(Jacobs, 2013)
Serving as a foundation for modern psychology, Kurt Lewin explained how learning can best be understood by taking on an active role. His research into the social and organizational effects of how humans act and behave based upon their psychological environment can also be easily applied into the classroom (“Kurt Lewin,” 2019).
In direct connection with my Innovation Plan discussing the benefits and positive outcomes that can be seen through the implementation of Blended Learning within the classroom, I have begun to add details and step-by-step ideas to turn my research into reality.
This has been started through the creation of a “Learning Outcomes” table (see below) which breaks down several lesson ideas into its essential, foundational components: learning goals and outcomes, learning activities, and learning assessment activities. This structure is a wonderful organizational tool that can be utilized to plan for creating significant learning within any scenario in which learning takes place, whether that’s in a classroom or out in the real world (Harapnuik, 2016)!
With the idea of Blended Learning at the core of my Innovation plan, it only makes sense to dive into this endeavor headfirst with ideas surrounding its direct use and implementation.
Dr. L. Dee Fink (2013) created a wonderful planning structure that allows for a deep understanding of lessons created and the environments which can create highest success. After researching deeply about Fink's foundational ideas and also reflecting upon my Innovation Plan, I created a chart of my own which explains a scenario in which Blended Learning can be utilized within a middle school Language Arts lesson surrounding the ideas of finding and understanding a “theme” within a text. I finished a complete brainstorm (Google Doc linked here) from Fink's self-directed guide was created as a draft to ensure my thoughts were on the right track. Then I got further into my work.
Below, you'll first see that the overarching goal is described. Then each phase of learning is broken down and further explained in detail. Included at the bottom is a full three-column chart.
3 Column Table for Learning Outcomes
BHAG (Big Hairy Audacious Goal) – Overarching Goal (Dey-Twomey, 2017)
Learners will be able to… utilize blended learning techniques to analyze the effects of themes within texts.
At the "Foundational" level, learners should be able to understand the definition of “theme" through the watching of videos about theme, some research online, looking up the definition of theme and asking fundamental questions. In order for this to happen, students will take notes about theme, explain examples, and also turn-and-talk with a peer about the clarifying notes they've taken and introductory research they completed.
At the "Application" level, students should be able to find and explain basic theme examples. To do this, they can read short stories with strong themes already incorporated. It would be best for teachers to first model this idea through the Gradual Release of Responsibility model. To show their understanding, students will watch short story videos and discuss and predict what the themes might be, explain why, and also small group slideshow describing themes in a favorite tv show or movie that they've seen. This can then be presented to the whole class or in divided groups like the jigsaw strategy (Karacop, 2017).
Later within the "Integration" stage, students should choose a theme and write a short story based upon that theme. They will also use online games to continuously practice basic theme knowledge and understandings. At this stage, students are actively practicing writing short stories with themes included online using a website journal or practice site such as on NoRedInk dot com. As an assessment to check for full understanding, each student will independently publish a short story available for a wider audience to read and review online in the form of a blog or a piece within their student ePortfolio. Then at the "Human Dimensions/Caring" level, students will practice providing positive and encouraging feedback online after reading examples from their friends. They will specifically provide “two glows and a grow” feedback on peer student stories that have been published on websites, creating a relevant audience (Stamas, n.d.). Of course, they will be assessed by completing and receiving positive digital peer feedback online.
Finally, within the "Learning How to Learn" stage, students should understand and connect with steps of the writing process. Students will work through the writing and editing stages constantly receiving self, peer, and teacher feedback. Final assessments at this stage will include personal self-reflections upon the whole project, from start to finish.
In all honesty, it was very fun and positively impactful to read through the understandings of how Fink explains best learning environments and planning for learning (Fink, 2013). I am excited to continue editing my Innovation Plan and adding further depth and dimension into the details of how Blended Learning can be made most effective within the creation of any significant learning environment (Harapnuik, 2010). Stay tuned for more insight and updates!
References
Fink, L. D. (2013). Creating Significant Learning Experiences: An Integrated Approach to
Designing College Courses. John Wiley & Sons.
Dey-Twomey, T. (2017, July 31). Goal Setting 101: Move Your Business To The Next Level.
Alexander Twomey. https://alexandertwomey.com/goal-setting-101/
Harapnuik, D. (2010, May 10). CSLE. It’s about Learning. http://www.harapnuik.org/?
page_id=849
Harapnuik, D. (2016, June 17). Mapping Your Learner’s Journey. It’s about Learning.
http://www.harapnuik.org/?p=6420
Jacobs, H. (2013, January 7). Inspiratonal Quotes - Learning - Kurt Lewin. The Silver Pen.
http://www.thesilverpen.com/breast-cancer-inspiration/inspirational-picture-quotes-
about-life/learning/
Karacop, A. (2017). The Effects of Using Jigsaw Method Based on Cooperative Learning
Model in the Undergraduate Science Laboratory Practices. Undefined.
https://www.semanticscholar.org/paper/The-Effects-of-Using-Jigsaw-Method-Based-
on-Model-Karacop/fdac1938b7cf90da4b02da64dfb168fe977d5c52/figure/0
Kurt Lewin | American social psychologist. (2019). In Encyclopædia Britannica.
https://www.britannica.com/biography/Kurt-Lewin
Stamas, S. (n.d.). Glow and Grow Feedback Sentence Starters (Differentiated). Teachers
Pay Teachers. https://www.teacherspayteachers.com/Product/Glow-and-grow-
feedback-sentence-starters-differentiated-4130931
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ImcD0wJm49blQtY201c2NxMV85cVBQUnFsYlB3QSZ0PUFBQUFBR0Ryd1dN
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