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Creating Significant Learning Environments

I love to learn! As an adult I get to choose what I want to send my time learning. I have done my time in grade school, middle school and high school and I was a pretty good student but learning these days can be so exciting.

I recently attended an all day workshop for MakeyMakey. In the first ten minutes I was lost. I had the feeling that I could NEVER learn this stuff. I was ready to fake a sickness to get out. And then--- quite literally the light bulb came on! The light that I had wired into my circuit lit. I was back- the “light” was physically and emotionally turned on! After I figured out one light, I could add more. Then a switch and then I could add my voice - again “literally” and emotionally - I could add my voice!

 

Hello passion and imagination!

 

 Makey Makey, playdough, wires, and a graphite pencil

and I was making music.

Always the teacher, I began to plan where I could teach these skills so that my students could have the same excitement as the “learners” in the room that day. Our constraints were - in one hour- make “something” out of the few supplies that does something that you are proud to show the others in the room. “We will have a gallery walk in one hour - go!” The isle narrowed and we got to work.

CSLE

 My innovative project is to catapult our students into project based learning, so that the students' to get to use their voice and creativity to show what they are learning in their subject areas. As the “just in time” teacher, I have the best possible angle to make a significant learning environment. I have started to work with the teachers and get the opportunity to train the students in all the technology and project making supplies we own at ROWVA.

 I get to show the technology- that I love - and a way to use “play” things to help the students show what they have learned. They get a choice and with that choice comes the proof and authenticity of their learning. Play becomes a strategy for embracing change, rather than a way for growing out of it. (Thomas, 2011).

(Couros, 2015)

I am confident that I can make an impact in my organization by sharing  the extra teaching load of  technology, imagination and play and stepping into the classroom to help the core teacher. As much as the “free for all” unnerves me- I have to admit - I love it. I love to push the students imagination and play. I’m like the Aunt, that gets the kids excited and get to bring in all the cool things to use. I want to see the students excited and show the teachers how we can make the projects - A Win Win for all. “Embracing change means looking forward to what will come next. It means viewing the future as a set of possibilities, rather than something that forces us to adjust.” (Thomas, 2011).

I think the following statement is the best way to get people to think broadly about the future of education. I hope that all of my staff - thinks “hummm” “yeah, that makes sense.” “Now how can I make this happen?”

 Students get the chance to show their passions and interests. The constraints for these students is that they use their passion and interests to show the teacher the lesson is understood. “Play = imagination and rules.” (Thomas, 2012).

 With changes also comes challenges and these challenges are sometimes hard to change, but more often hard to admit. Hard to change - standardized testing. Teachers know that each child is different and that they learn differently and they may or may not get breakfast each day. Maybe, there is no parent home to help the student with homework or that the parent that is home puts much stress on the student, but- no matter the circumstances - Monday-- there will be a test over chapter 7. “You didn’t study?- I told you last week the test was Monday.” The tests, the grades, the benchmark scores do not empower anyone and “the game of guess what the professor wants” (Thomas, 2012) starts all over.

 

One other challenge that comes to mind, one that I am trying to work through is the personal challenge of letting go. Letting my role as the person who stands in front of the room with all of the “power” change. I get anxious at the thought. I am 100% ready to change and I know it is better for all of the students and my fellow staff members but.... The initial “free for all” scares me. I know that it is a work in progress to change. My WIG - Wildly Important Goal (Thomas, 2012) has these challenges addressed.

 

 

 

Couros, G. (2015) If Students leave...[Image] Retrieved from  https://pbs.twimg.com/media/CYh_ulJVAAA9mJ_.jpg

Couros, G. (2015). The Innovator's Mindset. San Diego, CA.:Dave Burgess Consulting, Inc..

Life Reinspired. Next Chapter = Best Chapter. (2018). Imagination [Image] Retrieved from http://www.lifereinspired.com/reviving-imagination/

McChesney, C., Covey, S., & Huling, J. (2012). The 4 disciplines of execution: Achieving your wildly important goals. New York, NY: Free Press. ll.

 

TEDx Talks. (2012, September 12). A new culture of learning, Douglas Thomas at TEDxUFM [Video File]. Retrieved from https://youtu.be/lM80GXlyX0U

 

Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Lexington, KY: CreateSpace.

Remap (n.d.) Makey Makey [image] Retrieved from https://makeymakey.com/remap/

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