Being responsible for the growth of the next generation is a unique task that a teacher has to fully embrace. I think that this should be the goal of each any of educator to make connections where students can look past culture and attitude conflicts to have genuine learning experience. There will be times when students are not going to be naturally interested in how class is running or provide the feedback in maintaining a level of understanding. We, as the professional, should strive to build relationships to create significant learning environments. 

In review of “Collecting and Connecting Dots”, the speaker discusses there is more to the educational process than ‘giving grades, memorizing concepts, or how many boxes are checked’ when collecting the Dots. I tend to agree with this concept as there are students who struggle who will not make good grades; however, the students can identify and explain basis to what is going on. Based upon the video, this is why it is important for students to be ‘connect the dots.’ The current student tends to need balance, and nothing is more evident than the current situation occurring in the world today. “…the critical characteristics of a situated learning environment by designing a multimedia program that incorporated the identified characteristics; and third, to investigate students’ perceptions of their experiences using a multimedia package based on a situated learning framework. (Herrington, 2ooo)

If the student does not have a connection with the lesson or even with the teacher, the student will not participate and less likely to provide work or feedback. As an educator, it is important to find out what is important to each student, make learning relevant to both them as it relates to the world. Learning has to make sense and if the breadcrumbs of learning do not follow a certain path where students can connect the dots, then both side of the educational coin have lost something: potential life-long learner and a gap in understanding.  

This is why it is so vital we continue to develop an organic learning coupled with authentic learning opportunity. We are in a time now for teachers to explore what learning is, what it should look like, and with the greatest respect to those who have spent years building their curriculum, do a deep dive to how to students digest information and let the learning take them to a space where they can not only explore but foster moments of reflection through the acknowledgement stage (the ‘a-ha’ moment.) The problem we face begins and ends with how we limit student growth because of test based learning instead of growing opportunities for students to fully develop their own understanding of what education should give them. In my space with the students, I tend to give a concept with certain criteria; yet, allow them to develop what the final concept can be. We have to get them passed asking ‘is this right?’ to ‘this is my takeaway’.    The solution is simple: engage the student where they are and show them where they can go. In this time in life, we have to build relationships underlined with relatable understanding more than discipline. I personally believe in maintaining control and through control, a student will learn. This is my mistake. I have to adjust my thinking based upon what I have experienced. Students are unique and as an educator, I have to be willing to meet that uniqueness with passion, availability, and direction to build a significant learning environment. 

What do we have to offer students beyond what the previous generation has done? While students have more access to information, the educational gaps have not changed with other countries and in my opinion, students have not taken advantage of the technology that have available to them. “…educational researchers are coming to the conclusion that ‘the value of authentic activity is not constrained to learning in real-life locations and practice, but that the benefits of authentic activity can be realized through careful design of Web-based learning environments.”  (Lombardi, 2007)

This is where we can build our significant learning environment. Students continually use their technology for entertainment and education. We have an opportunity to balance their individual interests to meet the educational ideologies. 

Bibliography

 Herrington, J., Oliver, R. An instructional design framework for authentic learning environments. ETR&D 48, 23–48 (2000). https://doi.org/10.1007/BF02319856

Lombardi, M. M. (2007). Authentic Learning for the 21st Century: An Overview .