Learning Manifesto

I have always believed, or at least since I can remember, that learning is about thinking and doing, not memorization. Even as a student, without having the words to articulate it, other than boring, I knew something was wrong with “drill and kill”. Learning is a process of trial and error, which is why I like the word training in Einstein’s quote. Training as in practice, the way an athlete trains for the Olympics – a process of improvement. As a result, from the beginning of my teaching career, I fully subscribed to the constructivist approach to learning. Constructivism posits that learners construct their knowledge based on experiences and rather than learning by passively taking in information (Constructivism 2020). Reflecting on my time in school, this made complete sense to me! Which lessons were fully engaging and memorable to this day? The ones that were hands-on, collaborative, student-centered, and where the teacher handed control over to me, the student.

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As I have gained experience in the classroom, I have witnessed the positive results of engaging, collaborative learning experiences. Now it is time to take it to the next level. In order to instill a love of life-long learning and develop critical thinking skills that are essential in this digital age, students need a learning approach that actively involves them in examining, discussing, and applying skills in the classroom. This is where I see technology integration in the classroom making an impact. With all the technology available at our fingertips, it makes no sense to continue down the path of traditional learning. With guidance from well-trained teachers, students can take ownership of their learning and produce amazing products that are reflective their unique strengths and talents. In order to create authentic learning experiences with seamless technology integration, effective training and professional development for teachers is a necessity. Providing effective and relevant professional development was cited as the number one challenge in Schoology’s survey “The State of Digital Learning” (Davis, 2020). As I continue my journey in the Digital Learning and Leading program, I appreciate the urgency for effective professional development, especially in the area of ongoing instructional coaching. As technology evolves, it is difficult for teachers to keep pace in the classroom without additional support. In line with technology integration in the classroom is the need for robust digital literacy curriculum. The ability to effectively find, identify, evaluate, and use online information is difficult to teach students amid the distractions of social media and fake news. However, it is one of the most important concepts for students to learn in order to become good digital citizens (Zook, 2019). Creating an environment where students question and analyze information to determine credibility of online information is essential to a 21st century classroom (“What Is a 21st-Century Skills-Based Education?” n.d.).

Education is failing to engage students in learning critical thinking, analysis, and problem-solving skills. “Students in the 21st century are frustrated with the factory model. They know better! Research has shown that the reasons 7,000 students drop out of school every day are that a.) school is boring, and b.) school is not relevant to their lives” (Shaw, 2016). The world is more complex, our students are more diverse, and technology is more powerful than ever before. In order to meet the demands of 21st century world, we cannot continue to use the traditional factory-model of education with its rigid curriculum, strict test requirements, and outdated age-based grade levels. We need to create new classroom models that take advantage of new technologies, where students have agency over their learning and technology is in the “service of learning” (Pull, 2014). To begin applying technology in the classroom, a great place to start is the International Society for Technology in Education website. The ISTE Standards provide a roadmap that educators can use to help them integrate technology effectively.

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Digital learning should be learner-centered where technology integration is seamless and is used to enhance learning. An effective digital learning environment should utilize the COVA approach in the application of constructivist learning theory (Harapnuik, 2018). Students deserve an active learning environment with the ability to apply and develop critical thinking skills. Learning should not end when formal education ends. Digital learning should prepare our students to manage their own learning throughout life. As a student gains agency in their learning, there is a collaboration between the teacher and the student with negotiation over content and methods. The teacher’s role is a facilitator of learning with a focus on developing and supporting student autonomy. The teacher serves as a tour guide, identifying where students are at and what tools and resources will serve their skills and interests (Pull, 2014).

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In order to bring about this type of classroom environment, I want to inspire a community of practice among teachers at my school. A community of practice is a relationship of “mutual engagement that binds us together around a shared enterprise” (Wenger, 2017, para. 8). I find the idea of a community of practice extremely useful in this endeavor because we can develop our knowledge, skills, and resources together. According to Wenger (2017), some key attributes of a community of practice are:

     A community of practice is different from a business or functional unit in that it defines itself in the doing, as members develop among themselves their own understanding of what their practice is about. The membership involves whoever participates in and contributes to the practice. People can participate in different ways and to different degrees. This permeable periphery creates many opportunities for learning.

     A community of practice is different from a team in that the shared learning and interest of its members are what keep it together. It is defined by knowledge rather than by task, and it exists because participation has value to its members. 

      A community of practice is different from a network in the sense that it is “about” something; it is not just a set of relationships. It has an identity as a community, and thus shapes the identities of its members. A community of practice exists because it produces a shared practice as members engage in a collective process of learning.

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Communities of practice develop around things that matter to people. As a result, their practices reflect the members’ own understanding of what is important.

My hope is to create a culture of learning at my school where teachers hold high expectations and collaborate with students to meet those expectations. Rather than make excuses for why students cannot learn, teachers find ways to help students learn despite the socio-economic hurdles in the way (Dweck, 2020). I want to see students take ownership of their learning and create their desired path of discovery. I envision a classroom that looks more like a workshop. Armed with a growth mindset, students are doing, and thinking, and thriving on challenges while learning the failure is just another step in the process of learning.