Connecting to Communicating Your
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Rough Draft Rough Draft EDLD 5317 Julio, 2024. Article title: Why blended learning? My new vision for teaching writing in kindergarten. Key Considerations: Know individual student needs and intended learning objectives. Use digital tools attuned to the closed educational environment and available to all. Incorporate game elements and activities to make learning more attractive and, simultaneously, more challenging. Highlight how important feedback collection is for further development. Introduction: Being a teacher in Texas, I imagine that, like in any primary school in the United States, starting the teaching and learning process with very young children with different academic needs represents a challenge. Trying to motivate them to achieve the miracle of good knowledge (learning) and appropriate values that serve them for life means a great challenge. As I begin the adventure in my classroom, I am ready to start the learning journey by implementing different techniques to attract their attention in any of the subjects I teach. By doing it the conventional way and following class plans, I realized the lack of motivation and apathy that I often face. Especially if we are in the middle of Hagerty's class, where there are no audiovisual resources other than the sounds of the letters. Children who have a lot to say but need help putting their ideas in order or writing them down meaningfully. Several months into the school year, we see how students still need to learn to think about an idea or write it down. Therefore, achieving the stated objectives is difficult: opinion writing, informative and narrative writing. This is a recurring problem that we have year after year in our classrooms, and that invites us to immerse ourselves in the search for new perspectives and alternatives, taking into account the characteristics of today's child. The vast majority enjoy video games, YouTube videos, and digital whiteboards more than traditional games or writing letters with pencil and paper. This article addresses why Blended Learning and how we could show the way in this scenario. It will reveal the benefits of the station rotation model in the kindergarten classroom by reflecting on students' writing progress and motivation. Blended learning, by definition, is an approach that responds to a new social context in which the need for a renewed pedagogical model that relates the process of technological and social change to educational innovation is evident. The opportunity to integrate traditional teaching methods with digital tools can be an effective solution to address the lack of motivation in writing in kindergarten. According to Fleck (2012), many teachers have begun to move away from the traditional approach to teaching and are trying to find ways to increase learner engagement. Horn and Staker (2015) noted “Just a few steps can be taken in educational circles, and you hear about blended learning. It is at the top of the trending topics related to changing education. Blended learning is any formal education program in which some element of the learner controls time, place, path, and/or pace. In all blended learning programs, students do some of their online learning. This does not mean using digital tools, like an online graphing calculator or Google Docs. Blended learning means a broader educational shift from an in-person teacher to web-based content and instruction ( pp 31-34 ). Specifically, the station rotation model, by definition , will significantly improve students' writing skills. The focus on combined interactive, adaptive, and dynamic learning activities is part of its effectiveness. Students can easily access learning materials and collaborate with peers and teachers. It is one of the most popular blended learning approaches. The model is neither new nor exclusive to blended learning. Teachers have used learning activity "hubs" in their classrooms for decades, particularly at the primary level (White J, 2019). One of the most essential benefits of kindergarten classrooms is their flexibility for teachers and students. Teachers can decide how they would like to teach the learning material, and depending on the type of model, children can access the course material from anywhere convenient for them. Innovating from the Beginning: How Technology Transforms Learning in Kindergarten? Before, when we talked about education, we immediately thought of the physical classroom. However, when discussing education today, it is inevitable to think about the Internet and digital media. Today, they exhibit transformative advances in artificial intelligence, machine learning, massive data processing, robotics, and biotechnology. In it, technology creates a world of profoundly personalized and instant experiences. This is where we must be ready to take advantage of those opportunities in the daily lives of our students. According to Don Tapscott, author of "Growing Up Digital," early exposure to technology helps children develop digital skills that will be essential in their later lives. Tapscott argues that children who use technology from an early age are more likely to adapt quickly to technological innovations in the future. In this way, we see how endless educational options may interest us, providing a world of possibilities. Among the contributions that ICT offers are: Stimulates creativity and ingenuity. Promotes the experience. Advances according to the learning rhythms of each student. Develop study and research strategies. Provokes curiosity. Stimulates independence. Wake up learning. It helps in the development of different eye-ear and especially eye-hand coordination. The digital age has radically changed the development of the process of education. Technology advances at compromise levels about every aspect of human life. Therefore, it is necessary to be constantly updated to keep up with the significant changes in the world and its development. My new vision for teaching writing in kindergarten. I am complicit in the power of using technology to foster motivation in students. Faced with the unexpected and sad news of the death of a kindergarten teacher in October 2022, and after having been without a teacher for more than two months, I arrived at a classroom where sadness, self-distrust, absence of routines, and lack of motivation were the norm. See how they could barely write their name to compete with each other to write a note to the teacher. Or Seeing Darío arrive every morning crying because he had his shoes untied, forgetting Wednesday's folder, or not being able to write his name to say: Dario: Teacher, have you seen what reading level I am reading at? Teacher: No: Dario: Level E (first-grade level). Alarm signals that were building the paths to implement some digital tools. Nothing was more genuine than seeing little eyes shining at the possibility of writing on a digital screen or using tablets or computers in digital writing activities with interactive applications (Seesaw, ABC Mouse) that teach the formation of letters, words, and phrases. Alternatively, a 3-minute YouTube video can help them understand new writing concepts. It keeps children's attention and explains ideas visually and attractively, which previously took them hours, sometimes days, to learn with the blackboard and chalk in hand. Showing them videos of people writing was essential to helping them understand the process and replicate it. Implementing rewards and recognition for achievements in writing encourages children to try harder. Inspiration and the strength of passion, which in my class translates as "Superpower." Identify your superpowers, believe in them, and unleash them. Listen to your inner strength and show how valuable you are. These were some of the reflections I told them, and incredibly, those children transformed that place (the class) into a space we never wanted to leave. Conclusion: Despite seeing the first results in implementing this methodology, there is still a long way to go, a lot of work to do, many tools to apply, and finding, along the way, a complicity between traditional teaching methods and digital tools that best applies to our little Cowboys. Finding the right path is a meticulous and incessant task that occupies us daily in the beautiful mission of teaching and educating. Submission Options: Edutopia.org Educational, Technology, and Society EdTech Magazines Peer Assessment More about my work Reference Bersin, J. (2004). The Blended Learning Book: Best Practices, Proven Methodologies, and Lessons Learned. John Wiley & Sons. Fleck, J. (2012). Blended learning and learning communities: Opportunities and challenges. Journal of Management Development, 31(4), 398-411. Garrison, & Vaughan. (2008). What is Blended Learning? Blended Learning. https://untblendedlearning.weebly.com/what-is-blended-learning.html Horn, M. (n.d.). USING BLENDED LEARNING TO DESIGN SCHOOLS THAT MOTIVATE STUDENTS. Media. https://michaelbhorn.com/2016/03/using-blended-learning-design-schools-motivate-students/ Horn, M., & Staker, H. (2015). Blended: Using Disruptive Innovation to Improve Schools. Jossey-Bass. White, J. (2019). Blended Learning Models. Blended Learning Universe. https://www.blendedlearning.org/models/#stat

Planning the Alternative PL outline/blueprint Change the game Change the game Change the game Change the game Connect, Collaborate, Grow Connect, Collaborate, Grow Connect, Collaborate, Grow Connect, Collaborate, Grow Video At each turn of history, man had been inspired by stories that spoke to their hearts. Chief among these must be the life stories, which allow an individual to connect with real life and provide a glimpse of our own lives reflected in other people's coming-of-age stories, defeats, or triumphs. The life stories permit the individual to feel it is possible to be in a different place than where one presently is, and this transformation can be actively engendered by oneself rather than imposed without it in personal or professional life. One of those moments of change has been my journey, harnessed through Professional Learning meetings in my school; I have come to learn through frustrations, challenges, and discoveries how to bring about better meetings to drive educators' professional growth. My call to action evolves from this context: Change the Game: Connect, Collaborate, Grow. Implementing " Change the Game: Connect, Collaborate, and Grow" can be a game-changer in taking PLCs from a routine experience to a little more meaningful and powerful for educators. It's about slowly moving from a meeting-based culture toward meeting spaces where authentic interaction, professional learning, and increasing capacity are the focus of continuous growth. It intends to build a community where every educator is empowered and allowed to share their ideas, enabling them to enhance others, hence creating an environment to elevate teaching practices for improved student outcomes. The process has overcome some weaknesses that have characterized traditional forms of professional development: a system of one-off events that inspire or motivate little actual change in the classroom. Integrating these 5 Principles of Professional Learning, Modeling, Time, Support, and engagement into a professional development plan for our Kindergarten Teacher's PLC will significantly improve the associated benefits. In this way, the level of learning will be more profound. Shallow exploration of concepts cuts off reflection, practice, and internalization of new approaches by educators. This leads to a fuller understanding and practical application in the classroom. In addition, planning to pilot the initiative in the first year with our kindergarten teachers is a strategic way of implementing the initiative. This will offer a promising avenue that we can use to obtain some helpful feedback and effectiveness assessment and make necessary adjustments before scaling up into other grade levels. Who will lead what components? PLC Lead Facilitator Professional Learning Meetings : The lead facilitator conducts the PLC meetings, which occur every week. They ensure that the sessions' objectives are met and the discussions are guided. Collaboration Leader: The leader will be fronted by an experienced collaborative-work teacher. His main tasks will include planning and organizing activities that enhance effective teacher interaction, holding brainstorming sessions in control, and running joint projects. Leadership of Technology Support : An experienced leader in digital tools and educational resources will provide technology support. Professional Growth Mentor : An experienced mentor will provide individualized coaching and feedback to teachers who need additional support. He/she will also follow up on ongoing support to assist the teachers. Evaluation and reflection leader : This leader is supposed to manage the development of an evaluation tool that would possibly estimate the outcome of PLC meetings on teachers' professional learning. Audience/Needs. My audience comprises a group of kindergarten teachers divided into two segments: teachers with years of experience and familiarity with pedagogical practices and teachers in the early stages of their careers. More experienced teachers need to learn new, relevant methodologies and techniques to improve their current practice, avoiding the feeling of stagnation. Some might require more training in using the latest technological tools and their integration in the classroom. The new teachers may also be more familiar with technologies; however, they may very well require support on how to use technologies effectively in the school. They will need guidance around classroom management, lesson planning, and effective pedagogical strategies. In both these groups, the experienced teachers will have to find a place to share experiences and learn from their colleagues without feeling that their prior knowledge was being slighted and find an atmosphere to express their ideas without fear of judgment over their lack of experience. Fostering Collaboration. Several strategies may be utilized to effectively create an atmosphere where it is comfortable for the teachers to work with and share ideas with colleagues. We use the first 10-15 minutes of the meeting to go around and share what's currently working and not working in the classroom. The objective is to inspire others by sharing your successful strategy and opening the conversation to solve the challenges together. We will have quick presentations. Teachers take 5-minute turns sharing a strategy, activity, or resource that has worked well in their classroomThe objective is to inspire others by sharing your successful strategy and opening the conversation to solve the challenges together. We will have quick presentations. Teachers take 5-minute turns sharing a strategy, activity, or resource that has worked well in their classroom. The objective is to introduce new ideas with multiple approaches to teachers briefly. We will establish small groups and devise at least three concrete, practical solutions to a teacher's challenge. The aim here is to facilitate collaborative problem-solving and generate valuable ideas. Also, each educator brings in one resource, book, or tool that worked for them in their teaching and shared it with the group. The objective is to build a shared library of valuable resources. Other activities that we will take into account would be those mentioned below. Shared Feedback Circle : Teachers bring a lesson plan or example of student work and share it with the group. Each team member offers constructive feedback following a structure: first, something positive, and then, a suggestion for improvement. Objective: Promote continuous improvement in a supportive environment the intention is to provide practical, constructive feedback regarding teaching practice in real time. Specific Feedback Workshop : Teachers learn specific constructive feedback techniques, such as the “feedback sandwich” (positive comment, area for improvement, positive comment). They then practice giving feedback using these approaches. The objective is to teach teachers how to give and receive feedback effectively. Celebrate Team Accomplishments: At the end of the PLC meeting, we will have a small, short ceremony where we give the teachers certificates or symbolic awards for their accomplishments, such as introducing new strategies that worked or improving some field in the classrooms. Sample of some possible rewards: Innovator of the Month" for trying a new technique. Inspirational Teacher of the Month" for helping a colleague with his/her challenge. Creative of the Month" for an outstanding activity carried out with students. Team Accomplishment Video . A small video, photos, and videos that compile the most important moments of the team. It's good to add teacher quotations regarding achievements or critical moments of the school year, showing them at a special meeting or the end of the month. The objective is to celebrate more vividly and emotionally reached milestones and achievements. Victory Cup: We will generate a "victory mug" passed on among teachers. Whoever the teacher receives it will keep it on his desk every week or month for some particular achievement to be decided by him, and he will pass it on to whomever he chooses next month. Goal: To ensure rotation in recognition and continuous celebration of accomplishments throughout the year. Instructional Design Professional Learning will be organized using BHAG Big Hairy Audacious Goal and a 3-Column Table instructional design model. Professional Learning will be designed using BHAG- Big Hairy Audacious and the 3-Column Table instructional design model. It provides a dynamic and organized format where the BHAG sets ambitious but achievable goals, while the 3-column Table gives a practical means of organizing content, activity, and assessment. It combines these two approaches so that information flow becomes coherent, objectives are clear, and learning outcomes align with learning outcomes, thus developing professionalism holistically and effectively. Resources To successfully undertake the alternative professional learning plan "Change the Game: Connect, Collaborate, Grow," we will need materials and human resources. First, we will require a well-thought-out schedule that efficiently employs meeting times within the existing PLC sessions. We shall iron out a time that will enable all teachers to be present without adding to the workload of teachers. We would use platforms such as Google Calendar or Trello for meeting organization and providing discussion topics and technologies or strategies actively involving teachers during meetings, for example, real-time survey applications: Mentimeter and Kahoot. During the coaching sections, workshops, or particular pieces of training, training materials will be used to enable facilitators to support teachers in their growth. Furthermore, we will implement checklists, guides, and manuals so that teachers can easily follow the procedure and have access to digital platforms for continued support. Learning materials: Articles, studies, videos, research, and manuals referring to the betterment approach in PLC meetings and professional teachers' growth. We would look for support from school leaders and management so this plan has sound backing and adequate monitoring. Professional Learning Outside. We made a clear outline regarding structure, logically supporting the organization of the topics and ideas. In such a way, one can pay attention to the main objectives, avoid deviation, and consider everything about the project. This is done in Google Sheets, a platform that allows it to be adapted during the process, thus embedding new ideas or changes without losing the overview. Please refer to the Professional Learning Outline for PL for more information regarding the leadership for each component, target audience, assigned tasks, and schedule, among others. References Duarte, N. (2013, March 21). How to tell a story. YouTube. https://www.youtube.com/watch?v=9JrRQ1oQWQk. Duarte, N. (19 February 2013). How to Create Better Visual Presentations. [Video]. YouTube. https://www.youtube.com/watch?v=so9EJoQJc-0. Gulamhussein, A. (2013). Teaching the teachers: Effective Professional Development in an Era of High Stakes Accountability. http://conference.ohioschoolboards.org/2017/wp-content/uploads/sites/17/2016/07/1pm111317A114Job-embedPD.pdf Horn, M. B., & Staker, H. (2015). Blended: using disruptive innovation to improve schools. Magana, S. (2017). Disruptive Classroom Technologies (1st ed.). SAGE Publications. https://www.researchgate.net/publication/323442436_Disruptive_Classroom_Technologies. Sinek, S. (2009, September 29). How great leaders inspire action. https://www.youtube.com/watch?v=u4ZoJKF_VuA * Note: My literature review provides more information about the research conducted to support my Innovation Plan. Why blended learning? My new vision for teaching writing in kindergarten. Being a teacher in Texas, I imagine that, like in any primary school in the United States, starting the teaching and learning process... Joyce T Perez Executing Change 4DX. Learning at an early age is the very moment in which the foundation should be laid for further academic and personal development. In this... Joyce T Perez Influencer Strategy. Discuss how the model is divided into the two domains of motivation and how it is subdivided into personal, social, and structural... Joyce T Perez Media that Engages. Discuss ways that the media can engage the audience to influence their thinking? We can reach more recipients with a single message... Joyce T Perez Audio and Visual Digital Tools I would like to start by discarding or leaving aside the fact that I do not have enough experience in using or managing tools or... Joyce T Perez Change Behavior. Being exposed to Jane's story was an experience because, through the feelings generated at that moment, I can explore how we touch... Joyce T Perez Recent Posts

Instructional Design “Change Is The End Result Of All True Learning Leo Buscaglia When all is said and done, it’s all about making an impact and facilitating change within your online learners. The learning process should encourage them to evaluate their own cognitions and work toward bettering themselves. Even if that means challenging assumptions and beliefs that are holding them back. Push online learners past their comfort zone without making them feel too uncomfortable. Subject: Biliteracy Writing (Research Writing). Level of instruction: Kindergarten Intended audience: Students enrolled in the Dual Language Program (the goal is to foster language proficiency, cultural awareness, and academic excellence in English and Spanish through the combination of two languages and culturally rigorous instruction) in the kindergarten classroom (5 years old) come from diverse Latin American countries, especially Mexico, El Salvador, Honduras, Venezuela, and Cuba. Sometimes, they had minimal prior knowledge and experience about the writing process, depending on whether they were enrolled in a Pre-K course. Key institutional documents influencing the design process: District Biliteracy Writing Curriculum: It provides guidelines, standards, and essential TEKS for what students should learn and how they should be taught, ensuring alignment with state educational goals and benchmarks. Houghton Mifflin Harcourt Publishing Company (HMH) provides educational content and related services for Kindergarten through a set of online learning platforms, including, but not limited to, our ThinkCentral, HMOF, Write Source, Seesaw, and ClassZone platforms (the "K-12 Learning Platforms" or the "Platforms"). Biliteracy Writing (Research Writing) Are you using competency-based education (CBE) or outcome-based education (OBE)? Why? While we do not ignore outcome-based education in teaching writing in kindergarten, competency-based education allows us to be specific in the skills and competencies we instill in the student. Progress is then measured by the ability of the student to show he has mastered those competencies. It is the level at which fundamental competencies could be basic literacy, fine motor, and social skills. Allowing them to go at the child's pace, therefore, ideally helps diversity in their development. Some examples of this are being able to write their names, recognizing shapes, and sharing with others. Another ingredient would be flexibility on the teachers' part to change the teaching procedures according to the competency shown by the child so that more timely and expressly provided help may be practical. Mastery of some competency gives them a feeling of achievement, raising their intrinsic motivation to learn to write even more. What design approach have you chosen? Why? The chosen design approach is blended learning, which combines face-to-face teaching with online learning components. Blended learning is an approach that responds to a new social context in which the need for a renewed pedagogical model that links technological and social change with educational innovation is evident. The opportunity to integrate traditional teaching methods with digital tools can be an effective solution to address the lack of motivation for writing in kindergarten. Specifically, the station rotation model will significantly improve students' writing skills. The focus on interactive, adaptive, and dynamic blended learning activities is part of its effectiveness. Students can easily access learning materials and collaborate with peers and teachers. It is one of the most popular blended learning approaches. The model is neither new nor exclusive to blended learning. Teachers have used learning activity "hubs" in their classrooms for decades, especially at the primary level (White J, 2019). Flexibility is one of the most essential benefits to teachers and their students in virtual kindergarten classrooms. The teacher can decide how they want to show the learning material, and children can access the course material from any place that may be comfortable with them, depending on the model type. It also fosters parental involvement through online resources and insights about teaching methodologies for better collaboration between home and school. How will you balance assessment Or/For/As learning? Assessment balance "For" the kindergarten writing process was achieved by integrating these three assessment strategies to develop children in writing. Assessing Learning in the Writing Process We use within our classrooms to determine if students have mastered specific competencies of writing upon completion of this unit, such as being able to write their name, properly form letters, and utilize sources such as books, websites, or experts to gather new information to include in their work The balance is based on using Assessing Learning to understand each child's progress and adjust future planning according to their abilities and needs. However, we use the Assessing Learning in the Writing Process to guide real-time instruction to improve writing skills while students are learning. This is simplified in activities such as observing how children hold their pencils and form letters and offering immediate corrections and suggestions for improvement. Use hands-on games and activities, such as tracing letters in sand or clay, and provide verbal feedback on their attempts and achievements. Balance this with activities that allow children to receive ongoing feedback, which will help them to improve their writing skills progressively. Assessment "As" Learning in the Writing Process encourages self-reflection and self-assessment, so students become aware of their writing process and development. This involves engaging children in simple self-assessments, such as using a happy face or a thumbs up to indicate how well they think they wrote something, encouraging awareness of their progress. Are you moving your learners into deeper learning? If not, why not? Deeper learning is facilitated by combining intrinsic motivation, personalization of learning, active teaching, effective technology integration, continuous feedback, and a supportive environment. We must inspire subsequent generations to create changes based on their beliefs and feelings. Establish connections that last a lifetime. Children's learning is more effective when they are motivated. Integrating change, innovation, and technologies can transform the writing process in kindergarten, making it more challenging and stimulating. It is critical to highlight that implementing change, innovation, and technology is not a whim but necessary to significantly improve the educational experience, making it more relevant and engaging. The urgency lies in the fact that if we do not adopt a more dynamic and personalized approach now, we will continue to have year after year in our classrooms students who, even in fourth and fifth grade, still struggle to think of an idea and write it down. This leaves a generation ill-equipped to conquer the future they once dreamed of. Our vision, with the implementation of blended learning as described in the previous paragraphs, has been to prepare generations who, from an early age, develop the ability to accept the challenge of change in an ever-changing world so that they thrive as critical and independent collaborators, thinkers, and writers. It is a powerful inspiration and calls for innovation, change, and transformation. By awakening the passion of those who dream of a model where educational progress is measured by acquiring practical skills and competencies rather than time in the classroom or traditional exams, we are instilling a deep sense of hope and optimism for the future of education. We also aim to show the dangers of continuing with the status quo and highlight the opportunities our students would miss if we do not embrace this revolutionary change. Therefore, I firmly believe that today, my classroom looks different and that our learning is taking us deeper into the development of our children as we have been empowered by the theories of Carol de Week, Michael Horn, John Kotter, and many others along this journey we have come to know and put into practice. Who controls the learning? The blended learning model sometimes provides students with much more agency over their particular aspects of learning, such as pace and topics, within a set framework and choice of digital tools. This helps them develop more autonomous capabilities and allows students to decide how to learn better. Students learn to set goals, progress, and reflect on their learning. This particular aspect of control is crucial in developing lifelong learning skills since learning usually begins early in life. Although learning is more autonomous, teachers are crucial as guides and facilitators. They design the curriculum and select the digital tools and resources that best support student learning. They also provide guidance, supervision, and ongoing support. Teachers can differentiate instruction based on the data collected from digital learning platforms. They can quickly intervene when a student needs additional help or adjust activities to be more challenging or accessible based on individual needs. It is a model where control of learning is shared between students and teachers, giving a leading role to the use of technology and guided by the curriculum and the school institution. Outline for a Five-Week Research Writing Project. Module 1: Exploring Digital Resources and Understanding Research Day 1: Introduction to Research Explain to students what it means to research: “Research is like being a detective to learn more about something you’re interested in.” Read a simple non-fiction book about an interesting topic to show how we learn new things. Day 2: Choosing a Topic Brainstorm as a class about topics of interest (animals, plants, places, etc.). Allow each student to choose a topic for research. Use pictures and words to help them decide. Day 3: Research Questions Help students formulate simple questions about their topic. Example: “Where do pandas live?” or “What do butterflies eat?” Use graphic organizers (drawings and labels) to visualize their questions. Day 4: Introduction to Sources of Information Discuss different sources of information (books, internet, interviews). Visit the school library to explore books about the chosen topics. Day 5: Planning the Project Create a simple plan with drawings or charts showing the research steps (explore books, learn from videos, make drawings) Module 2: Finding Idea. Day 1: Finding Information in Books Provide time for students to explore illustrated and non-fiction books related to their topics. Help them identify key images and words. Day 2: Finding Information in Videos and Educational Websites Watch short, age-appropriate videos about the selected topics. Discuss what they learned from the videos. Day 3: Group Activity – Sharing What They Learned Organize small groups for students to share what they have learned so far. Use a shared chart to collect and visualize the information. Day 4: Collecting Additional Information Continue exploring books and videos. Help students jot down or draw their discoveries in their graphic organizers. Day 5: Reflection and Adjustment of the Research Plan Review what they have learned and see if there are any new questions. Adjust the research plan if needed. Module 3: Organizing Our Information Day 1: Organizing Information Help students organize their notes and drawings into simple categories (habitat, food, appearance, etc.). Use colors or symbols to identify different categories. Day 2: Writing the Draft Introduce the structure of a simple report (introduction, details, conclusion). Guide students in writing a draft using drawings and keywords to express their ideas. Day 3: Continuing the Draft Provide additional time for students to continue working on their drafts. Offer individualized support as needed. Day 4: Reviewing the Draft Review the draft in small groups with the teacher’s help. Ask questions to help students add more details or clarify information. Day 5: Final Draft Review Do a final review of the draft. Make minor corrections and add additional details as needed. Module 4: Revising and Helping Our Friends Day 1: Preparing the Final Presentation Help students transfer their final draft to a “published version” using detailed drawings and clear words. Day 2: Creating a Class Poster or Book Assist students in creating a large poster or a class book with their research. Include drawings, photos, and key facts from each project. Day 3: Practicing the Presentation Practice how to present their research to the class. Teach them to speak loudly and clearly and to use their poster or book as a visual aid. Day 4: Project Presentation with others grade level and parents. Host a “research fair” where students present their projects to the class and, if possible, to other classes or parents. Day 5: Reflection and Celebration Reflect on what they learned about their topic and the research process. Celebrate everyone’s hard work with a small party or recognition. Module 5: Sharing and Celebrating Our Work. Module Objective: Students will share their research writing projects with their peers, teachers, and families. The goal is to foster pride in their work, practice presentation skills, and celebrate the achievements made throughout the course. Day 1: Preparing to Share Activity 1: Final Review Students will review their research work using the editing checklist provided in the previous module. Teacher-led activity to make final adjustments in spelling, punctuation, and format. Duration: 20-30 minutes. Activity 2: Presentation Practice Each student will practice reading or presenting their project in front of a partner or small group. Peers will give positive feedback and suggestions to improve clarity. Duration: 15 minutes per student. Day 2: Creating Visual Materials Activity 1: Creating a Poster or Visual Aid Students will create a poster or visual map to accompany their presentation. It will include images, key words, and relevant facts to help tell the story of their research. Materials: Poster boards, markers, printed images or cutouts. Duration: 45 minutes. Activity 2: General Rehearsal Students will perform a full rehearsal of their presentation using the posters or visual materials they have created. Duration: 10 minutes per student. Day 3: Sharing with Peers Activity 1: Presentation Day in Class Students will present their projects to their classmates. Each presentation will be followed by a brief question-and-answer session and comments. Duration: 5-10 minutes per student. Activity 2: Reinforcing Positive Feedback After the presentations, students will practice giving positive feedback to their peers, highlighting something they liked or learned from the presentation. Duration: 15 minutes. Day 4: Virtual or Family Presentations Activity 1: Sharing with Families (In-Person or Virtual) Students will present their work to their families, either in a virtual event or in-person. Parents will have the opportunity to ask questions and celebrate their children’s achievements. Duration: 1-hour event. Activity 2: Reflection Journal After the presentation, students will reflect on how they felt about sharing their work and which parts of their research they are most proud of. Duration: 15-20 minutes. Day 5: Final Celebration Activity 1: Celebration Party A small classroom celebration will be held to commemorate the students’ hard work. This could include a “showcase” of the research projects so that everyone can view their peers’ work. Duration: 45 minutes. Activity 2: Recognition Certificates Students will receive a certificate or acknowledgment for completing their research project. The teacher will publicly recognize the efforts of each student. Duration: 15-20 minutes. Syllabus Kindergarten Research Writing Project Syllabus Course Title: Kindergarten Research Writing Project. Duration: 4 Weeks Teacher: Joyce Torres Perez Contact Information: joycetorresperez40@gmail.com Course Description: This four-week project is designed to introduce kindergarten students to the basics of research and writing. Through guided exploration, students will choose a topic of interest, gather information, and create a simple research project. The focus will be developing curiosity, understanding simple research processes, and expressing ideas through writing and drawing. Module Description: In this module, students will compose informational texts after conducting their own research. Students will learn about the appropriate use of sources like books, websites, and experts to gain new information that can be included in their work. Teachers will explicitly model all components of the writing process, emphasizing revising and editing work in preparation for sharing with others by using various delivery modes. The teacher introduces students to an editing checklist. (Research Editing Checklist ) For this module, teachers may provide a more formal opportunity for the students to share their work with other grade levels, teachers, administrators, or parents. Misconceptions: The students may make the following mistakes: Focus more on conventions than ideas. Confusing editing with revision. Adding transition words without purpose. Failing to use the editing and revision process and depending on draft writing only. Course Goals: Encourage curiosity and interest in learning about new topics. Introduce basic research skills appropriate for kindergarten. Develop early writing skills through simple sentences and drawings. Foster collaboration and sharing of knowledge among peers. Build confidence in presenting information to an audience. Plan by generating ideas for writing through class discussion and writing. Weekly Breakdown: Week 1: Introduction to Research and Topic Selection Week 2: Gathering Information Week 3: Organizing Information and Writing the Draft Week 4: Publishing and Presentation Materials Needed: Non-fiction books (library access) Drawing and writing supplies (paper, markers, crayons) Access to a computer or tablet for videos Graphic organizers (simple templates for young children) Poster board and art supplies for the final presentation. Assessment: Participation: Active engagement in discussions and group activities. Research Process: Ability to ask questions, gather information, and organize findings. Writing and Presentation: Clarity and creativity in the final project and presentation. Classroom Expectations: Be curious and ask questions. Share and listen to others. Try your best in all activities. Respect materials and classroom rules. Conclusion: In conclusion, our Kindergarten Research Writing Unit offers a dynamic and engaging learning experience combining traditional and modern instructional methods. By focusing on curiosity, critical thinking, and creativity, we aim to cultivate a lifelong love of learning and research in our students, setting them up for success in literacy and beyond. UbD/Design Template

Alternative Professional Learning Main Objectives

Resources Digital Environments Very few things in today's world have not been touched by the effect of digital technology, and education is no exception. As a kindergarten teacher in Texas, I was able to experience more closely how this digital learning module was enriching my learning processes. Others teaching life, technology has also played a significant role in developing me and linking me with the rest of the world. Many digital tools put many educational resources at one's command, from interactive videos and games to early literacy applications. This puts the student in a position to explore varied ways of learning which best fits their individual needs. Thus, because technology surrounds life almost at every step in the modern age, the requirement is for children to acquire technological skills at an early stage of life. Practice in using digital devices within the classroom prepares children for a future when such skills will become very essential. This module helped me to learn and investigate new digital resources and changed my vision of learning and teaching. Also, internalize that writing about a topic is something we can all do. It is enough to have an experience to share and teach. This is how I encouraged myself through a Publication Draft to reflect on some ideas on what I think and what concerns me about my innovation plan. Then, audiovisual media magically transported those ideas in a long-duration video media project, podcast, or video debate, causing great motivation to share and make my VOICE known to the world. Finally, passing through the eyes of my learning community and instructor, it was analyzed and evaluated, leaving room for a final complication. I was reflecting on the training trajectory of a professional inspired and motivated to create a better educational system. Publication Outline The conventional way of teaching writing has become a problem in capturing the attention of little ones, who are mostly technologically oriented and whose knowledge of touch screens is more developed than that of pencil and paper. The concepts I will share in this Publication Outline come from my Innovation Plan, Learning to Write in Kindergarten through Blended Learning. I will show why blended learning represents a new vision in teaching writing in kindergarten and how this innovative methodology can solve writing problems in our classrooms, evidencing the persistent demotivation and discontent with writing. Rough Draft Being a teacher in Texas, I imagine that, like in any primary school in the United States, starting the teaching and learning process with very young children with different academic needs represents a challenge. Trying to motivate them to achieve the miracle of good knowledge (learning) and appropriate values that serve them for life represents a great challenge. This Rough Draft addresses why Blended Learning and how we could show the way in this scenario. It will reveal the benefits of the station rotation model in the kindergarten classroom by reflecting on students' writing progress and motivation. Media Project For years, storytelling has been a chief influencer of people for any change. Its power for attracting and retaining attention, communicating messages, generating commitment, reinforcing identity, and providing versatility make it essential in any digital landscape. Seth Godin is a well-liked author who has written profusely about recent marketing strategies emphasizing Media Projects. Through his works "This is Marketing" and "All Marketers Are Liars," Godin echoes the power of visual storytelling through videos that capture attention and convey messages. Publication Final Draft Compilations Posts In a time of so much technology, it is necessary to establish bridges of emotions and feelings of love between men to mitigate the gap between ignorance and knowledge. This is the basic condition for saving the human species. This Publication Final Draft addresses why Blended Learning and how we could show the way in this scenario. It will reveal the benefits of the station rotation model in the kindergarten classroom by reflecting on students' writing progress and motivation. Contribution To My Learning One of the most transformative aspects of my journey through EDLD 5304 and EDLD 5317 has been forming a vibrant learning and C ontribution To My Community. Observing and learning from my more experienced teammates has been a game-changer. Their work not only inspires me but also provides me with tangible guidance. This peer learning dynamic has deepened my understanding of complex topics and broadened my horizons by exposing me to diverse perspectives and methodologies. Recent Posts Why blended learning? My new vision for teaching writing in kindergarten. Executing Change 4DX. Influencer Strategy.

Media Project Purpose of the Media Project Our purpose is to persuade and provide a reason why it is beneficial to use Blended Learning in our kindergarten classes. It is making a tangible wake-up call to our school community that if we do not renew our class lessons, we risk creating a generation of students who are out of step with the demands and skills of a digital age. Highlights how technology integration in kindergarten classes favors flexible and continuous access to online educational resources, enriching the learning environment. It emphasizes that its use can increase the motivation and commitment of younger students to writing activities, making the process more interactive and attractive. It takes the issue to the next level by reasoning that computer exposure at an early age helps in preparing the child for future demands in using technology and therefore equips them with skills that will be of great help in life. Broadly speaking, this project draws attention to the importance of technology and how it can invigorate writing lessons, especially in improving skills through intelligent technology. Media Project Article Rough Draft Are you interested in discovering how the innovative station rotation model in blended learning can transform student engagement? I invite you to explore the following link to read the draft of my article, where I explain how this new vision of blended learning is revolutionizing the teaching of writing in kindergarten and shaping the future of education. Discover innovative ideas that promise to enrich the educational experience significantly from the earliest years." Rough Draft Connection to Innovation Plan Innovation in modern education drives improvement and forever evolves teaching techniques. My innovation plan is to take kindergarten writing instructions to a new perspective by embedding blended learning. This will help make education more modern and guarantee that learners learn to the best of their potential from a very young age. The innovation core to this will include developing a video articulating why blended learning should be adopted in kindergarten classrooms and how technology could revolutionize writing lessons. All in all, this video shares most of the vision necessary for blended learning and gives an idea of how to execute it effectively within any school environment. One of the strong points seen in the video is that this practice enhances student motivation and gets them more engaged. It creates a more lively and stimulating environment where children can participate and explore their creativity through interactive technology tools for teaching school writing lessons. It also shows that this kind of learning is likely to optimize available learning resources through blended learning and maximize educators' time and effort in teaching writing. The podcast and rough draft do much more than promote a new vision of kindergarten writing instruction but serve as an excellent tool to inspire other educators and parents to take up blended learning with this age group to let the young students adjust to modern life's increases in digitalization and competitiveness. What is needed finally in this blueprint is an effective implementation in the classroom. More specifically, my approach embeds all the key stages: adequate training of the teaching staff, proper integration of technologies, development of active teaching materials, and creation of a continuing evaluation system that measures progress and student motivation. In other words, this would try to enhance pupils' writing skills and give them a lifelong love of learning by using new and exciting ways. Digital Resources In the publication outline I highlight various critical digital resources to enhance and enrich the educational experience. The included links direct to platforms covering multiple learning aspects, encouraging a holistic approach to education. Below is an overview of the digital resources mentioned. HMH Program: Houghton Mifflin Harcourt Publishing Company (HMH) provides educational content and related services for grades K-12 through online learning platforms. Seesaw: A learning platform that combines instructional tools, standards-aligned lessons, student portfolios, and inclusive communication features. Kahoot and Booklet are interactive quiz platforms that engage students in learning through game-based quizzes, making the educational experience more fun and interactive. Zoom and Microsoft Team . It provides educational access and continuity to millions of students worldwide. A crucial element that minimizes disruption to learning and ensures that students can continue. My electronic portfolio. It is a great opportunity to share with parents and teachers some controversial topics about the writing process. Slideshows . Show the writing processes of an informative text and an investigation. Conclusion: Storytelling has been, for years, a chief influencer of people for any change. Its power for attracting and retaining attention, communicating messages, generating commitment, reinforcing identity, and providing versatility makes it essential in any digital landscape. Seth Godin is a well-liked author who has written profusely about recent marketing strategies with an emphasis on the use of visual content. Through his works "This is Marketing" and "All Marketers Are Liars," Godin echoes the power of visual storytelling through videos that capture attention and convey messages. References Bersin, J. (2004). Best Practices, Proven Methodologies, and Lessons Learned. Edtech Magazines. (n.d.). Submission Guidelines. https://www.edsurge.com/ Educational, Technology, and Society. (n.d.). Author's Guidelines. https://www.j-ets.net/home Edutopia. (n.d.). Write for Us. https://www.edutopia.org/about/your-turn-write-us Friday, M. J. (2024). A 4-Step Process for Writing and Storytelling in Kindergarten. https://www.edutopia.org/article/maintaining-culture-writing-storytelling-kindergarten Godin, S. (2018). This is Marketing". Goding, S. (2005). All Marketers Are Liars. Horn, M. B., & Staker, K. (2015). Blended Disruptive Innovation to Improve Schools. Sineck, S. (2009). "Start with Why: How Great Leaders Inspire Everyone to Take Action. Related Posts Why blended learning? My new vision for teaching writing in kindergarten. Executing Change 4DX. Influencer Strategy.

5320 Synthesis of Applied Digital Learning Every day, everywhere, our children spread their dreams beneath our feet. We should tread softly. Ken Robinson COVA & CSLE Reflection and Application. All this learning promoted a strong feeling that transformed my thinking, leaving my comfort zone to discover new opportunities. It will take the COVA and CSLE approach to develop significant skills such as critical thinking, problem-solving, and collaboration necessary to meet the demands of a professional in this and future times. Innovation Project Update As I reflect on my My Innovation Plan Update : The impact that implementing blended learning will have on student motivation during the writing process in kindergarten, I can see how, even though my goals remain the same, the how to do or teach approach has had a bit of an update. The biggest revelations dealt with intrinsically motivating students and how blended learning can be a handy tool. I had initially confirmed that the focus would be solely on writing activities but immediately pointed out the need for a holistic component that would integrate the whole school community, from students and families. Applied Digital Learning Journey Synthesis Finally, I close this chapter in my life with renewed vigor for teaching, a clearer understanding of blended learning strategy execution, and a more significant commitment to empowering my students by making the learning process fun. Thank you for being my accomplices through this Applied Digital Learning Journey Synthesis. Why blended learning? My new vision for teaching writing in kindergarten. Being a teacher in Texas, I imagine that, like in any primary school in the United States, starting the teaching and learning process... Executing Change 4DX. Learning at an early age is the very moment in which the foundation should be laid for further academic and personal development. In this... Influencer Strategy. Discuss how the model is divided into the two domains of motivation and how it is subdivided into personal, social, and structural...

Executing Change Learning at an early age is the very moment the foundation should be laid for further academic and personal development. In this context, I propose an innovation plan focusing on "Learning to write at an early age through Blended Learning," which aims to transform the process of teaching writing in kindergarten. To ensure effectiveness and success, I will execute 4DX, proposed by Chris McChesney, Sean Covey, and Jim Huling. The 4 Disciplines of Execution principles will help an organization execute the most important goals. These disciplines are: Focus on what is crucially important (WIG) : This means intrinsic motivation and the use of innovative technologies to make it more challenging and stimulating for children to learn writing within the given context. Predictors : These will identify indicators that predict students' motivation and performance success, such as active participation in technological activities and progress toward writing skills. Keep a results board: This can be any visual, accessible system that enables us to track student progress and the impact of new strategies. It will help us make continuous adjustments to realize improvements. Establish a cadence of accountability : Hold regular meetings with the faculty and staff to review progress, discuss challenges, and plan the next steps. Disciplines within the 5 Stages of Change, recognizing the need for change, clarifying the change, launching the plan, adopting new practices, and optimizing and maintaining habits, will enable us to apply this innovation plan in orderly and sustainable ways. We will work towards a continuous learning/growth culture in kindergarten through systematic and collaborative improvement of student writing skills. How do the 4 Disciplines of Execution work with the 5 Stages of Change? How do the Influencer Model and 4DX complement/supplement each other? In the short time I have been a Kindergarten teacher, I have been able to visualize how students have a low motivation towards writing and how to apply this to opinion, narrative, and poetic writing. A problem that, in discussions with my team of more experienced teachers, reveals a recurring problem year after year. This implies the search for new ways to teach and have results. Implementing blended learning in kindergarten represents an innovative strategy to improve writing skills in children. This innovation plan promotes intrinsic motivation, integrating changes, innovations, and technologies that transform the writing process. To ensure the success of this plan, we have combined two powerful strategies that we consider crucial to change. The 4 Disciplines of Execution (4DX) with the Influencers Model allow effective and sustained execution of the desired changes. When I think about how these proposals (Influencer Model and The 4DX) complement each other, my graphic mind becomes concave and convex . From top to bottom, they have strong connections around their analysis and practical proposals. The 4DX encourages us to identify and focus on a crucial objective: Increase the intrinsic motivation of students towards writing, something that the Influences Model does very well since it allows teachers and students to be mobilized and motivated towards the objectives (WIG) using influences personal and social. The second discipline focuses on identifying and acting on measures that predict success, which the Influencer Model gives us a foundation to analyze the influences that affect these. Creating a scoreboard is a visual and motivating tool that keeps everyone focused on goals. The Influencer Model guides us to use structural and social influences that encourage and motivate students and teachers. Adapting and adopting new changes in kindergarten could not work without routines and monitoring. The fourth discipline encourages routine responsibility and monitoring. Here, the Influencer Model highlights the importance of personal and social influences in holding regular meetings to review progress and adjust strategies. So, integrating the 4 Disciplines of Delivery with the Influencer Model provides an effective strategy for implementing blended learning in kindergarten Conclusión: Throughout my journey through The Four Disciplines of Execution, many passages left an imprint on me and a terrible desire to put them into practice. One of the messages the authors leave in the book is inspiring and motivating for me, which I make available to you as a conclusion to this work. “Consider spending the future in a relentless whirlwind where everything is always urgent and truly important priorities are forever postponed. The great management scientist Peter Drucker observed: “I have seen many people who are great at doing unimportant things. They have an impressive track record of achievements in trivial matters.” But you don't want to be magnificently trivial. You want to make a real difference. Want to make a high-value, high-impact contribution? The 4 Disciplines of Execution can take you there (McChesney et al, 2012)” More about my work References: Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The New Science of Leading Change. McChesney, C. (2016). Introduction to 4DX OS. YouTube. https://youtu.be/KOhF6T5D8X8?si=iUJ39RM_WvkVP1gp McChesney, C. (2017). The 4 Disciplines of Execution in a Nutshell. Youtube. https://youtu.be/mP7sq_tGZj8?si=UCbGUZRbQKWqTE60 McChesney, C. (2020). Move Your Middle Chris McChesney. Youtube. https://youtu.be/cbQfozH2KxM?si=wxk-jMSZlRS8H7XC McChesney, C., Covey, S., & Huling, J. (2012). The 4 Disciplines of Execution.

LEARNING MINDSET When I close my eyes and reflect on how these initial courses have impacted my life (work and personal), I feel great satisfaction! They have allowed me to look differently at the real world, providing innovative and contextualized tools to help me grow professionally and for each goal or action I undertake over the years. I cannot overlook the significant meaning it had for me to have learned about Carol Dweck's theory when the need for change in my classroom was emerging. We are all a combination of many circumstances. We may have a growth mindset in our personality and a fixed mindset in intelligence. In some ways, we are victims of this phenomenon that limits us from being successful in what we do. Nevertheless, the most important thing is not to believe that we will have a growth mentality today but to form it throughout our lives with constant work. The world is a whole of entrepreneurs whose beginnings could have been better. Growth Mindset Plan The world seems huge before our eyes, and the possibility of changing it is difficult for us. I will try to leave a mark on my students through my Growth Mindset Plan. They will be able to remember me once they are good men and women, and thus, I will begin to change my little piece of the world, provoking a growth mindset in everything I do. My Learning Manifesto That is my PASSION! When I enter my classroom, no matter how much worry I have, everything is forgotten before the arrival of a battalion of little giants who almost helplessly carry a backpack full of emotions: I love you, Mrs. Pérez! I missed you a lot! I love coming to your class! I do not want to go! I feel happy with you; you are like my mom. Thank you for teaching me and making me a giant! It is impossible to get them out of my mind, to talk about them without a tear, without feeling an intense emotion from the bottom of my heart. The possibility of transforming my environment, of helping to overcome fears and needs in students and families. See the joy reflected in the eyes of many parents with a THANK YOU TEACHER: “Now my child is different.” Helping each of these families fills me with happiness and well-being; it makes me feel good about myself. See My Learning Manifesto. My contribution to my learning community has been excellent reflective debates and effective brainstorming, improved our group problem-solving skills daily, and gained confidence and security in the debate sections. Now, I can say that I have a north: what I want, where to go, and what to improve in future courses. The power of “not yet” gives students a path into their future and makes them feel they are on a learning curve rather than a dead end.

Self-differentiated leadership Part A "The Road Not Taken" Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; ... I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and II took the one less traveled by, And that has made all the difference. - Stephen R. Covey Since its emergence, communication has been the procedural vitalis of man as a social being. It gives a way of transmitting ideas, sharing feelings, and developing relations with the people in our environment. However, we usually undermine its importance since it is a key to relationship building, problem-solving, and success in every sphere of life by leaving it in the background. Due to its importance, many authors have dedicated time to analysis and studies. Today, we shared a vital search that I recommend to everyone. Crucial conversations: Tools for talking when stakes are high by Patterson, K., Grenny, J., & Swizler, A. (2012). This book is an essential guide to managing critical and delicate dialogues where the results have a high impact. Below are some key questions to keep in mind when reading its pages. Regulating solid emotions and anxiety is decisive when talking, analyzing, and making decisions. The STATE model (share your facts, tell your story, ask about others' paths, speak tentatively, encourage evidence) presented by the authors reveals necessarily essential techniques to keep in mind and put into practice, I would say, not only in conversations crucial but in every interaction we have in our day. A leader must have self-awareness that allows them to recognize when they are experiencing anxiety and take steps to manage it before it negatively affects the conversation or team dynamics. Leaders need to learn to control their emotional responses; leaders can remain calm and composed even in high-pressure situations, which helps maintain clarity and effectiveness in their decisions and actions. Today, we see in our organizations and even in our conflicts, such as the term "sabotage," enjoying surprising success. But its meaning does not necessarily mean destroying but instead making work unproductive, whether due to negligence, slowness, or meticulous observance of the rules that result in the impossibility of service. Its cause can be diverse, from non-acceptance of change, lack of commitment, leadership, or ineffective communication to personal insecurity, unresolved conflicts, and lack of trust. Of them, the ones with the most significant impact in my area of interaction have been resistance to change and lack of commitment, which, in my opinion, are viruses that affect the development of objectives. If people feel threatened by change, they may sabotage the change to maintain their comfort zone, feel uncomfortable with the new preferred process or system, or prefer the status quo. On the other hand, if they do not believe in the initiative's objectives or how something is being carried out, they could sabotage it. This can be evidenced by employee disappointment in workplaces where employees feel unconcerned, or their opinions are valued in decision-making. In response, this causes passive and active resistance. Understanding the roots of sabotage promotes a more positive and cooperative environment. An emotional triangle occurs when a person involves a third party in the conversation instead of directly addressing a conflict or problem with the person concerned. This can complicate and amplify emotional problems by introducing more perspectives and emotions into the original conflict. This can camouflage reality and work against change. The presence of a third party can create more anxiety and tension in the workplace. The third-party person will feel obliged to mediate or sort out the problem, creating tension. This can divert attention and resources needed to implement practical changes. Now, how to Manage Emotional Triangles, the book Crucial Conversation recommends: Encourage Direct Communication Develop Crucial Conversation Skills Create an environment of trust Managing these triangles by promoting direct communication, developing crucial conversation skills, and creating an environment of trust is essential to achieving effective change. Develop your emotional immune system. What crucial conversations do you need to have to get the desired results? Some Common Crucial Conversations. Ending a relationship Talking to a coworker who behaves offensively or makes suggestive comments Asking a friend to repay a loan • Giving the boss feedback about her behavior Approaching a boss who is breaking his own safety or quality policies Critiquing a colleague's work Asking a roommate to move out Resolving custody or visitation issues with an ex-spouse Dealing with a rebellious teen Talking to a team member who isn't keeping commitments Discussing problems with sexual intimacy The effects of conversations gone wrong can be devastating and far-reaching (Patterson, K., Grenny). They further state that research has shown strong relationships, careers, organizations, and communities draw from the same source of power: the ability to speak openly about high-stakes, emotional, and controversial topics. So here's the bold statement: Master your crucial conversations. You'll boost your career, strengthen your relationships, and improve your health. As you and others master high-stakes discussions, you will revitalize your organization and community. According to the theory presented in the book Crucial Conversations by Patterson, Grenny, and Swizler, to become a differentiated leader as a kindergarten teacher, you must address several key factors that will allow me to effectively manage critical interactions and lead positive changes in my educational environment. I list a few of them below. Identifying High-Stake Conversations: Discuss introducing blended learning with my colleagues and administrators. Explain the benefits to them and how it could motivate and interest your students in writing. Create a Safe Environment: Ensure students and colleagues have a safe environment in which to share ideas and apprehensions about the new teaching methodologies. Focus on Desired Results: Improved writing ability and increased motivation of students are always in mind when decisions are to be made and words are to be spoken. Emotion Control: This strength will allow one to handle stress and sentiments during change. Stay tranquil and focused on long-term benefits. Positive Influence: Acknowledge and reward students' writing progress and share with parents and fellow staff. Promote Accountability: Through constant constructive feedback, students realize the learning goals and take responsibility for their progress. Using these critical criteria listed below will enable you to guide effectively and help you avoid educational traps proactively and constructively, promoting a positive and motivating learning environment in your kindergarten class. These strategies ensure that crucial conversations are handled effectively, promoting a collaborative environment focused on continuous organizational improvement. Self-differentiated leadership Part B In the dynamic educational landscape emerges, ever more clearly, the desire to change for a better future: the will to innovate, a clear vision, a well-structured plan, and an effective strategy. As one of society's crucial pillars, education requires continuous renewal to accommodate each student's needs while simultaneously being sensitive to global demands. However, a mere intention for transformation will not help; it requires a strategic look, and only then will such wishes manifest as an outcome right before our eyes. Therefore, finding the 'why ' begins any change process. This vision needs to be very clear from the educational point of view, directed toward enhancing quality learning and students' academic experience. Once the why is known, all that needs to be done is to follow through with a detailed plan through the Influencer Mode l and the 4 Disciplines of Execution , which act like a roadmap in implementing my why. This strategy, therefore, has clear and particular objectives, a schedule, and success indicators; material and human resources will be required, and progress can be measured by Crucial Conversations. A compilation of future projects is here. Compilation References Crucial Conversations Explained in 2 Minutes. (2012). Youtube Video. https://youtu.be/ixEI4_2Xivw?si=cwJSm0fI9R7RAjHg Friedman's Theory of Differentiated Leadership - Made Simple. (2015). Youtube video. https://youtu.be/FaifIIeQC9k?si=W9_LKwSGcQvAlyAz Patterson, K. (2016). ideo Review for Crucial Conversations. Video Youtube. https://youtu.be/EFaXx3pgaxM?si=b5eImQnN0k0KY1dm Patterson, K., Grenny, J., & Swizler, A. (2012). Crucial conversations: Tools for talking when stakes are high.

Action Research Design Outline Learning to write in early childhood education through Blended Learning. I. What is the topic of your action research? Kindergarten is a grade where students enter the world of letters for the first time. They have a lot to say but need help putting their ideas in order or writing them down meaningfully. After several months into the school year, we see how students still need to learn to think about an idea or write it down. Therefore, it is challenging to achieve the stated objectives: opinion writing, informative and narrative writing. This is a recurring problem that we have year after year in our classrooms, and that invites us to immerse ourselves in the search for new perspectives and alternatives, as I propose in my Innovation Proposal , taking into account the characteristics of today's children who are immersed in a digital world and need motivators that align with their technological interests. Based on this objective and persistent problem in children's learning to write, my action research topic will be to recognize the techniques and methods used in the kindergarten writing program and the impact that implementing blended learning will have on students' motivation during the writing process. II. What is the purpose of your study The current research aims to apply innovative methodologies through blended learning, whereby students can acquire the habit of writing by themselves and enhance their motivation and writing skills, particularly in kindergarten. In particular, it will assess how much integrating technological resources and online activities develops writing skills in structure and content. III. What is your research question? How does implementing blended learning impact the motivation and development of the writing process in kindergarten students? IV. What is your research design (Qualitative, Quantitative, or Mixed Methods) The study should use a combined-methods approach since it plans to understand the quantitative impact, which is measurable in terms of outcomes in developing writing skills, along with qualitative experiences regarding motivation and the learning process. a. Why did you choose this design The qualitative method is valuable in research because it allows us to explore and understand students' and teachers' experiences, perceptions, and feelings about the writing process in a blended learning environment. It makes it possible to collect detailed information about how students experience the learning process, how they feel about using new technologies in writing, and what motivates or demotivates them. On the other hand, the quantitative method will allow us to evaluate students' progress in their writing skills in an objective way. It will analyze trends in the responses and compare different student groups. V. What data will you collect? Methodology The research approach to be used in the study, "Learning to Write in Early Childhood Education through Blended Learning," will adopt a mixed-methods approach in which both qualitative and quantitative data will be considered. Qualitative data obtained should include classroom observation, interviews, and review of the student's work. Quantitative data included standardized writing tests before and after using blended learning about progress in specific skills: text structure, grammar, coherence, and content. Engagement and motivation questionnaires and technology use data help develop usage statistics for technological tools, such as how many minutes students use the digital platform and their most frequent activity. VI. What types of measurement will you use? The measurement tools that might be utilized in the study to assess such aspects are the rubric to measure the level of participation in interaction with technological tools and collaborative writing activities. Still, a Likert scale, such as 1 to 5, might be used to rate the students' and parents' surveys regarding the level of motivation and enthusiasm for writing activities before and after intervention. VII. What is the focus of your literature review? In light of the preceding, the literature review shall outline aspects of the research study. Writing in Early Childhood Education. Blended Learning in Early Childhood Education. Information and Communication Technologies (ICTs) in Early Childhood Education. Therefore, it shall adopt developed theories and frameworks touching on the respective areas and establish a theoretical basis to gain a contextual understanding of the changes caused by the Blended Learning Station Rotation model in the kindergarten writing process.

Contribution to My Community EDLD 5318-5389 In this reflection, I explain the reasoning behind my self-assessment by focusing on my commitment to self-driven learning and personal growth. Throughout this process, I have put much effort into improving my skills and contributing to the learning community. Whether through sharing ideas, participating in group discussions, or helping others, I have been dedicated to ensuring we all learn and grow together. This reflection captures how I’ve developed individually and as part of a supportive community. 5318 Instructional Design Online Learning 5389 Developing Effective Professional Leadership Looking back on these classes, I truly value the experience. I now see how the courses are seamlessly interconnected, supporting and enhancing one another. As I move forward into uncharted territory, I make the most of the knowledge I’ve gained, doing my best with the resources available, always aiming for each day to improve in all aspects of my life. In course 5389, This course will focus on developing effective professional leadership. We focused on creating a call-action plan and developing a professional learning activity to encourage our colleagues to participate in our innovation strategy. I made a video to ensure our audience sees and hears how beneficial such resources are for professional learning. After, we had the opportunity to plan the alternative PL that enabled us to go and show how to move the ideas from our innovation plan forward and help create significant learning environments that will use technology to enhance learning. Last, we combined all the components of our PL strategy as a cohesive section in the portfolio. It was an actual discovery of a new me and approach to my profession, proving that teamwork is a key to innovation in our educational practices. For me, it was a journey of professional and personal development. During course 5318 , our team spent a lot of time discussing and reflecting on different online learning resources to understand how practical and effective they could be. From the beginning, we wanted to grasp what makes good instructional design, which helped us create an online or blended course and build a working prototype that could be used in our classes and school. As we moved through the process, we found ourselves diving into research topics, uncovering challenges, and asking important questions, all of which led us to improve our approach. Each project phase allowed us to put what we had learned into action. We carefully analyzed the core components of online learning design, ensuring our final project was practical and well thought-out. Along the way, we built a clear strategy for developing the course and kept checking its usability to ensure it was effective. Ultimately, we took the time to critically reflect on the entire process—how we taught, how students learned, and how our approach to development impacted the course design and its overall success. Key Contributions: Reflection on What Works and What Can Be Improved: Across all the courses, I actively participated in critical reflection on my learning journey, consistently reviewing my progress and pinpointing areas for enhancement. Through regular evaluations of my work, I adjusted my approach to assignments and learning activities, optimizing my learning outcomes. Core Collaboration Group: Acknowledging my involvement in the core collaborative group, which included Neylly Guedez, Francys Machado, myself Joyce Torres Perez, was immensely valuable for everyone involved. Our group dynamic was enriched by each member's diverse perspectives and contributions, fostering a deeper understanding of the subjects we explored. The exchange of ideas and active discussions allowed us to analyze different viewpoints, challenge assumptions, and build upon each other's knowledge. This collaborative approach was particularly beneficial, as it encouraged us to integrate various perspectives into our work, ultimately enhancing the quality and depth of our outputs. The group’s synergy facilitated our learning and strengthened our ability to work effectively. Revisions and Reflections on Assignments: Revisiting assignments and reflecting on the process of reviewing an assignment showed how committed I was to the sort of work I was doing and how much I was learning. Completion of Course Requirements: Completing every reading, video, and other supporting resource meant knowing all aspects of the content and providing evidence of my efficient time management and dedication to the class. Accelerated ADL Option Reflection: Integrating insights from the “Instructional Design Online Learning” course 5318 and the “Developing Effective Professional Leadership” course 5389 into the Accelerated ADL option revealed the strong connections between these areas and the significant impact their combination can have on personal and professional growth. The integration of these courses demonstrated how the principles and strategies from each complement and enhance one another, providing a more comprehensive understanding of both instructional design and leadership in professional settings. Additionally, I must recognize that my knowledge of certain concepts may shift or expand as I progress through future courses. This evolution is a natural part of the learning process, where initial ideas are refined or replaced with more nuanced perspectives gained through continuous study and application. This dynamic process ensures that my approach remains adaptable and responsive to new information and evolving best practices. Supporting Contributions: Leadership in Base Group and Course: While I did not serve in a formal leadership role within my base group or throughout the course, I led by example through active participation, thoughtful contributions, and offering constructive feedback to my peers. I shared ideas, posed questions, and encouraged deeper discussions, all valuable to the group's progress and learning experience. I see leadership as an ongoing area for growth, and my focus on enhancing these skills is driven by a desire to make meaningful relational contributions that lead to more effective and collaborative efforts in future group settings. Active Participation in Activities and Forums: My active participation across various activities and forums reflected my commitment to the course. By submitting work that exceeded the basic requirements and engaging deeply in discussions, I fostered a dynamic learning environment where critical debates and diverse perspectives could flourish. This level of engagement was motivated not only by the annual and mandatory continuing education requirements but also by a genuine passion for the subject matter, which drove me to seek a deeper understanding and encourage others to do the same. Quality of Postings: The quality of my contributions in the discussion forums was evident through the depth and rigor of my posts. I consciously tried to incorporate references, draw upon empirical literature, and adhere to APA citation guidelines to ensure my arguments were well-founded and credible. Even when extensive research was not required, I strived to provide thoughtful insights that enriched the collective learning experience. These efforts helped to create a collaborative environment where knowledge was shared freely, and everyone felt encouraged to contribute, enhancing the overall quality and value of the course discussions. Additional Reflections: Impact on Deepening Discussions and Clarifying Concepts: Using phone calls, Zoom meetings, and maintaining active communication through WhatsApp facilitated more in-depth discussions and helped clarify complex ideas. These platforms enabled us to connect effectively, even sharing contact information to ensure clear communication in case of emergencies, which was crucial for successful distance learning. Personal Evolution Throughout the Course: Completing this journey demanded a great deal of focus and dedication. Each activity carried its significance and guided us toward meaningful life changes. As the two courses complemented each other and were integral to my innovative plan, I combined them for this self-assessment to reflect on my growth. Overcoming Personal and Cultural Barriers: Stepping outside my comfort zone, particularly as I navigated unfamiliar technology, was both a challenging and exciting experience. It helped me recognize my resilience and ability to handle obstacles effectively. This journey required a critical evaluation of my surroundings, assessing whether they nurtured or hindered my success, which is an essential reflection given the current circumstances. I achieved this substantial personal growth thanks to the support of two outstanding teachers whose professional attitudes and challenging management styles motivated me. Also, every session provided me with new resources that significantly enhanced my learning experience. Self-Assessment for Course EDLD 5318 and 5389: My courses 5318 and 5389 were designed to complement each other, creating positive cross-effects in my learning experience. While each class had its readings, theories, and assignments, they all aligned seamlessly. This integrated approach proved highly effective, allowing me to apply and execute what I learned more thoroughly. I consistently aimed to review and refine my work based on my feedback. Consequently, this interconnected structure contributed to my overall learning assessment. Based on the assessment and the predefined criteria, I evaluated my performance as follows: When presented as two interlinked units in a comprehensive study plan, the courses felt like eight weeks of unified purpose rather than two separate experiences. Therefore, I have rated each aspect equally, as indicated below. 5318 Instructional Design Online Learning 98/100 5389 Developing Effective Professional Leadership 98/100 "Teamwork is the secret that makes ordinary people achieve uncommon results." - Ifeanyi Enoch Onuoha

Growth Mindset Plan We have already created a generation of young workers who cannot get through the day without a reward. Praising talent, praising intelligence makes them vulnerable Carol S. Dweck. Rewarding a good answer in the classroom is not entirely erratic thinking. Starting from the principle that people are moved by that energy that drives them to achieve their goals in the most efficient way possible, which we call motivation, that hurricane that passes through you and feels the need to move somewhere that resonates with you or interests to motivate. If we review history, in Ancient Greece, we find that Socrates and his disciple Aristotle began to make sense of the answer to the question: Why do human beings do what they do? José Antonio Marina (2011) defines it as “Motivation = desire + value of the objective + facilitators of the task.” Starting from these premises, the teacher has used the award as a motivational engine in the classroom for students who do not believe in the possibility of developing and enhancing their abilities over the years. But, Is it the best way to motivate students to learn? What advantages and disadvantages do constantly rewarding students provide? These are questions that we have been asking in the search for efficiency and effectiveness in the training of students. I am a Kindergarten teacher in the state of Texas. Every day, we face the difficult task of educating children with different learning and motivation needs. We are constantly searching for tools to achieve the miracle of learning for these children in this first school stage. We wear ourselves out looking for methods and techniques to get their attention and ensure they take ownership of the academic content and values that will serve them throughout their lives. If I were to describe a typical day of classes in my classroom, I am ready to begin the learning journey where I implement different techniques to get their attention in any of the subjects I teach. Furthermore, when trying to do it the conventional way, I realize the lack of motivation and apathy that often occurs (some cry, others want to play, others want to go to the bathroom to escape the content). In short, it is challenging to motivate them, especially if we are in the middle of a Hagerty class where there are no audiovisual or other resources other than the sounds of the letters. Facing this recurring problem, "I take the magic wand" solves all my attention problems for my students, which is nothing more than granting points to win prizes. From that moment on, the magic began; motivation took over the class, and everything began to work as I had ideally planned. Faced with this reality, they face a big problem: Unmotivated children who only become motivated if they receive a stimulus that invites them to mobilize. What should be a natural, logical, and transformative process in your learning? Children sometimes undergo a fixed mentality where we are all complicit, and escaping the carrot methodology is challenging. In search of an alternative to change this reality, I began her master's degree in Digital Learning. I discovered Carol Dweck's theory of "Fixed mindsets " and " Growth mindsets, " which could provide a possible solution to the problem.” Why consider it as an alternative to my problem? A change of mentality is not a new concept in all stages of life and its social diversity. However, it is paramount in today's fast-paced world, where individuals and organizations constantly pursue success. It is fascinating to see that people who achieve the goals they set are not necessarily those with a higher, but rather those who have exceptional characteristics: perseverance, passion, and courage. Therefore, I am redirecting myself toward achieving a growth mindset in my classroom and personal life. Dr. Dweck proposes that a growth mindset is a path, a process that we constantly work on. To begin with, it would be appropriate to identify when we have a fixed mindset and how we face the challenges of our daily lives. How do we react when students do not notice or understand a problem? How do you react when you receive criticism? How do we respond when someone is as successful as we would like to be? This is when we choose what mindset we will develop (Dweck, 2015, p. 3). We are all a combination of many circumstances. We may have a growth mindset in our personality and a fixed mindset in intelligence. In some ways, we are victims of this phenomenon that limits us from being successful in what we do. Nevertheless, the most important thing is not to believe that we will have a growth mentality today but to form it throughout our lives with constant work. The world is a whole of entrepreneurs whose beginnings could have been better. Today, an open door invites me to enter and assume that the inner voice of a fixed mentality only has strength if we let it pass. It is not easy, but who said it would be easy? Assuming that the growth mindset is being optimistic in the face of every challenge and action, it is simply giving myself and allowing myself to try again. "Not yet." It was a theory I did not know before. However, as I listened to every word of Dr. Carol Dweck explaining the power of the word Not Yet. A hurricane of emotions and feelings revolutionized my body. Moreover, it was a practice I unconsciously did in my first year as a teacher. Faced with the unexpected news of the death of a kindergarten teacher in October 2022 and after having been without a teacher for more than two months, he arrived at a classroom where sadness, distrust in himself, and absence of routines. Rules and motivation were the norm. Seeing Dario arrive at the beginning of the school year crying because his shoes are untied, forgetting about Wednesday's folder, or not being able to write his name to say Teacher, have you seen what reading level I am reading at? E (first-grade level). I saw how they could barely write his name and then compete with each other to write a note to the Teacher. I am complicit in the power of the word. However, which in my class is translated as "Superpower." Identify your superpowers, believe in them, and unleash them. Listen to your inner strength and show how valuable you are. These were some of the reflections I told them, and incredibly, those children were transforming that place (the class) into a space we never wanted to leave. Today, to that experience, I add the theory of Dr. Carol S. Dweck. I would begin by introducing the phrase: "The Students have a chance to get smarter," I would explain to my students that Intelligence is not a quality exclusive to a particular person; it is something that is cultivated, watered, and worked to achieve. That will be the motto in my classroom. It will be the message that I will carry everywhere I go. I could have a plan, but I want to take advantage of every circumstance. The day in an educational community is full of perfect moments to practice and promote a growth mindset. During methodological preparations, when my work colleagues do not recognize meritorious work in the Celebrations session. When someone has a different perspective and makes corrections, The students believe that the possibility of becoming successful is unattainable (reading, writing, and phonetics workshop). Alternatively, teacher, could you help me when a student tells me? Can I not do it? Change should be made drop by drop to achieve impact in this transformation, persuading and being empathetic in each situation you face. The world looks big before our eyes, and the possibility of changing it is difficult for us. I will have the goal of leaving a mark on my students. They can remember me once they are good men and women, and thus, I will begin to change my little piece of the world, causing a growth mentality in everything I do. Reference. Dweck, C. (2014, October 2014). Developing a growth mindset with Carol Dweck. https://www.youtube.com/watch?v=hiiEeMN7vbQ&t=4s Dweck, C. (2015). The power of believing that you can improve. https://youtu.be/Yl9TVbAal5s Harapnik, D., & Theibodeau, T. (2021). Learner's Mindset Explained. Dweck Carol, 2016. Developing a Growth Mindset https://youtu.be/hiiEeMN7vbQ Briceno E. The Power of Belief - mindset and successhttps://youtu.be/pN34FNbOKXc https://scottjeffrey.com/change-your-fixed-mindset/ Duckworth, A. (2013). Grit: The Power of Passion and Perseverance. Youtube. https://www.youtube.com/watch?v=H14bBuluwB.

Contribution to Your Learning and the Learning Community Download EVERYTHING started to change! When I started the Master's of Education in Applied Digital Learning (ADL), my schedules were compressed, my free time was extinguished, and my world began to spin quickly, needing more than 24 hours in the day. However, at the same time, advancing through these courses has been a UNIQUE experience. It has allowed me to interpret the vision of the natural world differently and adopt innovative and contextualized tools to create efficient and contemporary learning environments. It has helped me grow professionally and spiritually. The relevance of working together and supporting each other on my Distance Learning team has been extraordinary. This message recognizes everyone's contribution and the collaborative environment crucial to my achievements. I cannot overlook the IMPACT that EDLD 5313 and EDLD 5303 have had with the continued development of Carol Dweck's theory, which analogically defines it as a profound awakening, a spectrum of knowledge designed to empower people. This methodology has helped me understand that failure is not a permanent state but a process of evolution and transformation, giving me self-confidence, perseverance, and adaptability. To take it on, I designed a Growth Mindset Plan to create learning environments where the power of the word NO YET means for my students: A second chance to become intelligent. Another significant element I have had during this EDLD 5313 course is the deep analysis in which I have immersed myself to develop class plans through the 3-Column Table and UbD Template . T his analysis gave him a complete view of designing and evaluating compelling learning experiences. I identified strengths and areas for improvement in my lesson plans. Integrating elements of both will be my goal, to create a personalized approach that best suits the needs and individualities of my students. The EDLD 5313 course constitutes a detoxification of a vision rooted in traditional teaching with decontextualized behavior patterns. By analyzing the book A New Learning Culture by (Douglas et al. Brown, 2011), we show ourselves the need to adapt to technological and digital changes. I am offering an optimistic vision about the potential of technology to improve education and prepare people to face the challenges of the 21st century. Previously, it was believed that creating an ePortfolio was only for Computer Engineers. Insertion into the EDLD 5303 course allowed me to assume a growth mindset in completing it. Successful people are not necessarily the smartest, but those who work and are consistent. Through this journey, I have also had the opportunity to immerse myself in a deep analysis of Why I use an e-portfolio . Dr. Harapnuik expressed real, authentic, and genuine. It is helpful to convey who you are as a professional, individual, or person with a certain belief. The continuous rethinking of educational approaches such as COVA has allowed me to see that other innovative methods open a path to students' empowerment, motivation, responsibility, commitment, and creativity by allowing them to choose how they want to learn. One of the most transformative aspects of my journey through EDLD 5303 and EDLD 5313 has been forming a vibrant learning community. Observing and learning from my more experienced teammates has been a game-changer. Their work not only inspires me but also provides me with tangible guidance. This peer learning dynamic has deepened my understanding of complex topics and broadened my horizons by exposing me to diverse perspectives and methodologies. Contributing to my learning community has allowed me to apply this knowledge in real-world scenarios, allowing us to see the "power" of teamwork. We have had excellent reflective discussions and effective brainstorming, improving our group problem-solving skills daily and gaining confidence in the discussion sections. Working as a team, I have improved my ability to self-manage knowledge and manage my time well to meet the deadlines for the different activities scheduled in the calendar. We have actively participated in the learning groups, meeting every need of any team member by reviewing the tasks and reflecting on the revisions and contributions. We have completed the supporting readings and videos for EDLD 5303 and EDLD 5313 courses. This collaboration has gone beyond simple academic assistance. We shared resources, networked, and exchanged ideas, creating a dynamic environment where innovative ideas flourished. This spirit of collaboration helped hone our skills and expand our knowledge base, making us more skilled and versatile learners. Considering these elements, he did an incredible job with my work team, leaving room for continuous learning. I gave myself an evaluation of 98/100 in Applying Educ Tech: Portfolio and 98/100 in Create Significant Learning Environment. Contribution to your learning Collaborative Team Collaborator Collaborator Francys Machado ePortafolio Collaborator Neylly Guedez ePortafolio Joyce Torres Perez ePortafolio Botton Team in Action Go back to 5313

Innovation Project Update "Innovation is the specific act of entrepreneurship; it involves providing new resources or a new capacity to existing resources to create value." Joseph A. Schumpeter Creating and Reflecting on the Innovation Plan Teacher burnout has become a crisis threatening school culture and student outcomes across the United States. Prolonged job stress causes talented educators to emotionally withdraw, underperform, or leave the profession altogether. Teaching is both a service and a calling that demands passion and unwavering courage. I was also part of this teaching population at the beginning of the 2023-2024 school year, similarly having felt the urge to do something but doing little thinking and planning, thus doing it. So, the days passed until I entered the ADL program in the second semester of that same school year. I remember being afraid of many things and insecure about wanting to quit. But something changed my whole perspective and even behavior. Learning through the program, Carol Deweck's Power of NO YET theo ry was extraordinarily REVOLUTIONARY. It allowed me to step aside from the daily grind consuming me with the myopia of the present and reflect upon myself as a teacher and a person. I found many answers that tormented me, making me feel like a professional lacking intellectual and technological tools. This perspective of innovation, transformation, and growth gave me an excellent opportunity to begin a whole stage of training. This is how my Innovation Plan, Learning to Write in Early Childhood Education through Blended Learning, arose, now with an updated version. The impact that the implementation of blended learning will have on students' motivation during the writing process in kindergarten arises from the need to transform the teaching and learning process in kindergarten students from the recurring problems we have year after year in our classrooms. Students with a desire to learn but without motivation to do so. Barraza (2005) agreed that educational environments are essential in shaping society and must open doors to innovation and improvement of current processes and operations. The ADL program has offered me in-depth knowledge about the COVA and Blended Learning processes and how to facilitate learning for others effectively. Our work focuses on designing and implementing a writing course, analyzing the strategies adopted and the results obtained. As we explore through my Literature Review the impact of blended learning and the need for effective communication, key lessons emerge that benefit students and enrich my teaching practice. Identification and Reflection on Components and Work Completed As I reflect on my My Innovation Plan: The impact that implementing blended learning will have on student motivation during the writing process in kindergarten, I can see how, even though my goals remain the same, the how to do or teach approach has had a bit of an update. The biggest revelations dealt with intrinsically motivating students and how blended learning can be a handy tool. I had initially confirmed that the focus would be solely on writing activities but immediately pointed out the need for a holistic component that would integrate the whole school community, from students and families. This change came from an understanding that meaningful learning can only occur in a non-isolated environment that shares value in their progress and celebrates achievement. My work has focused on trying to solve the persistent problem of our students having many ideas but usually lacking in organizing them meaningfully or taking them into writing. As is apparent, given their stage of development, traditional approaches alone do not appear satisfactory. The process has thus enabled me to understand that innovation is not a static condition; it's dynamic. It implies incessant needs for evaluation, fine-tuning, and adaptation. From the perspective of the completed parts, she designed an organized course built on blended learning and the station rotation model. The station rotation model promotes guided face-to-face activities and online and independent explorations for students. Pre-planned activities that will help develop students' motivational resources include interactive digital tools and an emphasis on collaborative writing. Family communication strategies that favor family active participation in the student's learning process and strengthen the bond between school and home. So far, The work has benefited my students and reshaped my teaching practice. I have grown from a mere professional desiring to make one-off changes to an educator who realizes the importance of leading a continuous improvement process. Where Am I in My Innovation Project? Currently, I am in a strong position in Phase I: Creating Conditions for Success and Phase II: Planning. I was able to reflect, assume, and promote Carol Dweck's "growth mindset" theory. Start from within (ME) to impact outside: the classroom and the work environment. In addition, I conducted and updated a literature review, saw other schools that have implemented the station rotation model in Kindergarten, and explored some digital resources to develop writing, such as SEESAW-iREADY. Conduct a diagnosis to determine the techniques and methods used in the kindergarten writing program and their impact on children's learning. Motivate students to develop the motor and cognitive skills of writing through technological resources so that they feel the need to reflect on what they are learning in writing. Create and implement an interactive tool (portfolio) where students can independently develop writing habits, allowing us to assess their growth. The next step will be pilot implementation. I will introduce students to the new way we work in a writing workshop and how technology can be helpful in our learning to motivate and excite students. As well as Start with small group rotations: handwriting practices using iPad rotation to model expectations. What worked? The blended learning strategies, including the station rotation model, clearly engaged students in both the process and product of writing. They combined face-to-face with digital tools, making learning more dynamic and personal. It impacts the writing process in our kindergarten students because we had some classroom experiences with digital resources at this stage and already managed to observe student acceptance and change during the learning process. Another point that should be underlined is that since we prepared this Innovation Plan, some activities involving parents in their children's learning using digital tools have been carried out. Such support and communication with the school have boosted students' confidence and tightened the school's and home's bonds. Besides, regular reflection on the teaching strategies enabled me to outline areas that needed changes in my teaching approach to meet the needs of students more aptly. What Could You Do Better Balancing the implementation of the innovation plan with daily teaching responsibilities proved to be a real challenge. Setting more apparent schedules and prioritizing tasks could help manage time more effectively. At this stage, I have only focused on my classroom, which left aside training for my teaching team on blended learning methods, which could have amplified the plan's impact. My assessment included using some digital tools, but further development of more comprehensive metrics as to student motivation and progress in writing could provide better insight into the effectiveness of this plan. Parent involvement has been very effective. Many more stakeholders, such as school administrators and community partners, could be engaged to build a stronger support system for the program. Although the plan was developed and adapted to my classroom, its wider replication for all kindergarten classrooms needs much more detail regarding the framework and resources. Lessons Learned Lessons learned have been many. From this period of study, creation, and innovation, I changed my perception of my role as a teacher and how I interpret the echoes of life. My focus remains on building a learning environment that motivates, inspires, and prepares my students for today's world's challenges. This also reminded me of the importance of being flexible and responsive to my community's needs as they change concerning their education. Something I have been opposed to in the past. Another underlying pillar was "The Power of NOT YET" by Carol Dweck. It showed me that through mistakes and failure lie growth opportunities, and everything is step-by-step toward success. This attitude helped me overcome my initial fears and approach the project with confidence and determination, facing resistance to change in my professional and personal environment. Concerning achievements, I realized that flexibility and willingness are the most critical features of any innovation project. The general design of the plan was a good one at first. Still, self-reflection and constant feedback have helped me improve it and align it with the needs of my students and the reality of my educational environment. The most crucial point was the technological skills learned in this course. I created meaningful activities incorporating technology with academic goals. I developed my ePortfolio and put the time into learning and perfecting it to look professional, containing relevant information that will positively impact others. This ePortfolio should help keep it a living document I can draw from to keep my colleagues and teammates aware of what I know. It also enables a view into how I develop and contribute over the different stages of my implementation plan. How do you plan to promote and communicate your innovation project? I will first use the Six Sources of Influence to promote and communicate my Innovation Plan, a great tool to engage and connect with people. Implement the motivation and skill goals across the personal, social, and structural. Then, I will use digital platforms such as Schoology to share course materials, updates, and success stories with students, parents, and colleagues. Social media use platforms like Twitter or Facebook to showcase student progress and engage the broader educational community. Organize events with parents and school staff to demonstrate how blended learning improves the writing process in kindergarten. Send newsletters to parents highlighting student achievements and the impact of the program. Meet regularly with school leaders, informing them of progress and supporting project scaling. Create short videos documenting the journey of the project from planning through implementation, highlighting key successes, and using infographics to communicate the structure and outcomes of the blended learning approach in a visually appealing way. What key things (if any) would you do differently knowing what you know now? Knowing what I now know, I would do many things differently if I were to do the innovation project today. I would start with a Stronger Community Engagement Plan: Although I did recognize that involving families and the school community was necessary, I wish I had invested more in the front end of the project to organize opportunities for collaboration ahead of time. Hosting information sessions and involving the parents in interactive workshops would have created closer ties with them earlier. I would then introduce blended learning gradually by using small pilots in the classrooms to try out and fine-tune strategies before class-wide implementation. It would also permit immediate feedback and reduce potential problems. One timely factor would be the collaboration of colleagues right from the start. Involving my peers' expertise earlier would have enriched the project much more. Other examples of resources are peer observations and group brainstorming sessions that should give excellent insight into best practices for integrating technology into the writing process. Initially, I would have invested much more time training with specific digital tools and blended learning strategies. This would raise my confidence level and efficiency in the project implementation. Initially, my tracking methods regarding student progress and motivation were broad. Based on the experience, I would design more detailed tools for measuring academic results, student motivation, and confidence changes. By reflecting on these aspects, we identified areas for improvement that would have streamlined my process and amplified the project's impact. While I am proud of what I accomplished, these changes would improve the effectiveness and sustainability of my innovation efforts. How would you apply what you have learned to your next innovation project? I have learned the importance of understanding the singular needs of all stakeholders. In my next project, I would conduct surveys, interviews, and observations to gain more details from the students, parents, and colleagues that will aid the project in meeting their expectations and challenges. I would instead begin the process early by relationships with the families, colleagues, and administrators. I would run workshops, do presentations, and have regular updates so everyone involved is informed and interested in the success of the project. First, I would ensure the project is adaptable and can be scaled up. Much of my work would be the development of materials, workflows, and strategies that other educators could be using or adapting to extend the impact beyond my classroom. Multiple periods of regular reflection during the project will allow me to adapt quickly to unforeseen challenges. This is just the beginning. True transformation happens when we work together, share our experiences, and learn from each other. That is why we invite you to join this mission to reimagine education, create authentic and meaningful learning experiences, and show that with passion, collaboration, and creativity, we can inspire our future generations to dream, write, and build a better world. Let's join the change! Reference Barraza, A. (2005). A comprehensive conceptualization of educational innovation. Educativa. Dweck, C. (2016). Mindset: The new psychology of success. Ballantine Books. Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). Choice, Ownership, and Voice through Authentic Learning. Creative Commons License. Horn, M. B., Staker, H., & Christensen, C. M. (2015). Blended: using disruptive innovation to improve schools. Jossey-Bass.

Influencer Strategy Part A & B The challenges in teaching writing to kindergartners include student apathy, lack of motivation, and lack of basic skills. The strategy described here, by the six sources of influence, is closely linked with the overall goal: To learn writing in early childhood education through blended learning . In this context, blended learning is born as one of the new and effective solutions. Our vision is to revolutionize the early childhood writing process through integrations, innovations, and technologies. Our philosophy is that learning is most effective in self-driven ways; therefore, blended learning can facilitate making the process challenging and stimulating. This vision is realized through the strategy described by Joseph Grenny, Kerry Patterson, David Maxfield, Ron McMillan, and Al Switzler, who developed a model to produce certain effects and influence on other people, described in the book "Influencer: The Power to Change Anything." "Patterson, Grenny, Maxfield, McMillan, and Switzler did not discover any magic solution. Instead, they found a standard set of practical tools used in different combinations under different circumstances.". These six sources of influence are integrated to ensure that blended learning is comprehensively implemented in kindergarten. It not only changes the writing process for the children's experience into something exciting, more accessible, and more effective, but it also has prepared the future generation of people to be more empowered, collaborative, and socially adjusted individuals. Early childhood education through blended learning is an innovation and a necessity in meeting current and future challenges in the teaching of writing. The measurement scheme Conclusion. A plan for innovation such as "Learning to write at an early age through blended learning" requires a structured and multi-dimensional approach to success. That is why the six sources of influence strategy provide a comprehensive framework covering the different aspects of promoting and sustaining this change. Blended learning is a new view in pedagogy about kindergarten writing, making it enjoyable and entertaining. Through the implementation of the six sources of influence strategy, all factors that affect the adoption and eventual success of this innovation can be effectively addressed. This not only enriches the learning but also the empowering of teachers and educational culture to effectively achieve the radical transformation warranted by the learning population. References . Buchler, C. (2022). Harnessing Social Pressure. https://youtu.be/wu7UBY5euBg?si=30gjT0uYrSNP2gVY Grenny, H. (2023). All Washed Up! https://youtu.be/cW0qZl6IrkI?si=v3MRSgisv7hw83w3 Influences. Book summary. (n.d.). www.transformleader.com . Petterson, K., & Grenny, J. (2013). Influencer: The new science of leading change, Second Edition. (McGraw-Hill Education. ed.) Recent Posts Why blended learning? My new vision for teaching writing in kindergarten. Executing Change 4DX. Influencer Strategy. Media that Engages.

Contribution To My Learning Download EVERYTHING started to change! When I started the Master's of Education in Applied Digital Learning (ADL), my schedules were compressed, my free time was extinguished, and my world began to spin quickly, needing more than 24 hours in the day. However, at the same time, advancing through these courses has been a UNIQUE experience. It has allowed me to interpret the vision of the natural world differently and adopt innovative and contextualized tools to create efficient and contemporary learning environments. It has helped me grow professionally and spiritually. The relevance of working together and supporting each other on my Distance Learning team has been extraordinary. This message recognizes everyone's contribution and the collaborative environment crucial to my achievements. I cannot overlook the IMPACT that EDLD 5313 and EDLD 5303 have had with the continued development of Carol Dweck's theory, which analogically defines it as a profound awakening, a spectrum of knowledge designed to empower people. This methodology has helped me understand that failure is not a permanent state but a process of evolution and transformation, giving me self-confidence, perseverance, and adaptability. To take it on, I designed a Growth Mindset Plant t o create learning environments where the power of the word NO YET means for my students: A second chance to become intelligent. Another significant element I have had during this EDLD 5313 course is the deep analysis in which I have immersed myself to develop class plans through the 3- Column Table and UbD Template. This analysis gave him a complete view of designing and evaluating compelling learning experiences. I identified strengths and areas for improvement in my lesson plans. Integrating elements of both will be my goal, to create a personalized approach that best suits the needs and individualities of my students. The EDLD 5313 course constitutes a detoxification of a vision rooted in traditional teaching with decontextualized behavior patterns. By analyzing the book A New Learning Culture by (Douglas et al. Brown, 2011), we show ourselves the need to adapt to technological and digital changes. I am offering an optimistic vision about the potential of technology to improve education and prepare people to face the challenges of the 21st century. Previously, it was believed that creating an ePortfolio was only for Computer Engineers. Insertion into the EDLD 5303 course allowed me to assume a growth mindset in completing it. Successful people are not necessarily the smartest, but those who work and are consistent. Through this journey, I have also had the opportunity to immerse myself in a deep analysis of Why I use an e-portfolio. Dr. Harapnuik expressed real, authentic, and genuine. It is helpful to convey who you are as a professional, individual, or person with a certain belief. The continuous rethinking of educational approaches such as COVA has allowed me to see that other innovative methods open a path to students' empowerment, motivation, responsibility, commitment, and creativity by allowing them to choose how they want to learn. One of the most transformative aspects of my journey through EDLD 5303 and EDLD 5313 has been the formation of a vibrant learning community. Observing and learning from my more experienced teammates has been a game-changer. Their work not only inspires me but also provides me with tangible guidance. This peer learning dynamic has not just deepened my understanding of complex topics, but has also broadened my horizons by exposing me to diverse perspectives and methodologies. Contributing to my learning community has allowed me to apply this knowledge in real-world scenarios, allowing us to see the "power" of teamwork. We have had excellent reflective discussions and effective brainstorming, improving our group problem-solving skills daily and gaining confidence in the discussion sections. Working as a team, I have improved my ability to self-manage knowledge and manage my time well to meet the deadlines for the different activities scheduled in the calendar. We have actively participated in the learning groups, meeting every need of any team member by reviewing the tasks and reflecting on the revisions and contributions. We have completed the supporting readings and videos for EDLD 5303 and EDLD 5313 courses. This collaboration has gone beyond simple academic assistance. We shared resources, networked, and exchanged ideas, creating a dynamic environment where innovative ideas flourished. This spirit of collaboration helped hone our skills and expand our knowledge base, making us more skilled and versatile learners. Considering these elements, he did an incredible job with my work team, leaving room for continuous learning. I gave myself an evaluation of 98/100 in Applying Educ Tech: Portfolio and 98/100 in Create Significant Learning Environment. Contribution to your learning Collaborative Team Collaborator Collaborator Francys Machado ePortafolio Collaborator Neylly Guedez ePortafolio Joyce Torres Perez ePortafolio Team in Action Botton

Alternative Professional Learning Audience Needs My audience comprises a group of kindergarten teachers divided into two segments: teachers with years of experience and familiarity with pedagogical practices and teachers in the early stages of their careers. More experienced teachers need to learn new, relevant methodologies and techniques to improve their current practice, avoiding the feeling of stagnation. Some might require more training in using the latest technological tools and their integration in the classroom. The new teachers may also be more familiar with technologies; however, they may very well require support on how to use technologies effectively in the school. They will need guidance around classroom management, lesson planning, and effective pedagogical strategies. In both these groups, the experienced teachers will have to find a place to share experiences and learn from their colleagues without feeling that their prior knowledge was being slighted and find an atmosphere to express their ideas without fear of judgment over their lack of experience.

Growth Mindset Plan Reflection As I consider my journey in building a growth mindset, I could highlight important strides in developing a better person with a sense of adaptability and critical thinking in both my profession and personal life. By this, I do not mean that I have already assumed a growth mindset since we are all a combination of many circumstances. We may have a growth mindset in our personality and a fixed mindset in intelligence. In some ways, we are victims of this phenomenon that limits us from being successful in what we do. However, the most important thing is not to believe that today, we will have a growth mentality but to build it throughout our lives with determination, effort, and constant work. The world is a whole of examples of successful people and entrepreneurs whose beginnings were never the best. This is where my story begins. Four months ago, I had my first introduction to Carol de Week's theory at the beginning of the EDLD 5302 course in the Master of Education in Applied Digital Learning (ADL). By then, the sensation caused by meeting her was like a profound awakening, a rescue to the valorization of my potential since I understood that failure is not a permanent state but a process of evolution and transformation, equipping me with feelings of security and perseverance. And adaptability. Thus began the path towards learning, taking it to each interaction context. To do this, I developed a Growth Mindset Plan to alleviate my students' anxieties due to the difficulties of not learning and the lack of optimism and appreciation of their potential. Today, after four months of studying the Master's of Education in Applied Digital Learning (ADL) with the courses EDLD 5303 and EDLD 5313, my knowledge about how to form a growth mindset in my learning environment has been enriched with contributions and practices novels like the most recent research findings from Case Western Reserve University, which suggest that a growth mindset alone may not generate such significant, measurable results. He adjusted my approach to align with new insights and develop a growth mindset. For example, he designed activities in writing lessons where the student fosters a growth mindset with social-emotional and cognitive skills in a 3-column table . I promote spaces for practice and role plays, as well as group discussions about emotions and narratives about the importance of effort and overcoming challenges and allowing them to experience success through effort and practice so that they can constructively control failure and adversity. I have become more aware of learning to listen to the voice of the fixed mindset in both my professional and academic roles. In the classroom, he observed and addressed my students' doubts when they faced new challenges, such as starting to write without almost being able to hold a pencil. Solving these fears has helped them recognize this voice, fostering the ability to adapt and resist, as I have also implemented in my master's program, facing my fears and doubts due to the uncertainty of being unable to do it. However, challenging my fixed mindset voice has been my saving grace and empowering force in my academic experience. When I encounter challenges in my studies, I tell myself they are opportunities to develop my skills rather than seeing them as evidence of intrinsic limitations. The concept of "Not Yet" has been my companion since I met it in EDLD 5302. As Dr. Dweck highlighted, it is a particularly transformative perspective. He has reshaped my approach to teaching and personal development, turning setbacks into moments of "not yet" potential. Every moment is perfect for practicing and promoting a growth mindset when meritorious work is not recognized in the Celebrations session of the methodological meetings. When someone has a different perspective and makes corrections or when students believe the possibility of success is unattainable (reading, writing, and phonics workshop). In short, a growth mindset involves establishing an environment where my students and I can constantly learn, adjust, and evolve. Returning to the message in my Growth Mindset Plan, concluding: The world seems big before our eyes, and the possibility of changing it is difficult for us. It will aim to leave a mark on my students. They will be able to remember me once they are good men and women, and thus, I will begin to change my little piece of the world, causing a growth mentality. Related Posts Why blended learning? My new vision for teaching writing in kindergarten. Executing Change 4DX. Influencer Strategy. Media that Engages.

Implementation “Effective implementation is not about the perfect plan but about the process of ongoing refinement and adaptation Fullan (2007) This Implementation course takes a beginning approach with kindergarten students on the process of research-based writing in a fun and step-by-step manner. Through this multi-module course, students take their first steps in conducting simple research to gather information from different text sources such as books, websites, and experts. Then, they organize that information into order and create an informational text. Emphasis will also be paid to writing, including revising, editing, and sharing one's work with others. Components that have shaped this course include: A blended learning approach integrates the classroom teaching method with student-centered learning activities. There are opportunities for students to make sure they are collaborating and receiving feedback from teachers and peers. A focus on building early writing skills through digital resources and tools, promoting creativity and critical thinking. A final module dedicated to celebrating and sharing the students’ research projects with the class and their families. This course fosters independent learning while ensuring strong support from the teacher and family involvement, making the learning process fun and educational for young students. Instructional Design Approach. The Instructional Design Online Learn course has enabled us to reveal a solution to the emerging needs of our students in the first instance. We can make an analysis based on an instructional design approach that was utilized in this course. The course will adopt a blended learning approach, combining face-to-face teaching with online learning components. This model will allow flexibility and cater to different learning preferences and needs. The approach is a response to a new social context in which the need for a renewed pedagogical model emerges that will link technological and social change to educational innovation. This can be an effective solution for the lack of m otivation about writing in kindergarten: the opportunity to integrate traditional teaching methods with digital tools. Student-Centered Learning This would be more student-centered since it contains tactics to promote intrinsic motivation and involves the blended learning model. By allowing students to select research topics and having a degree of freedom in the actual writing process, perhaps an increased level of interest and engagement could be garnered. However, a more hybrid approach might be possible with kindergarten: student-centered but still with very clear teacher guidance. Children at this age level still require structure, so the teacher sets very clear frameworks but allows space for students to explore and learn. Instructor’s Role. Considering the specific particularities of kindergarten students, a combination of facilitator, mentor, and coach would be most appropriate. Facilitator to create opportunities for self-directed learning. Mentor to provide personalized support (small group, one-on-one). Coach to keep up spirits and help students overcome challenges. The presenter's role is also essential for introducing critical concepts. Still, it might be more limited to the early phases of the course, such as when introducing digital tools or explaining what research is. Blended Learning Environment They would have ample time for face-to-face interaction, which is essential for any young child. They could directly support and supervise them. They would do independent projects from the classroom by accessing online resources. Integrating manipulative materials with technology can be more interactive and motivating for kindergarten students. The kindergarten-level Research Writing course attempts to integrate the needs of young learners and their families by balancing synchronous and asynchronous collaboration. About 70% of collaboration is synchronous, involving live sessions during which students interact with the teacher and fellow students in real-time. The main foci are group discussions, guided writing activities, and feedback given in real-time. The other 30% will be asynchronous, where students can work independently through the course material, writing prompts, and interactive activities. The asynchronous parts allow students to go through the content with guidance from the family and work on their research and writing projects when they best fit their schedule. This mix ensures that students get real-life support during independent work and, hence, also builds up collaborative learning skills and responsibility for self-directed learning. Building a Learning Community We will create our learning community by introducing ourselves, playing games, and doing activities to get acquainted with one another and feel comfortable in the classroom. We shall also do small group work to explore our ideas and share what we learn. I want everyone's thoughts and feelings valued and heard, and I always feel encouraged to share my thoughts and support each other. Addressing Learner Needs Throughout the “Kindergarten Research Writing” course, we will address the needs of students, which involves providing academic, emotional, and technological support. Since students are just beginning to use digital tools, the technology is accessible (everyone has an iPad) with a user-friendly design. The course includes tutorials on Schoology and Skyward platforms for parents. In other words, it consists of the digital tools introduced through videos and step-by-step guides in a child-friendly manner. We will also provide printable resources if unlimited internet access is available to students. Such differentiated instruction, offering graduate levels of activities and steps, and graphic organizers allow the student to progress at his or her rate. It helps build a supportive and participatory atmosphere for students to explore and express ideas safely. We created a session within each module called “Family. Raise your VOICE,” which is an excellent opportunity to use positive feedback and encourage participation. This way, throughout the course, we will support students comprehensively and safely in achieving success. Course Structure Overview Lesson Plan Outline Recent Posts Why blended learning? My new vision for teaching writing in kindergarten. Joyce T Perez Executing Change 4DX. Joyce T Perez Influencer Strategy. Joyce T Perez Media that Engages. Joyce T Perez Audio and Visual Digital Tools Joyce T Perez Change Behavior. Joyce T Perez

Assessing Digital Learning and Instruction The main topic of my study is the impact of implementing blended learning on students' motivation during the writing process. After several months of the school year, we see how students still need to learn to think of an idea or write it down. This is a recurring problem that we have year after year in our classrooms. It invites us to dive into the search for new perspectives and alternatives, considering the characteristics of today's children immersed in a digital world who need motivators that align with their technological interests. This work attempts to apply innovative methodologies using blended learning, through which students can create writing habits by themselves and improve their motivation and writing skills, especially in kindergarten. Action Research Design Outline This action research investigates the impact of implementing blended learning on students’ motivation during the writing process. The current study aims to apply innovative methodologies through blended learning, by which students can learn to write independently and improve their motivation and writing skills, particularly in kindergarten. In particular, it will assess to what extent the integration of technological resources and online activities develops writing skills in structure and content. Using a mixed methods approach, the study combines qualitative insights from observations and interviews with quantitative data from assessments. Literature Review In this literature review, I explore how blended learning has affected students' motivation during the writing process. I define blended learning, focusing on the Station Rotation model, which includes face-to-face and online activities. I'll review several models of Blended Learning, such as Station Rotation, Flipped Classroom, and Enriched Virtual, among others, each with the possibility of flexibility to adapt to different learning styles and needs. Action Research Plan This Action Research Plan investigates the impact of implementing blended learning on students’ motivation during the writing process. The current study aims to apply innovative methodologies through blended learning, by which students can learn to write independently and improve their motivation and writing skills, particularly in kindergarten.

5313 Create a Significant Learning Environment If learners are given CHOICE and OWNERSHIP, they will be able to find and develop their VOICE as they share their meaningful connectors with others. D. Hrapnuik. A New Culture of Learning My Philosophy Learning 3-Column Table UbD Template Grow Mindset Plan Contribution Learning Comunity

Literature Review

Contribution to My Learning and the Learning Community (5315 & 5320) Coming together is a beginning. Staying together is progress. Working together is a success. Henry Ford In this reflection, I explain the reasoning behind my self-assessment by focusing on my commitment to self-driven learning and personal growth. Throughout this process, I have put much effort into improving my skills and contributing to the learning community. Whether through sharing ideas, participating in group discussions, or helping others, I have been dedicated to ensuring we all learn and grow together. This reflection captures how I’ve developed individually and as part of a supportive community. 5315 Assessing Digital Learning and Instruction. 5320 Synthesis of Digital Learning and Leadership. Looking back on these classes, I truly value the experience. I now see how the courses are seamlessly interconnected, supporting and enhancing one another. As I move forward into uncharted territory, I make the most of the knowledge I’ve gained, doing my best with the resources available, always aiming for each day to improve in all aspects of my life. In course 5315, we helped overcome the common misperception that abstract concepts are immeasurable. Using practical measurement solutions, we learned how to quantify and assess student learning in digital learning environments. We focused on exploring how action research can be applied to measure teaching methods and innovative approaches in instructional design and will provide practical measurement solutions for professional educators to learn how to quantify and assess student learning in digital learning environments. We did an Action Research Design Outline investigating the impact of blended learning implementation on student motivation during the writing process. Using a mixed methods approach, the study combines qualitative insights from observations and interviews with quantitative data from assessments. Afterward, I had the opportunity to do a literature review where I could compare authors' different approaches to blended learning and how, over time, they have sought the same goal: Engaging students in the teaching and learning process. Lastly, we combined all the components of our Action Research Plan as a cohesive section in the portfolio, where we seek to promote active participation and deeper learning, providing insights into effective teaching practices and supporting successful lifelong learning. It was an actual discovery of a new me and approach to my profession, proving that teamwork is a key to innovation in our educational practices. For me, it was a journey of professional and personal development. During the 5320 course, our team discussed and reflected on synthesizing the knowledge, skills, and values acquired during the program. From the beginning, we wanted to expand our ability to master new content and think critically, which helped us create a blended online course that could be used in our classrooms and at school. We will present a comprehensive plan for how we develop and impact ourselves as digital learners and leaders capable of identifying and promoting innovation, creating meaningful digital learning environments, and leading organizational change. As we move through the process, we dive into research topics, uncover challenges, and ask important questions, leading us to refine our approach. Each project phase allowed us to put what we had learned into action. We carefully analyzed the core components of online learning design, ensuring our final project was practical and well thought-out. Along the way, we built a clear strategy for developing the course and kept checking its usability to ensure it was effective. Ultimately, we took the time to critically reflect on the entire process—how we taught, how students learned, and how our approach to development impacted the course design and its overall success. Key Contributions: Reflection on What Works and What Can Be Improved: Across all the courses, I actively participated in critical reflection on my learning journey, consistently reviewing my progress and pinpointing areas for enhancement. Through regular evaluations of my work, I adjusted my approach to assignments and learning activities, optimizing my learning outcomes. Core Collaboration Group: Acknowledging my involvement in the core collaborative group, which included Francys Machado, Neylly Guedez, and myself, Joyce T. Perez, was immensely valuable to everyone involved. Our group dynamic was enriched by each member's diverse perspectives and contributions, fostering a deeper understanding of the subjects we explored. The exchange of ideas and active discussions allowed us to analyze different viewpoints, challenge assumptions, and build upon each other's knowledge. This collaborative approach was particularly beneficial, as it encouraged us to integrate various perspectives into our work, ultimately enhancing the quality and depth of our outputs. The group’s synergy facilitated our learning and strengthened our ability to work effectively. Revisions and Reflections on Assignments: Revisiting assignments and reflecting on the process of reviewing an assignment showed how committed I was to the sort of work I was doing and how much I was learning. Completion of Course Requirements: Completing every reading, video, and other supporting resource meant knowing all aspects of the content and providing evidence of my efficient time management and dedication to the class. Accelerated ADL Option Reflection: Integrating insights from the “Assessing Digital Learning and Instruction” course 5315 and the “Synthesis of Digital Learning and Leadership.” course 5320 into the Accelerated ADL option revealed the strong connections between these areas and the significant impact their combination can have on personal and professional growth. The integration of these courses demonstrated how the principles and strategies from each complement and enhance one another, providing a more comprehensive understanding of both instructional design and leadership in professional settings. Additionally, I must recognize that my knowledge of certain concepts may shift or expand as I progress through future courses. This evolution is a natural part of the learning process, where initial ideas are refined or replaced with more nuanced perspectives gained through continuous study and application. This dynamic process ensures that my approach remains adaptable and responsive to new information and evolving best practices. Supporting Contributions: Leadership in Base Group and Course: While I did not serve in a formal leadership role within my base group or throughout the course, I led by example through active participation, thoughtful contributions, and offering constructive feedback to my peers. I shared ideas, posed questions, and encouraged deeper discussions, all of which were valuable to the group's progress and learning experience. I see leadership as an ongoing area for growth, and my focus on enhancing these skills is driven by a desire to make meaningful relational contributions that lead to more effective and collaborative efforts in future group settings. Active Participation in Activities and Forums: My active participation across various activities and forums reflected my commitment to the course. By submitting work that exceeded the essential requirements and engaging deeply in discussions, I fostered a dynamic learning environment where critical debates and diverse perspectives could flourish. This level of engagement was motivated not only by the annual and mandatory continuing education requirements but also by a genuine passion for the subject matter, which drove me to seek a deeper understanding and encourage others to do the same. Quality of Postings: The quality of my contributions in the discussion forums was evident through the depth and rigor of my posts. I consciously tried to incorporate references, draw upon empirical literature, and adhere to APA citation guidelines to ensure my arguments were well-founded and credible. Even when extensive research was not required, I strived to provide thoughtful insights that enriched the collective learning experience. These efforts helped to create a collaborative environment where knowledge was shared freely, and everyone felt encouraged to contribute, enhancing the overall quality and value of the course discussions. Additional Reflections: Impact on Deepening Discussions and Clarifying Concepts: Using phone calls, Zoom meetings, and maintaining active communication through WhatsApp facilitated more in-depth discussions and helped clarify complex ideas. These platforms enabled us to connect effectively, even sharing contact information to ensure clear communication in case of emergencies, which was crucial for successful distance learning. Personal Evolution Throughout the Course: Completing this journey demanded a great deal of focus and dedication. Each activity was significant and guided us toward meaningful life changes. As the two courses complemented each other and were integral to my innovative plan, I combined them for this self-assessment to reflect on my growth. Overcoming Personal and Cultural Barriers: Stepping outside my comfort zone, particularly as I navigated unfamiliar technology, was both a challenging and exciting experience. It helped me recognize my resilience and ability to handle obstacles effectively. This journey required a critical evaluation of my surroundings, assessing whether they nurtured or hindered my success, which is an essential reflection given the current circumstances. I achieved this substantial personal growth thanks to the support of two outstanding teachers whose professional attitudes and challenging management styles motivated me. Also, every session provided me with new resources that significantly enhanced my learning experience. Self-Assessment for Course EDLD 5315 and 5320: My courses 5315 and 5320 were designed to complement each other, creating positive cross-effects in my learning experience. While each class had its readings, theories, and assignments, they all aligned seamlessly. This integrated approach proved highly effective, allowing me to apply and execute what I learned more thoroughly. I consistently reviewed and refined my work based on my feedback. Consequently, this interconnected structure contributed to my overall learning assessment. Based on the assessment and the predefined criteria, I evaluated my performance as follows: When presented as two interlinked units in a comprehensive study plan, the courses felt like eight weeks of unified purpose rather than two separate experiences. Therefore, I have rated each aspect equally, as indicated below. 5315 Assessing Digital Learning and Instruction 98/100 5320 Synthesis of Digital Learning and Leadership 98/100 Meet The Team Neylly Guedez Francys Machado Joyce T. Perez

Disruptive innovation in technology Disruption technology innovation is undeniably current and relevant in education because, instead of conventional approaches, it transforms how we teach and learn-inceptizing itself into much more affordable, personalized, and practical measures. Even online learning platforms, artificial intelligence, and hybrid models open all these innovations for democratization, making education accessible to many students regardless of geographic location or educational attainment because they may be from affluent or impoverished backgrounds. Yet another disruptive presence is continuous in the established educational system. This is, of course, compelling them to redefine their services in line with the emerging needs of the 21st century in terms of lifelong learning, the development of some technological skills, and competency gains relevant to future work. It also enhances creativity, critical thinking, and collaboration among teachers and learners, thus making learning more dynamic and meaningful. Innovation Proposal Literature Review Effective writing is a crucial skill that prepares students for a successful career and university experience. To successfully express themselves, students require intellectual skills, specific language and vocabulary expertise, and suitable writing standards Erkan & Sabah, (2011). This literature review aims to provide a general, critical, and updated view of how blending learning impacts the early childhood education writing process and how using technology early in an educational context can have enormous benefits. Given the importance of science, technology, engineering, and mathematics learning and the opportunities it entails, incorporate it into early childhood education. With blended learning or "blended writing," students can learn to write through a station rotation blended learning model. They are writing based on technologies using software such as (Seesaw, iReady, ePortafolio) and others that are attractive throughout the research. This will allow the student the flexibility to complete their learning at home, considering tight school schedules that are insufficient to meet the needs of different learning styles. In this Implementation Outline , I present one outline of actions that invite us to discover and constantly search for the success of our students in classes. Implementation Outline Connecting and Community