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Learning takes place all around us, every day, all the time. Humans are constantly absorbing information and immediately implementing their newfound knowledge in a myriad of ways. There has never been a better time to be a learner. As Douglas Thomas and John Seely Brown (2011) suggest, we are surrounded by a massive information network, full of unlimited resources. This does not only mean information on the internet but the contributors and participants that interact with that information as well. If I were to compare how to engage in my own learning process and tried to fit that into an educational classroom, I know that I would encounter mass amounts of frustration. The traditional model of education seems to eliminate the modern-day resources we all have at our disposal and tragically forces learning to occur in what can oftentimes feel like an inauthentic way. Sir Ken Robinson (2007) argues that the current model actually stifles the learning process and it will even convince creative individuals that they are not good at anything. While I once believed I, as a teacher, was pushing the boundaries for innovative learning by encouraging creativity, I now wonder if the changes I have made are enough to establish a learning environment that is significant enough to promote a new culture of learning.
For years, teachers have themselves regurgitated specific vocabulary in an effort to modernize our classrooms. Walking through the halls of the schools in my district, you will often hear the words “learner-centered,” “innovation,” and “real-world experiences.” Teachers are educated; we know we need to advance and change. But when push comes to shove, oftentimes only minor tweaks are made that appear to incorporate these 21st-century terms, yet the student experience hasn’t really changed at all. Thomas and Brown (2011) suggest that these types of changes to the old model of education cannot keep up with the rapidly changing world. For 21st-century students to be learning, classrooms must be transformed into something completely different and a new culture of learning will emerge from that environment.
A significant learning environment requires a shift in the model of education. No longer is the teacher disseminating information to a group of students, but rather is investing in the learning process alongside the students as a mentor. The focus is moved from learning about the world to engagement within the world, which requires a dramatic alteration when it comes to how educators design their lessons. When students learn about the world, we are able to assess how much they have learned, but the new culture of learning does not view answers as the end of knowledge. Rather, answers are treated as springboards to more questions, which takes the student deeper into the learning process (Thomas and Brown, 2011). An inquiry-based style creates motivation while naturally provides the constraints needed to produce a significant learning environment.
I was fortunate to work with the elementary Gifted and Talented program at our school district, where I experienced firsthand the power of learning as inquiry. The teacher and I collaborated to facilitate a SOLE project for the students to experience. These types of projects are designed to remove the teacher as the source of information and force students to rely on their own resources and each other to problem solve (O’Malley, 2017). In this classroom environment, learners were presented with a question: “Should 4th graders be allowed to have cell phones?” Acting as mentors and coaches, the teacher and I bounced around the room and witnessed in-depth learning at its finest. Equipped with a few iPads and a collective group, students took this experience in all types of directions. Some groups focused on the finances of cellular plans, while others focused on ethics and online bullying. Students were encouraged to engage their passions and were provided an opportunity to create and play with the information they found and the conclusions they drew. From that experience, I wondered what it would look like if we took this same concept and applied it to a content area that had Texas-specific learning standards that would later be assessed on a benchmark. Would teachers be willing and brave enough to give this type of freedom to their learners knowing what is to gain, but also knowing what is at risk?
If you were to spend any amount of time with me, you would know that my driving passion is to create learning experiences for students to prepare them for success in and beyond the classroom. As an instructional coach and as an innovation specialist, I have also discovered devotion to the investment in teachers as they strive for the same overall goal. My Innovation Plan is to find a small handful of teachers, ranging from rock star to resistant, that will be willing to risk transforming their learning environment. I will work with them to develop a unit using Project-Based Learning. Through strategically planned inquiries, learners will be expected to engage in a continuous process that will allow them freedom, within a structured environment, to ask questions and rely on their peer to peer collective to drive the learning deeper. Students will be creators that are dependent on their imagination, not regurgitators who are dependent on their memory.
Sadly, I expect this initiative to run into immediate challenges and obstacles. For one, standardized test scores are consistently talked about as if they are the ultimate goal of our school district. Furthermore, the old model of education works (and works very efficiently) to meet that desired goal. It will be difficult to encourage teachers to shift the focus to learning. The district that I work for has always been in the top tier when comparing district rankings with others in the state of Texas. These types of distinctions are praised at faculty meetings, School Board Meetings, and district-wide convocations. Teachers meet weekly to analyze the latest benchmark, craft the next one, and organize tutoring groups to reteach the students who did not transfer enough correct information back onto their bubble sheet. These benchmarks are uniform with grade levels across schools and must be given at certain times for proper data comparison. Needless to say, stepping away from this well-oiled system will take a special type of volunteer since expectations from the school’s administration will not change for these teachers. Students will still take the scheduled benchmark and the teacher will need to keep with the assigned scope and sequence. Therefore, this proposal will require more work for preparation, more time to learn proper constraints and to reflect on inquiry strategies, and all for no extra monetary pay. However, I believe there are educators out there that are willing to try something new, knowing that it is best for students and the learning process. I plan to overcome these obstacles of resistance by asking carefully selected teachers to participate. Through this journey, I believe that other educators on campus will be able to relate to both of these individuals as they share their experiences with Project-Based Learning.
I foresee the transformation of classrooms to learning environments as a culture-defining transition. Even if there are rough patches along the way, I believe that the joy of education will be stirred among the teachers that join me in this journey. Even though I work with teachers all day, they will always value each other’s opinion and perspective more than someone on the outside. Once we are able to ignite students’ passions and facilitate an environment of play and discovery, these teachers will be able to share their experiences with their peers. As others are exposed to the benefits of Project-Based Learning, we will be able to, not only incorporate more PBL units but also bring in other elements of blended learning and COVA.
I firmly believe that most teachers entered the profession with a vision, whether consciously or subconsciously, to develop the type of learning culture that Thomas and Brown describe. A learning environment where students engage their passions, imaginations and play all in an attempt to discover the answers to their own questions. I am encouraged at what these authors are advocating for. As an adult learner, I see my own learning process reflected in the pages of A New Culture of Learning. I scour the internet for resources, use multiple sources for context, and participate in the collective, building knowledge not only for myself but for others. It is exciting to offer this same opportunity to the students I so desperately want to see succeed.
References:
Brown, J. S. & Thomas, D. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Lexington, KY: CreateSpace.
O'Malley, J. (2017, April 25). Getting Started With Self-Organized Learning Environments. Retrieved March 8, 2020, from https://www.edutopia.org/blog/getting-started-self-organized-learning-environments-jacquelyn-omalley
Robinson, K. (2007, January 6). Do schools kill creativity?. Retrieved from:
https://www.youtube.com/watch?v=iG9CE55wbtY
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