Creating Significant Learning Experiences and Growth Mindset in the ASL Classroom

To set students up for success, the video above regarding the Dweck’s framework, categorized two different basic mindsets explaining how the ASL classroom can foster students to adopt a mastery-orientation toward goals. (Dweck, 2007)

Documenting significant learning plans for the course is noteworthy, in that it provides guidance for educators or colleagues to improve and strengthen their classroom. For the ASL classroom, I documented planning implements using the two different design tools, Fink’s-3-columns-table and Understanding-by-Design (UbD). These tools helped me to outline my thoughts and see a clearer picture of the learning goals.

The video, “Creating Significant Learning Environments (CSLE)” enlighten teachers enhancing learning experiences or learning goals. (Harapnuik, 2015) My learning theory is to develop a course plan that focuses on student-centered learning as students will be active participants in their learning process. I’d call this plan a constructivist-learning environment where I can provide and facilitate a real-world setting, along with experiences and interactions that allow my students to feel more immersed in the classroom. Overall, main objective is to stretch students’ minds, to effectively engage in their work.


Dweck, C. S. (2007). Mindset: the new psychology of success. Retrieved December 15, 2016 from

Harapnuik, D. (2015). Creating significant learning environments (CSLE). Retrieved December 15, 2016 from




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