starting point, not an end point. It invites us to ask more and better questions.” (p.81)
I feel that implementing these fundamentals will lead students to take ownership of what they are learning and how they are learning. This also opens the opportunity for teachers to understand what motivates learning within their students.
References:
Thomas, Douglas, and John Seely Brown. A New Culture of Learning : Cultivating the Imagination for a World of Constant Change. U.S., Douglas Thomas and John Seely Brown, 2011.
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