One of the most rewarding aspects of taking both of these classes simultaneously this Spring was the ability to bridge theory and practice by connecting the principles of learning environments with the practical design of professional learning experiences. While 5313 focused on creating meaningful, learner-centered environments that empower individuals to take ownership of their learning, 5389 provided the framework for translating these principles into structured professional learning models that support continuous development.

By engaging with these courses concurrently, I was able to synthesize concepts in real time, applying insights from one course to enhance my work in the other. A key component of this synthesis was my integration of the Mightier app into my innovation plan, demonstrating how technology enhanced learning environments can support both students and educators in developing emotional regulation skills.

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Mightier as a Bridge Between CSLE and DPL

• From Theory to Implementation:

  • In 5313, I explored how digital tools like Mightier create significant learning environments by using biofeedback to help students develop self-regulation strategies in an engaging, game-based format. This aligned with constructivist principles, reinforcing the idea that learning is most effective when it is interactive, personalized, and meaningful to the learner.

  • In 5389, I applied this same principle to professional learning, designing an Alternative Professional Learning Plan that introduces Mightier as a tool not just for students, but for educators seeking to improve their own professional learning through emotional intelligence and classroom management strategies. By equipping educators with the ability to understand and regulate emotions, they are better positioned to support students in doing the same which leads to a more effective teaching and learning environments.

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• Empowering Educators and Students as Self-Directed Learners:

  • 5313 reinforced the importance of self-directed learning, autonomy, and intrinsic motivation, which are core elements of Mightier’s approach to emotional regulation. Just as students learn to recognize and manage their emotions through real-time biofeedback, educators need similar opportunities for reflection, growth, and self-regulation in professional learning.

  • In 5389, this concept became even more relevant as I designed professional learning experiences that emphasize self-reflection, emotional intelligence, and long-term application instead of the normalized and current passive, one-time development sessions. By integrating Mightier into professional learning, I highlight how technology can be leveraged to support both educator and student development in meaningful, interactive ways.

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• Collaboration and Leadership in Learning Communities:

  • My GroupMe team (Lydia, Ben, Shaqueta, and Jana) played a crucial role in refining my understanding of how Mightier fits within both of these classes. Our discussions helped shape my vision for how to present Mightier as an innovative solution that connects emotional intelligence, self-regulation, and effective learning strategies not only in my work here, but my group has recommended Mightier and my plan in their own schools! My small learning community has watched so much happen to me this semester. They have seen me get engaged and say yes to a dress. They have encouraged me to get a promotion to utilize this degree. Their encouragement for my Mightier implementation has been so needed.

  • Conversations that started in 5313 about learner autonomy and engagement often carried over into 5389 in my other group chats that fellow students created. We explored how professional learning experiences should mirror these same principles to be effective for educators. Their feedback pushed me to refine my Alternative Professional Learning Plan, ensuring that Mightier was positioned as a tool for professional growth and not just a student intervention.