Learning Manifesto

               After the flooding caused by Hurricane Harvey, I legitimately feared that our food supply could diminish, and our society was not equipped to recover. So, I decided to use my Biology class to teach my students to grow vegetables and herbs in the classroom. I, for one, did not know how to farm or grow anything and I know my students didn’t either. I saw this as a learning opportunity to fully plunge into the PBL process, using a real-world problem, digital resources, basic plant supplies, and immersed myself into the lesson with many unknowns. Together we focused our learning with a question: "How can we as agricultural scientists educate the community about propagating plants so that they can survive on their own?". They propagated one herb and one vegetable in class- indoors- with only water and a cup of dirt. In a short amount of time, they figured out how to propagate mint, rosemary, alfalfa, carrots, potatoes, and tomatoes using digital resources. The topics included energetics, plant anatomy and reproduction, osmosis, tonicity, and cells.  We exposed plants to salt water to see the effect on the cells and determined if it was hypotonic or hypertonic solution. We also failed at times. For example, some plants died, and some plants grew different species, showing signs of cross contamination and/or sabotage.  

               I took them to a community garden that fed people in exchange for harvesting crops, called the Mustard Seed Cafe.  The community gardeners taught them more about propagation, plants, composting, and more.  We then went to our farmers market and handed out propagation kits and sprouted alfalfa and explained to people about their project. They did it! They actually answered our driving question. We learned from our mistakes and created a culture where if we failed or struggled to understand the science, there was always someone to help. Together, we educated the community to grew their own veggies and herbs indoors.  In this case, we were all learners in a learning community doing science. My students still contact me about this project and how my class was the most memorable.  Seth Godin in his TED Talk lecture, Stop Stealing Dreams, said that if students feel that learning is work, then they would figure out how to do less. If it is more like art- in a sense of admiration, analysis, and intrigue- they will figure out how to do more. I was so true. Learning didn’t feel like we were sitting in our seats quietly defining and memorizing vocabulary.  from a thick hardcover textbook. This felt like a family of agricultural scientists trying to make a difference.

         These lessons were the challenging, but most rewarding. This experience helps paint a picture of how I view of learning and the elements of my instructional style.  According to Barbara Bray (2014), I evidently created a Personalized Learning Environment (PLE) which is driven by the learner. Unlike a traditional setting where teaching is more direct with little accountability or voice, they learned at their own pace and even made connections with the community (Bray, 2014). The students and I were partners in the entire learning experience.  Upon learning about COVA and CSLE in this course, I also found these two approaches in my lesson. Regarding COVA, I used choice, ownership, and voice through authentic learning. I had also created significant learning environments (CSLE), a form of active, student-centered learning.  COVA in combination with CSLE, is a magical formula for higher learning.  Here is how this project was an example of COVA + CSLE:

COVA

• Choice- Learners chose to solve the problem and what scaffolding lessons were best for their needs.

• Ownership-Learners set a goal or create a driving question. They assigned roles within their group and signed a contract. They designed a method for solving problems and presentation delivery in groups. They developed a sense of agency and were graded for asking for challenges or dealing with obstacles.

• Voice- Learners expressed or presented their products and ideas however they wished to. They provided feedback and evaluated each other.

• Authentic Learning- Learners were presented with an authentic, real-world problem and approached with community outreach opportunities as an extension of the project.

CSLE

• Student-Centered: Learners designed the way they wanted to answer the driving question and how they were going to present. They decided what lessons were best for their learning abilities.

• Multiple forms of Delivery: They presented their experience, the science, their diagrams, and reflected with each other on their overall experiences. They experimented with their approach to planting and conducted labs.

• Instructional Design: It was flexible and engaging. It utilized digital tools. They grouped themselves and provided peer feedback and evaluations.

• Support: They attended workshops when they needed one-on-one help and were able to engage with others

               The issues related to digital learning and leading that need attention has to do with the learning culture among teachers. I have experienced a culture where teachers worked together to design innovative lessons incorporating technology. We encouraged each other and made it our mission to give our students a quality education and differentiate. On the contrary, I have seen teachers isolate themselves and avoid collaboration and technology at all costs. This quickly became hostile and teachers were afraid to take risks because they did not want to fail in front of others. In the end, the students are the one who suffered. Godin implores us to focus our learning by asking ourselves “What is our school for?”. I believe setting goals within our learning communities (i.e. classrooms, PLCs, etc.) is how we will establish the right culture. If we create a culture that embraces technology and wishes to help our students build 21st-Century skills, then instruction, growth, and passion will fall into place.

              For 25 years, John Hattie studied the effect of student attributes, demographics, ability grouping, learning programs, and technology on achievement. His data overwhelmingly showed that teacher expertise (effectiveness) had the greatest impact. These teachers were supported with a culture that involved collaboration, getting and providing feedback, and sharing ideas. More importantly, Hattie says that expert teachers were most aware of their impact on learning. This resonated the most with me because it showed how effective and innovative, we can be with the right culture and awareness.  

              I didn’t know it at the time, but my project had the components of powerful learning approaches and creative positive personalized learning environments. This is not limit I learned that it can be replicated through COVA + CSLE. My core belief system about digital learning is that technology alone cannot build 21st-Century skill, positive culture, memorable experiences, and relationships with others.  To make digital learning impactful, I will do the following:

• Use COVA + CSLE to guide learning and creating a positive learning environment.

• Build awareness of personal impact

• Show others to use their growth mindset

• Provide opportunities to for community involvement

• Evolve with technology and model it

• Always try to be an innovator