The WHAT
Dr. Carol Ann Tomlinson is best known for her authorship and understanding of the importance of differentiation, which is the cornerstone of any great learning environment. In an interview with DeWitt of EducationWeek, she wisely explained that, “Creating a classroom environment that encourages students to take the risk of learning. We've known for a long time that when students lack a sense of safety or of belonging or of contribution, learning takes second place to meeting those needs” (DeWitt, 2011). So with this being said, it’s easy to understand that it is pertinent to make anyone learning anything anywhere first feel CARED FOR. Once that safe and caring environment is created, then learning can take place anywhere! How exciting is that?
The HOW
Taking this idea one step further is Thomas (2011) who wrote the book A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. Within the pages, he explained how learning experiences for each individual are both deeply personal and also unique. This personal connection to learning is sometimes left out from typical classroom settings within school systems, but resides within the very fabric of real world learning. So why does this divide exist and how can a solution be made? Thomas (2011) mentioned several possible solutions, but I believe two to be essential that I would like to encourage and implement with my classroom environments. One is through the forming of a learning COLLECTIVE and the second is through passionate INQUIRY.
So a COLLECTIVE learning environment influenced by passionate INQUIRY might look more like small group brainstorming think tanks or lively Socratic Seminar roundtable discussions, instead of a traditional classroom with desks in rows where students answer questions from a teacher at the front of the room or they work on rote memorization worksheets. This shift is relatively easy to accomplish and can be easily added into my Learning Innovation Plan which focuses on the ideas of blended learning.
The CHALLENGE
The main challenges associated with changing and altering “regular” or “traditional” learning environments is that outsiders may see these new constructs as something wrong or harmful because THEY did not learn this way. Since these “judges” aren’t used to the introduction of new techniques, they may become offended by these drastic changes and possibly try to stop, shut down, or speak poorly of the new systems. For example, as Thomas also noted within the pages of his book, he explained an example from 2008 when university students created an online collective on Facebook for the practice and study of chemistry problems (2011). The university quickly moved to legal action in an attempt to put a stop to the group by saying that they were cheating and making learning too easy. Fortunately, the charges were dropped; however, thinking through this example in more detail, I can see how truly beneficial this group must have been for those students! What a powerful COLLECTIVE they created by allowing students to INQUIRE about chemistry at any time of the day, without the restraints of a set time needed or a place to physically meet.
This is how simple it is for learning to be revolutionized.
The IMPACT
The learning environments I am a part of (both inside and outside of educational school settings) can be directly impacted through the implementation of these ideas. But how? It’s easy. First, we as humans can categorize ourselves into those who KNOW, MAKE, and PLAY as described within Thomas’ book (2011). Second, if we shift learning from the explicit (fixed knowledge) to instead focus on the tacit (experienced understandings) we can then use collective and inquiry-based learning to positively create safe and caring learning environments where every learner feels special, valued, and worthwhile. Their passions can easily translate into real learning and can grow into projects and research that was never before thought possible! Amazing how that works, hm? Since we learn by doing, seeing, trying, and discussing then constantly evolving and changing learning environments just make the most sense. Impact is easy.
The PROCESS
So let’s break it all down into a formula for creating NEW learning environments that we can all try:
Step One - Create care and safety.
Step Two - Allow learners to form collectives.
Step Three - Encourage inquiry and passion projects.
Step Four - Allow learners to make, know, or play within the set outcome boundaries.
Step Five - Sit back, guide gently, and see where the exploring goes!
These steps can help the WHOLE student by igniting intrinsic motivation within ALL learners allowing for their success in ANY project they decide to tackle!
The PERSPECTIVE
Let’s give it a try at home. How? Ask yourself, “What do I want to learn?” Maybe it’s notes on a ukulele, a new ingredient or spice, embroidery basics, or maybe coding 101. So what will you do first? Tell yourself that it’s okay to not succeed right away, this creates a safe environment for learning! Next is to set manageable goals and expectations while also seeking wisdom from friends or searching online, allowing you to create a handful of supportive teammates. Then you’ll TRY! This is the fun part. Go grab that ukulele. Next, decide how to continue the learning process and push yourself into the next level. Maybe you’ll first learn three notes on the ukulele, then discover how to tune the strings, then play a whole song, and maybe you’ll decide that you want to try GarageBand on your laptop to record a whole album! Wow. This trail of learning naturally led you somewhere unexpected and EXCITING! Remember to celebrate with your family, friends, or with your online teammates.
What an impact learning can have. And we didn’t study, take notes, or complete a single assessment. Hm. Learning can be FUN??
Thanks for reading.
I wish you luck as you work on editing and altering your significant LEARNING environments!
Let me know what YOU have learned using these STEPS in the comment section below.
~Hannah
(Heick, 2018)
If you'd like to learn more, you could also read through the "10 Characteristics of a Highly Effective Learning Environment" on TeachThought.com's website: https://www.teachthought.com/learning/10-characteristics-of-a-highly-effective-learning-environment/
References
DeWitt, P. (2011, August 18). The Accidental Teacher: An Interview With Dr. Carol Ann
Tomlinson (Opinion). Education Week. https://www.edweek.org/education/opinion-the-
accidental-teacher-an-interview-with-dr-carol-ann-tomlinson/2011/08
Heick, T. (2018, March 21). 10 Characteristics Of A Highly Effective Learning Environment.
TeachThought. https://www.teachthought.com/learning/10-characteristics-of-a-highly-
effective-learning-environment/ Thomas, D., & John Seely Brown. (2011). A New Culture of Learning: Cultivating the I
magination for a World of Constant Change. Douglas Thomas And John Seely Brown.
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