How Learning-Focused Environments Shape My Innovation Plan

The goal of my innovation plan is to ingrain transformational learning into our DNA at Valdymas College. From the school leadership to teachers in classrooms or online platforms to build a culture that is strongly advocating for and allocating resources towards Transformational Learning. My goal will be to drive the minds of both teachers and students “from learning to leadership”.

My innovation plan as always dwelt on transformational learning which is focused on learning that applies to real world scenario such that students can apply their learning even after their training in their workplace.

This outcome-based learning approach and training model with project-based learning which allows for continuous collaboration amongst learners will achieve this innovation goal. Learners can develop framework for continuously learning even after the training, which will enable to be lifelong learners and they will keep applying their knowledge to their real- world problems or on their jobs. This will strengthen the achievement of my innovation plan.

Significant Learning Environment

Learning is foundational to thinking right, which helps with better choices and improved outcomes. If we teach today’s students as we taught yesterday, we rob them of tomorrow – John Dewey. We must build systems to ensure our students’ hearts, minds, and will power be engaged to buy into learning for powering improvements, innovations, and transformation in their fields. I believe in the transformational capacity of learning which is based on “Assessment as Learning instead of Assessment of Learning.” This is when the students take full responsibility for their learning, learning process and development. This is student centered learning system where students are their own assessors.

Learners own their learning; they are given choice and voice to question all the facts. They are also given enough choice for authentic applications, analysis, synthesis and how to use assessment for new learnings. (Dwayne Harapnuik, 2020; Harapnuik, D. K., Thibodeaux, T. N., & Cummings, C. D., 2017). We must create a significant learning environment leveraging the COVA approach for all learners doing it collaboratively, creating meaningful connections and transforming the learners mind so that they can go ahead and transform their world. (Harapnuik, D. K, Thibodeaux, T. N., Cummings, C. D., 2018)

Relationship Between Teaching and Learning:

Teaching and learning are connected processes, which require holistic review. Teaching can be analyzed as a catalytic process that ignites a learners’ curiosity and empowers them to actively construct knowledge (Ambrose et al., 2010). As a teacher, it is my role to create an environment that fosters active engagement, critical thinking, guiding inquiry, and meaningful exploration. We are in the era of effective teaching as against passive information flow, teachers are now involved in facilitating learning experiences, providing scaffolded instruction, and fostering a growth mindset for learners (Betsy Ng, 2018; O’Rourke et al., 2014). My role is to create a learner-centered environment that caters to diverse learning styles and encourages critical thinking, collaboration, and problem-solving (Ambrose et al., 2010) Therefore, I believe that teaching and learning are symbiotic processes which requires collaboration to build the needed knowledge and understanding of concepts.

Wiggins and McTighe’s Understanding by Design (UbD) model (2005) provides a compelling framework for designing an introductory data analysis course with Python programming. Its strength lies in its “backward design” approach, which prioritizes desired results at the outset ([Wiggins & McTighe, 2005]). This aligns perfectly with my innovation plan for Valdymas College students which is focused on the goal of fostering transformational learning, where students not only acquire knowledge but also develop critical thinking and problem-solving skills applicable to real-world scenarios. UbD’s structure will help facilitates the creation of a significant learning environment that empowers students with choice, ownership, and authentic applications to various industries. The Fink’s 3 Column Table and the Understanding by Design (UbD) Template are both instructional design frameworks used to plan and develop effective learning experiences. While they share some similarities, they also have distinct features and purposes.

This final compilation and write-up outline a plan for incorporating a Growth Mindset into Valdymas College’s Innovation plan for our educational process by leveraging a Significant Learning Environment (SLE). Here’s how this focus on learning and creating a significant learning environment can impact our innovation plan:

Empowering Learners: A focus on learning fosters a student-centered approach, aligning with your innovation plan’s goal of encouraging active learning and ownership of the learning process. This can be achieved through techniques like collaborative projects and discussions (Harapnuik et al., 2018).
Developing Critical Skills: The SLE framework emphasizes the importance of Choice, Ownership, Voice, and Authenticity (COVA) in learning (Harapnuik et al., 2018). This aligns with your innovation plan’s aim to develop critical thinking and problem-solving skills by encouraging students to tackle real-world challenges.

Deeper Learning and Knowledge Retention: A focus on creating a significant learning environment promotes deeper learning and knowledge retention. When students are actively engaged in the learning process and take ownership of their learning, they are more likely to retain information and develop a deeper understanding of concepts (Harapnuik et al., 2018). This aligns with your innovation plan’s goal of transforming learning at Valdymas College.
Intrinsic Motivation: By fostering a love of learning and encouraging students to see themselves as capable and agentic learners, this approach can boost intrinsic motivation (Harapnuik et al., 2018). This intrinsic motivation can contribute to a more positive learning environment and potentially reduce the need for extrinsic motivators like grades.
Assessment for Learning: The focus on self-evaluation and collaborative assessment aligns with your innovation plan’s goal of moving away from traditional, teacher-centered assessment methods (Harapnuik et al., 2018). This shift can promote a culture of continuous learning and growth.

Overall, a focus on learning and creating a significant learning environment can significantly strengthen your innovation plan for Valdymas College. By fostering a student-centered approach, deeper learning, and intrinsic motivation, this approach can empower students to become lifelong learners and critical thinkers.

Here are some additional points to consider:

Alignment with Innovation Goals:Ensure that the specific learning activities and assessments you develop align with the overall goals of your innovation plan.
Faculty Development: Provide professional development opportunities for faculty on how to create and facilitate significant learning environments.
Student Support: Consider how you will support students in taking ownership of their learning and developing a growth mindset.

By carefully considering these factors, you can leverage the power of a focus on learning to create a truly innovative and impactful learning experience for your students at Valdymas College. Reading through the recent meta-analysis at Case Western Reserve University which challenged the singular focus on growth mindset interventions. Analyzing over 300 studies, they found that growth mindset alone had minimal or limited impact on student achievement. This necessitates a broader approach to fostering a love of learning and perseverance. And it is imperative to reassess our approach to fostering a growth mindset among learners. Based on the questions from the assignment and drawing upon relevant readings, this is how I think we can adapt our growth mindset plan (https://jkolawole1.com/2024/01/20/growth-mindset-plan/) at Valdymas College to cultivate a true Learner’s Mindset for transformational learning and the strategies for promoting its development among learners:

Consideration of Other Factors

To have a meaningful impact on the growth mindset, it is essential to consider additional factors such as self-efficacy, motivation, social support, and learning environment (Dweck, 2006; Yeager & Dweck, 2012). These factors interact with mindset beliefs and can either facilitate or hinder the development of a growth mindset. In moving beyond just growth mindset only, we can help students develop metacognitive skills through regular self-reflection exercises. We are to encourage them to reflect on their learning process, identify areas needing improvement, and set achievable goals for progress. This cyclical process of reflection, goal setting, and effort fosters a growth mindset by allowing students to see themselves as active participants in their own learning journey. This will help them become lifelong learners.

Modeling Growth Mindset and “Yet” Message

Modeling a growth mindset involves demonstrating resilience, embracing challenges, and reframing failures as opportunities for learning and growth (Dweck, 2006). By openly sharing personal experiences of overcoming obstacles and emphasizing the power of “Yet,” educators can inspire learners to adopt a similar mindset (Growth Mindset Works, n.d.). Instead of simply praising intelligence, use the word “yet” extensively. For example, “You haven’t mastered this concept yet, but I see the effort you’re putting in” (Dweck, 2006). This reinforces the idea that learning is a continuous process with lots of room for growth. Additionally, we are incorporating growth mindset language into our everyday interactions with the students. For instance, instead of teachers saying, “You’re a natural at math,” they will say “I see you’ve been practicing a lot of math problems lately. That’s helping you improve!”

Impact on Feedback Acceptance and Attitude Toward Cheating

Addressing Preoccupation with Grades and Role of Grit

The growth mindset emphasizes the importance of effort and persistence over fixed notions of intelligence or talent (Duckworth et al., 2007). By promoting a growth mindset, educators can help students shift their focus from grades to the process of learning, thereby reducing anxiety and promoting intrinsic motivation (Dweck, 2006). Grit, defined as passion and perseverance for long-term goals, complements the growth mindset by emphasizing the importance of sustained effort and resilience in achieving success (Duckworth, 2016). We can integrate activities that build grit, encouraging students to persist through difficulties and learn from setbacks (Duckworth, 2016). We will design projects with incremental challenges that allow students to experience the satisfaction of overcoming obstacles. Growth mindset provides the belief that improvement is possible, while grit fuels the perseverance to see those improvements through.

While grades hold value, this shouldn’t be our sole focus. We will embrace the use of formative assessments, self-reflections, and project-based learning to create a more holistic picture of student learning. Here, grit plays a crucial role. Students who possess grit are more likely to persevere in challenging tasks, even if they don’t achieve top grades initially. Growth mindset allows students to see setbacks in grades as opportunities for growth, and grit fuels the determination to keep trying even when faced with academic challenges.

Preventing Misuse and Ensuring Rigor

To prevent the growth mindset from becoming a superficial trend, educators must ensure that it is implemented within a rigorous educational framework (Robinson, 2015). This includes providing meaningful learning experiences, challenging tasks, and opportunities for reflection and growth. Additionally, educators should guard against the misapplication of grit, ensuring that it is not equated with mere persistence in the absence of learning or skill development (Tough, 2013). While rigor is important, it shouldn’t come at the expense of student well-being. Balance challenging tasks with opportunities for growth and skill development. Growth mindset is a valuable tool, but it’s not a magic bullet. We need to combine it with effective teaching strategies, differentiated instruction, and a supportive learning environment.

Moving Toward a Learner’s Mindset

While the growth mindset is a valuable starting point, educators should aim to cultivate a broader learner’s mindset characterized by curiosity, adaptability, and a willingness to embrace new challenges (Dweck, 2015). By fostering a culture of lifelong learning and intellectual curiosity, educators can empower students to approach learning with openness and enthusiasm (Yeager & Dweck, 2012).

Conclusion

while the growth mindset remains a valuable concept in education, its effectiveness is enhanced when considered alongside other factors such as self-efficacy, motivation, and learning environment. By adopting a holistic approach to mindset development and incorporating evidence-based strategies, we at Valdymas College of Advanced Studies and Digital Transformation can create a supportive learning environment that promotes resilience, effort, and a love of learning among students.

References

Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Dweck, C. S. (2015). Carol Dweck revisits the ‘growth mindset’. Education Week, 35(5), 20-24.
Growth Mindset Works. (n.d.). Retrieved from https://www.growthmindset.org/
Robinson, K. (2015). Creative schools: The grassroots revolution that’s transforming education. Penguin.
Tough, P. (2013). How children succeed: Grit, curiosity, and the hidden power of character. Houghton Mifflin Harcourt.
Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302-314.