Tell me, and I forget; teach me, and I remember; involve me and I learn.
Blended Learning
Building Voices
During this Digital Learning course, I have learned as a key element that the generation of 21st-century students needs teachers who develop the skills of critical thinking and problem solving, effective communication, collaboration, creativity and innovation, and continuous learning, as reflected in the article I published on my New Culture of Learning Post. Foster a growth mindset and the willingness to acquire new skills and knowledge throughout life, adapting to work and social environment changes. It prepares them to face challenges and take advantage of opportunities in the modern world, where technology and globalization transform how we work, communicate, and relate. These elements must germinate in our students from an early age. This plan for semester three, investigative writing of the kindergarten curriculum, is designed to develop critical and creative thinking skills through analyzing the writing process to prepare investigative texts and drawings about a scene related to the topic they were interested in investigating. In addition, teamwork through the turn/talk or couple conversation sections where they discover the importance of inclusion and acceptance of the differences between themselves and their colleagues.
Implementing the BHAG (Jim et al., 1994) in the creation of this planning has allowed me to break schemes and be ambitious in my objectives since, for kindergarten teachers, the possibility for the student to self-direct the process of teaching and develop collaboration skills, critical and creative thinking, constructive feedback and writing informative texts based on research carried out by themselves is a MYTH taking into account that they are four and 5-year-old children who are taking their first steps in the formal educational system and discovering the world around him.
This work, this curriculum plan, is not just about me. It's about all of us, as leaders in the digital educational field. It's about pushing the boundaries and creating authentic, effective, and innovative learning environments. It's about integrating digital resources to revolutionize our infant classrooms. In my electronic ePortfolio, you'll find how I've used Fink's Self-Directed Guide to design learning outcomes aligned with the course objectives and my Innovation Proposal according to the student's needs. But it's your expertise, your dedication, and your commitment that will bring this plan to life. Together, we'll showcase concrete examples of learning activities we've developed to support these outcomes and promote student engagement and participation.
How will the Course Outcomes planning process and 3 Column table influence or impact my innovation plan?
Fink's self-directed guidance has empowered me in designing meaningful learning outcomes, ensuring alignment with course objectives and activities. This approach has allowed me to reflect on and update my innovation proposal and provided a comprehensive vision for implementing student-centered teaching and learning processes. By defining the content and learning methods, I can offer diverse teaching and assessment modalities, catering to the various ways students learn and demonstrate their understanding. The 3-column table is a collaborative tool that helps us plan objectives, activities, and assessments. This structured approach ensures that our Innovation Proposal is tailored to meet the specific needs of students and the demands of the grade (Fletcher L. & Rosser S. 2017). It also provides a platform for exploring integrating digital tools and online resources, fostering engagement and collaboration within the school community.
Blended learning is another essential element in my Innovation Plan, and implementing the 3-column table in kindergarten classes can work harmoniously to provide a more individualized and flexible approach to the education of young children. This involves adapting content and digital resources according to the needs of each student, allowing flexible access to learning anytime, anywhere. Additionally, both methodologies allow detailed monitoring of student progress, facilitating continuous adjustments and improvements in teaching. In summary, the joint use of these practices can enrich children's educational experience in their first stage of schooling.
The course outcomes planning process and the 3-column table are not just tools, but they significantly shape my Innovation Plan. They provide a systematic approach to continually improving our teaching practices, allowing for periodic evaluation and adjustment. As I implement my innovation plan, I can gather feedback from various stakeholders, which will guide future enhancements. The 3-column table, in particular, will serve as a reliable tool to monitor progress, record changes, and evaluate the long-term impact of our innovations.
References.
Fink, L. D. Creating significant learning experiences: Antigrateda pproachto designing college courses. 2013.
Fink, L. D. A self-directed guide to designing courses for significant learning. San Francisco, 2003.
Fletcher, L., & Rosser, S. J. (2017). Synthetic Biology–Engineering Tomorrow's Medicines.
https://doi.org/10.1039/bk9781782620846-00216.
Gardner, H. The Theory of Multiple Intelligences. Basic Book. 1983.
Harapnuik, D. 2016. June 16. Mappinglearner's Journey, https://www.harapnuik.org/?page_id=6050.
Harapnuik, D. 2016, June 13. SWhy you need a BHAG to design learning environments., https://www.harapnuik.org/?p=6414.
Harapnuik, D. 2016, November 28. Keys to aligning outcomes, activities & assessment., https://www.harapnuik.org/?p=6695.
Piaget, J. Constructivist theory of the child's development. Delachaux et Niestle. 1926.
Texas Kindergarten ELA Pacing Guide ,2023 https://docs.google.com/spreadsheets/d/1ujCVMeg-HSPgmuHi7DDKfe9fdqiYvipl5BSDnCIXzkY/edit#gid=0.
Vygotsky., S. Thinking and Speech. The MIT Press., 1962.
In this reflection, we will refer to some fundamental ideas from the book “A New Learning Culture” by (Douglas et al. Brown, 2011). Those who propose a simple, subtle methodology that calms anxiety and ignites hope for the future. These concepts, such as tactical knowledge, inhabitation, and collective play, have a competitive advantage. A new culture of learning draws energy from play, where experimentation unleashes powerful imaginations.
Our purpose would be to explain the main challenges, how to address them, and how they will affect the adoption of creating educational learning environments in my organization.
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