For this class I rate myself with a ninety. The learning objective for this course was to identify and incorporate constructivist theories to create and implement significant digital learning environments. The concept of the learning community can be defined in a simple way as a group of people learning together, using common tools in the same environment. I truly believe that the school and the stakeholders are key players in promoting educational success. But the complexity of the socio-educational processes and the current scope of school failure highlight the need to promote the interaction and initiatives of other educational agents in the school environment. These agents can contribute to school and relevant educational actions, adding value to other professionals and volunteers from the local community. In my context, the school has been working hard on creating committees in which teachers share their perspectives and build strong processes so that everyone is on the same page. Last year, teachers met to discuss different ways in which the remote learning environment could be implemented at school. The discussion was long but worth it. Each person had a different perspective on this matter and it felt good to have a streamline view of what was expected of teachers and from students.
During this course, I was able to collaborate with some of my teammates (Dwayne, Bianca, Jarred and myself) and some other colleagues from my context. I also collaborated with my teaching partner, Johana Cardenas. She also teaches Spanish in my school. The first time I met with the team I shared with them my learning philosophy which describes why I became an educator and what drives such a passion for teaching and learning. The discussion then centered on how teachers influence student learning. This was the perfect opportunity to share with them my post on new cultures of learning. During the second meeting I asked them questions about blended learning. I have to say that it was very kind of them to provide their input on my Innovation Plan. In our second meeting, I asked them questions regarding the UbD framework and their experience using it. Curriculum design is an area of growth in my context. Although the teachers I met with had some basic understanding about the framework, every one of them has a different experience with it and discerns what established goals are and how the framework might be used in their context. They all agree that although it is good practice, time is a burden when going deeper into designing units using the UbD framework. It is certainly something that needs to be brought up in ours school’s learning meetings so that the administrative team can support teachers in this area. I share with them the UbD unit I created for my content area as well as Fink’s Self-Directed Guide (titled Aligning Outcomes, Assessments, and Activities). I shared with them the benefits of using both frameworks in the Spanish classroom and how the frameworks support teachers in different ways. Both tasks were not finished when I met with the team, but I was able to offer some insights on the benefits they could bring to the table if teachers were allowed to use them.
Every course has provided me the opportunity to push myself and share what I have learned with others. I tend to work in isolation but such a fixed-mindset has shifted this year. Collaboration needs to be at the center of everything I do at school because it allows me to learn from others and become a better educator. All the contributions to the course were made (assignments, posts, collaborative team) in a timely manner. The videos and readings allowed me to reflect upon my own practice and motivated me to continue shifting towards a growth-mindset.
Resources – Blogs from my colleagues:
Bianca – https://tangiblelearner.com/
Wayne – https://wil32.com