Connecting to Communicating Your
Innovation Plan
 

COVA & CSLE Reflection and Application. The essence of the demand for freedom is the need for conditions that will enable an individual to make his own special contribution to a group interest and to partake of its activities in such ways that social guidance shall be a matter of his own mental attitude and not a mere authoritative dictation of his acts. Dewey’s Recognition of Choice, Ownership, and Voice. After entering the Digital Learning master’s program at Lamar University, I had a different perspective. I discovered that there are other contextualized and child-friendly learning approaches today. Theories such as those of Dr. Carol Deweck, Dr. Michael B Horn, and Dr. Dwayne Harapnuik have profoundly influenced my rebuilding of learning beliefs as a learner. Putting the power of the word Not Yet into practice and seeing how this vision impacts each of my students has been one of my best experiences. Getting to know a point of view like Joi Ito’s with his life philosophy of always being focused on learning, completely aware, and super present has influenced my learning philosophy. I can identify this moment when I became aware of the impact of COVA. It was the first time I could decide how to approach an authentic project focused on solving a real need in my environment. In making decisions about how to structure my ePortfolio, I felt a great responsibility and, at the same time, the freedom to make it my own, which was both challenging and enriching. "Throughout the construction of it, I felt the excitement of having my voice in my educational work and the excellent opportunity to manage and direct my knowledge. Now, I plan every minute because each one has a meaning for me. Being present and learning deeply every second of this journey is the most valuable lesson I have taken away. The discovery of the COVA methodology has opened the door for me to the constant search for personal understanding. I have witnessed the profound impact that COVA has had on me. It has taught me to develop skills and acquire new knowledge from the interconnectivity with the academic universe and the novelty. It has taught me how to interact with other institutions and authors who provide us with the most truthful and innovative criteria related to education. Reaction to Freedom and Responsibility in Learning. I reacted to this freedom of choice terribly. I was both excited and perplexed. I had a highly traditional education; a rigid curriculum governed every move I made, and technology seemed like a distant dream. It took a lot of effort to approach something as new as the COVA approach. The idea of having complete control over my education was overwhelming. I was not ready to take on that kind of responsibility. My biggest challenge was managing knowledge outside of that traditional academic environment and using and mastering new technologies to support this learning model. Despite unconscious resistance due to the strong presence of the conventional model and in the face of that ocean of information, I decided to set small steps and achievable goals to keep me focused. I began to organize my time better, valuing every second of it. I outlined my study day using reminders and sticky notes. Continuous reflection on how I am getting along, how I have evolved, and what aspects of the approach I need to correct also form a big part of my strategy. Also, our great work with my study team supported me outstandingly, and the discussion sections ADL set up fostered that collaborative learning atmosphere. So, all these will help me convert that feeling of uncertainty into an opportunity for growth both as a learner and educator. Today, I can confidently say that aside from my family, the COVA approach has been one of the best things to have ever happened. This is because it transformed my learning space and derailed into my personal life. Adaptation to the COVA Learning Style. To adapt to this learning style, I took up some phrases from Spencer Johnson's book Who Moved My Cheese. Another significant element was having been influenced by Carol Dweck's theory of NOT Yet and other authors mentioned at the beginning of this reflection. In them, I found the empowerment of trusting in my ability to do what I want; I just have to feel it and decide. I learned that intelligence is not something exclusive to some gifted people but that it is something that is achieved with perseverance and hard work. I also learned that we all have a second chance to be successful and that most people fail because they cannot free themselves from that inner voice that leads them to assume a fixed mindset. All this learning promoted a strong feeling that transformed my thinking, leaving my comfort zone to discover new opportunities. Taking this choice with me, something I would do differently today is to assume changes as an opportunity to learn and take the risk to grow. I will assume technology as a friend that tempts me and leads me to authentic and creative practices. 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. Control of One's Own Voice and Organization. The fact that I did not expect was taking control over my voice, making my organization the key audience for my work. Coming from a traditional, structured education, getting used to such freedom shaped my project with an approach that would create a real impact, but it was hard to do. I was used to following agendas and considering my organization as an audience, which forced me to rethink my goals. While initially, this freedom felt somewhat daunting, I increasingly welcomed it as a chance to create something worthwhile. This approach enabled me to relate my learning to my organization's needs and find greater meaning and motivation in my work. Attitude towards Change and Leadership. My leading-through-change attitude became more collaborative and strategic. I realized it is not about how we can just impose this change but bring people in and make them part of the solution. Through the genuine practice of learning by implementation, you will build up the dialogue and reflective spaces to show you how effective organizational change works: trust and growth at every level. Now, I have more transparent and firm views: I see change not as a goal but rather as a steady process of improvement and adjustment that significantly benefits students and educators. Today, I feel that change leadership offers a great, enriching opportunity. I feel confident in promoting initiatives with a meaningful and authentic learning vision. This attitude toward leading change has evolved from uncertainty to excitement." I now see myself as an agent of change , equipped with the knowledge and confidence to make a positive impact. It gave me the tools to face difficulties and motivated me to offer support and guidance to those who, like me, feel insecure about the change process. Authenticity of my Innovation Plan My innovation plan was born from a deep desire to promote a significant change in the writing process in kindergarten. After several months of the school year, we see that students still need to learn to think of an idea or put it on paper, a recurring problem that we have year after year in our classrooms. Through this process, I understood that traditional teaching methods do not always raise their curiosity and autonomy for full development. My aim with this plan is to change students' attitudes toward learning to write by creating opportunities to make decisions and develop a sense of belonging in their education. It looks to surpass a task and aims to have a natural effect on the educational environment in which I work. It shall be an environment where students can get more genuine and meaningful learning, reaching a fundamental interrelationship with the studied content. It has been my vision and my why to take on this plan as a professional life project and an effort that will hopefully continue evolving and adapting to the needs of students and educators around me. Aligning the COVA and CSLE Approach with My Learning Philosophy. Of all the approaches, the COVA approach and construction of meaningful learning environments, or CSLE, have resonated most with my learning philosophy, which places student autonomy and taking an active role in an educational process first. I have always believed that learning is not just about transmitting information, but it has to be an experience for the student-participant and creator of his or her knowledge. These all go through incredible things with the vision of COVA and CSLE, where students make choices, express their thinking, and take ownership of their learning. I felt reassured by this methodology that developing an environment where every student will feel empowered to contribute and see the value of his or her contribution is crucial. A combination of all these approaches enables me to construct experiences that are not about the transmission of knowledge but more about building it with the students so that they learn to discover, question, and develop skills in an authentic and applicable way. My vision of learning and educational philosophy has changed profoundly during this program. I used to think that learning was more guided, whereby the teacher imparts knowledge, and the students receive it. Through COVA and experiences with CSLE, however, I learned that learning can be much more powerful when learners have a voice and ownership in their learning process, relating it to their interests and experiences. I witnessed the changes this theory has brought in empowering my kindergarten students. This step further helped instill in me that students need to be active and responsible learners, and a teacher's job is to facilitate this process of giving them money and opportunities in the first place to explore and build knowledge in meaningful ways. Instead of thinking about learning as a sequence or content covered, I think of it as a journey of discovery and enjoyment in which each student would enjoy a singular and vital role. Therefore, this renewed philosophy in my head beckons me to open up further ways of how this practice of autonomy, collaboration, and critical thinking could be implemented with my colleagues and me daily. Evolution in my Perspective and Learning Philosophy. Part B COVA's Application in My Organization Reference Dweck, C. S. (2016). Mindset: The new psychology of success (Ballantine Books Trade Paperback ed.). Ballantine Books. Fink, L. D. (2003). A self-directed guide to designing courses for meaningful learning [Pamphlet]. Jossey-Bass. Harapnuik, D. (2017, March 30). COVA approach [Video]. YouTube. https://www.youtube.com/watch?v=-Ft__0LE3qQ&t=3s Harapnuik, D. (2017, October 6). The COVA approach [Video]. YouTube. https://www.youtube.com/watch?v=-Ft__0LE3qQ Harapnuik, D., & Thibodeaux, T. (2023). COVA: Inspire learning through choice, ownership, voice, and authentic experiences. Learner's Mindset Publishing. Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. CreateSpace. Torres P. J. (2024). ePortfolio. https://joycetorresperez40.wixsite.com/learning/projects-6. Related Posts ! 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Literature Review

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

Alternative Professional Learning Why How What WHY? Today, I want to share a personal story that is deeply marked. I remember my beginnings as a teacher in my first two courses teaching these little giants. I was full of excitement and enthusiasm. Full of energy. I wanted to do well! I wanted to be the best for my students! However, there was something that made me feel small, insecure, and very nervous: The Professional Learning (PL) meetings. "Entering those meetings was like walking into a minefield. I felt constant pressure, a need to show that I knew what I was doing and that I had all the answers. But the truth is that I did not. Moreover, whenever they asked me something, and I didn't know how to answer, I felt like all eyes were on me, judging my competence and measuring my ability as a teacher instead of being a space for collaboration and support. Those meetings felt like a knowledge competition. Instead of working together toward a common goal, we were competing to see who knew more or was more capable. The saddest thing is that under all that pressure and competition, I was not learning. I was not growing as an educator. I did not feel supported or guided. I wonder how many other teachers have felt the same. How many have left those meetings feeling lost and unsure of their ability to teach and guide their students? Despite the great sacrifices our district and school make to ensure the success of our students, we still face challenges. We have found that our traditional professional development sessions are not enough. They will not inspire our teachers and will not lead to meaningful changes in the classroom. It is not that they do not want to improve; how we try to help them is not working. I share this story with you because I firmly believe we can improve. We can transform our P meetings into genuine learning, collaboration, and growth mindset spaces. Places where every teacher feels supported, where we can learn from each other, share our challenges, and find solutions together without being afraid of failure, and embrace a growth mindset where we understand that knowledge is cultivated and formed and that success is something we can all achieve with effort and sacrifice. We know that humans are social beings who, as an instinct, share, socialize, and transform their environment. We must actively engage, model effective practices, and provide content relevant to our grade level and specific disciplines. Fundamental principles of effective professional learning, such as duration, support, engagement, modeling, and content specificity, are crucial to success. We must move away from the one-size-fits-all approach and move toward a more personalized blended learning environment that meets the diverse needs of our teachers. So, where do we need to go from here? It is time to act. Let us take a new approach to professional development: one that empowers our teachers, fosters a culture of lifelong learning, and ultimately leads to better student outcomes. The opportunity is in our hands. Let us seize the opportunity to transform professional learning to change the world. The What? "Today, I am asking all of you to join me in this mission to change the culture and the taboos of our Professional Learning. Let us work together to create an environment where every teacher, no matter their experience, feels valued, helped, and supported. We become better teachers and ensure our students' success by supporting each other. In my presentation titled "Changing the Game: Connect-Collaborate-Grow, I chose an alternative approach that transforms it into more effective and meaningful learning experiences for all educators. My main goal is to issue a call to action to improve and renew these meetings, turning them into spaces where genuine collaboration, professional growth, and skill development are at the core. This call to action aims to redefine how we understand and conduct PLC meetings, ensuring they are about meeting a schedule and creating a space. Where every educator feels supported and motivated to improve continually. Through "Connect-Collaborate-Grow," I want to emphasize the importance of creating a work environment where exchanging ideas and authentic collaboration drive professional growth. Our traditional professional development sessions have yet to meet expectations, failing to inspire teachers or drive significant improvements in student outcomes. Through storytelling, we uncover the challenges we face and the transformative potential of education to overcome them. I demonstrate that these sessions are ineffective due to their generic, one-size-fits-all approach and lack of engagement, support, and relevance to teachers' needs. This goal relies on five fundamental principles: duration, support, engagement, modeling, and content specificity. Each of these principles is essential to creating a meaningful learning experience. We know that deep learning doesn't happen in a single session. Professional Learning meetings must be spread over time to allow ideas to develop and mature. We need ongoing spaces where teachers can return to topics, reflect, and improve throughout several. Some studies have concluded that teachers need as many as 50 hours of instruction , practice, and coaching before a new teaching strategy is mastered and implemented in class. The second principle is support . Professional learning should be a safe space where teachers can ask for help, share their challenges, and receive support. Mutual support among colleagues is essential for teachers to feel that they are not alone in their growth journey. However, increasing teachers' time alone in professional development is not enough. The time has to be spent wisely, with a significant portion dedicated to supporting teachers during the implementation stage. Support at this stage helps teachers navigate the frustration of using a new instructional method. Teachers’ initial exposure to a concept should not be passive; instead, teachers should be engaged through varied approaches to make sense of new practice actively. Traditional workshops are primarily ineffective at changing teachers’ training and are a poor way to convey theoretical concepts and evidence-based research. This is because many professional development workshops involve teachers as passive listeners only. Again, just like students, teachers learn better when actively participating and making sense of the presented information (French, 1997). Modeling is highly effective in helping teachers understand a new practice. We learn best when we see concrete examples in action. More experienced leaders and teachers should model effective practices so that others can observe, learn from, and apply these strategies in their classrooms. Finally, the fifth principle is content specificity. Professional Development should focus on content relevant to each teacher's grade level and discipline. Only then can we ensure that learning is meaningful and applicable in the classroom. Districts often provide staff-wide training on the first days of school, assuming all teachers can benefit equally; the truth is, while there may be a few general principles that apply to all teachers, these are best understood and mediated with attention to how those general principles manifest within the content a teacher teaches pale in comparison to valuable concepts that are discipline-specific. These principles will be presented in different formats, including face-to-face sessions, interactive workshops, and online resources accessible (Newsletter) to all educators. This will allow for greater flexibility and access, ensuring that every educator can participate in and benefit from this initiative. cHANGE the gAME! connect-collaborate-grow Screenshot HOW? Creating this presentation was a real journey, especially as I needed more time to explore and navigate new tools. Something that affected and sped up the search and exploration process considerably. At first, I started researching different resources to design presentations. Something that I felt genuinely overwhelmed by as I found so many options! After researching, I found an interesting PowerPoint add-on called "Storyline," which promised to transform my slides into something interactive. I got excited and watched tutorials on what and how to do it for several hours but realized that I needed a lot more study time to put it into practice, which made me abandon the idea. Then, I thought about using Google Slides, a tool that I was already familiar with and that had worked well for me. However, I wanted to do something more novel that would inspire people through voice, messages, and visuals. An idea that blossomed in me from interpreting Duarte Design's Five Rules for Presentations inspired me significantly. So, although it was an easily accessible and straightforward tool for me, I was not convinced it was the best option. Then, I thought about possibly resuming the idea of doing it in Canva. I already knew it was a tool, but I had discarded it since I wanted to do something new and different. Once I defined the platform that I was going to use to make the video, I set out to develop the script and choose the images provided by Canva, Pexels, and Pixabay, something that I enjoyed because I like to reflect the mix of color contrast and the presentation of messages through images. I felt like an audiovisual creator for a moment, something I never imagined doing. Everything was going smoothly and at full speed until I encountered another challenge: I was exposed to an environment of students and coworkers with COVID-19, which caused the disease to spread. My voice was completely muffled, and time was running out. I was not aware of my emergency, so I turned to a voice generator called TTS-Maker. After an extensive search, I found a voice that perfectly suited what I needed and began recording each section of the presentation, slide by slide. With the voices off the charts, I added each recording to the slides. I added a music background because it is something I love and because it is also a powerful source of inspiration for people. Music can evoke emotions, spark creativity, and motivate action. Nothing was more exciting than seeing the finished work. It was an intense and inexplicable feeling. I did it! I could do it, but all my mind was screaming inside me. The presentation was now ready to fulfill its mission. We must redefine how we understand and conduct PLC meetings, ensuring that it is not just about meeting a schedule but also about creating a space where each educator feels supported and motivated to improve continuously. I was inspiring people to "Connect-Collaborate-Grow" to change the World. Reference Gulamhussein, A. (2013). Teaching the Teachers Effective Professional Development in an Era of High Stakes Accountability. Center for Public Education. Retrieved from http://www.centerforpubliceducation.org/system/files/2013-176_ProfessionalDevelopment.pdf Harapnuik, D., & Thibodeaux, T. (2023). Inspire learning through choice, ownership, voice, and authentic experience (2nd ed.). Stanford Graduate School of Business. (2013, March 21). Nancy Duarte: How to tell a story [Video]. YouTube. https://www.youtube.com/watch?v=9JrRQ1oQWQk Stanford Graduate School of Business. (2013, February 19). Nancy Duarte: How to Create Better Visual Presentations [Video]. YouTube. https://www.youtube.com/watch?v=so9EJoQJc-0 TEDxTalks. (2009, September 29). Start with why — how great leaders inspire action | Simon Sinek | TEDxPugetSound [Video]. YouTube. https://www.youtube.com/watch?v=u4ZoJKF_VuA Credits: Music: JOYSPRING from Epidemic Sound Canva. Pictures: Canva. Pexels. Videos: Canvas. Generate Speech: llElevenLabs

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

Alternative Professional Learning We often ask questions about how students learn, but not often about how teachers learn! WHY? Changing the Game Connect Collaborate Grow Today, I want to share a personal story that is deeply marked. I remember my beginnings as a teacher in my first two courses teaching these little giants. I was full of excitement and enthusiasm. Full of energy. I wanted to do well! I wanted to be the best for my students! However, there was something that made me feel small, insecure, and very nervous: The Professional Learning (PL) meetings. "Entering those meetings was like walking into a minefield. I felt constant pressure, a need to show that I knew what I was doing and that I had all the answers. But the truth is that I did not. Moreover, whenever they asked me something, and I didn't know how to answer, I felt like all eyes were on me, judging my competence and measuring my ability as a teacher instead of being a space for collaboration and support. Those meetings felt like a knowledge competition. Instead of working together toward a common goal, we were competing to see who knew more or was more capable. The saddest thing is that under all that pressure and competition, I was not learning. I was not growing as an educator. I did not feel supported or guided. I wonder how many other teachers have felt the same. How many have left those meetings feeling lost and unsure of their ability to teach and guide their students? Despite the great sacrifices our district and school make to ensure the success of our students, we still face challenges. We have found that our traditional professional development sessions are not enough. They will not inspire our teachers and will not lead to meaningful changes in the classroom. It is not that they do not want to improve; how we try to help them is not working. I share this story with you because I firmly believe we can improve. We can transform our P meetings into genuine learning, collaboration, and growth mindset spaces. Places where every teacher feels supported, where we can learn from each other, share our challenges, and find solutions together without being afraid of failure, and embrace a growth mindset where we understand that knowledge is cultivated and formed and that success is something we can all achieve with effort and sacrifice. We know that humans are social beings who, as an instinct, share, socialize, and transform their environment. We must actively engage, model effective practices, and provide content relevant to our grade level and specific disciplines. Fundamental principles of effective professional learning, such as duration, support, engagement, modeling, and content specificity, are crucial to success. We must move away from the one-size-fits-all approach and move toward a more personalized blended learning environment that meets the diverse needs of our teachers. So, where do we need to go from here? It is time to act. Let us take a new approach to professional development: one that empowers our teachers, fosters a culture of lifelong learning, and ultimately leads to better student outcomes. The opportunity is in our hands. Let us seize the opportunity to transform professional learning to change the world. The What? "Today, I am asking all of you to join me in this mission to change the culture and the taboos of our Professional Learning. Let us work together to create an environment where every teacher, no matter their experience, feels valued, helped, and supported. We become better teachers and ensure our students' success by supporting each other. In my presentation titled "Changing the Game: Connect-Collaborate-Grow, I chose an alternative approach that transforms it into more effective and meaningful learning experiences for all educators. My main goal is to issue a call to action to improve and renew these meetings, turning them into spaces where genuine collaboration, professional growth, and skill development are at the core. This call to action aims to redefine how we understand and conduct PLC meetings, ensuring they are about meeting a schedule and creating a space. Where every educator feels supported and motivated to improve continually. Through "Connect-Collaborate-Grow," I want to emphasize the importance of creating a work environment where exchanging ideas and authentic collaboration drive professional growth. Our traditional professional development sessions have yet to meet expectations, failing to inspire teachers or drive significant improvements in student outcomes. Through storytelling, we uncover the challenges we face and the transformative potential of education to overcome them. I demonstrate that these sessions are ineffective due to their generic, one-size-fits-all approach and lack of engagement, support, and relevance to teachers' needs. This goal relies on five fundamental principles: duration, support, engagement, modeling, and content specificity. Each of these principles is essential to creating a meaningful learning experience. We know that deep learning doesn't happen in a single session. Professional Learning meetings must be spread over time to allow ideas to develop and mature. We need ongoing spaces where teachers can return to topics, reflect, and improve throughout several. Some studies have concluded that teachers need as many as 50 hours of instruction , practice, and coaching before a new teaching strategy is mastered and implemented in class. The second principle is support . Professional learning should be a safe space where teachers can ask for help, share their challenges, and receive support. Mutual support among colleagues is essential for teachers to feel that they are not alone in their growth journey. However, increasing teachers' time alone in professional development is not enough. The time has to be spent wisely, with a significant portion dedicated to supporting teachers during the implementation stage. Support at this stage helps teachers navigate the frustration of using a new instructional method. Teachers’ initial exposure to a concept should not be passive; instead, teachers should be engaged through varied approaches to make sense of new practice actively. Traditional workshops are primarily ineffective at changing teachers’ training and are a poor way to convey theoretical concepts and evidence-based research. This is because many professional development workshops involve teachers as passive listeners only. Again, just like students, teachers learn better when actively participating and making sense of the presented information (French, 1997). Modeling is highly effective in helping teachers understand a new practice. We learn best when we see concrete examples in action. More experienced leaders and teachers should model effective practices so that others can observe, learn from, and apply these strategies in their classrooms. Finally, the fifth principle is content specificity. Professional Development should focus on content relevant to each teacher's grade level and discipline. Only then can we ensure that learning is meaningful and applicable in the classroom. Districts often provide staff-wide training on the first days of school, assuming all teachers can benefit equally; the truth is, while there may be a few general principles that apply to all teachers, these are best understood and mediated with attention to how those general principles manifest within the content a teacher teaches pale in comparison to valuable concepts that are discipline-specific. These principles will be presented in different formats, including face-to-face sessions, interactive workshops, and online resources accessible (Newsletter) to all educators. This will allow for greater flexibility and access, ensuring that every educator can participate in and benefit from this initiative. cHANGE the gAME! connect-collaborate-grow Screenshot HOW? Creating this presentation was a real journey, especially as I needed more time to explore and navigate new tools. Something that affected and sped up the search and exploration process considerably. At first, I started researching different resources to design presentations. Something that I felt genuinely overwhelmed by as I found so many options! After researching, I found an interesting PowerPoint add-on called "Storyline," which promised to transform my slides into something interactive. I got excited and watched tutorials on what and how to do it for several hours but realized that I needed a lot more study time to put it into practice, which made me abandon the idea. Then, I thought about using Google Slides, a tool that I was already familiar with and that had worked well for me. However, I wanted to do something more novel that would inspire people through voice, messages, and visuals. An idea that blossomed in me from interpreting Duarte Design's Five Rules for Presentations inspired me significantly. So, although it was an easily accessible and straightforward tool for me, I was not convinced it was the best option. Then, I thought about possibly resuming the idea of doing it in Canva. I already knew it was a tool, but I had discarded it since I wanted to do something new and different. Once I defined the platform that I was going to use to make the video, I set out to develop the script and choose the images provided by Canva, Pexels, and Pixabay, something that I enjoyed because I like to reflect the mix of color contrast and the presentation of messages through images. I felt like an audiovisual creator for a moment, something I never imagined doing. Everything was going smoothly and at full speed until I encountered another challenge: I was exposed to an environment of students and coworkers with COVID-19, which caused the disease to spread. My voice was completely muffled, and time was running out. I was not aware of my emergency, so I turned to a voice generator called TTS-Maker. After an extensive search, I found a voice that perfectly suited what I needed and began recording each section of the presentation, slide by slide. With the voices off the charts, I added each recording to the slides. I added a music background because it is something I love and because it is also a powerful source of inspiration for people. Music can evoke emotions, spark creativity, and motivate action. Nothing was more exciting than seeing the finished work. It was an intense and inexplicable feeling. I did it! I could do it, but all my mind was screaming inside me. The presentation was now ready to fulfill its mission. We must redefine how we understand and conduct PLC meetings, ensuring that it is not just about meeting a schedule but also about creating a space where each educator feels supported and motivated to improve continuously. I was inspiring people to "Connect-Collaborate-Grow" to change the World. Call to ACTION Now is the time to act. Let's transform our PLCs into places where genuine collaboration and shared learning are at the center. Every teacher feels motivated to grow and improve, knowing that they have the support of their colleagues." Because when we create an environment where we all support each other, we not only become better teachers but also ensure the success of our students. " The opportunity is in our hands. Let's transform professional learning to "change the world." "Connect, Collaborate, Grow!" Reference Gulamhussein, A. (2013). Teaching the Teachers Effective Professional Development in an Era of High Stakes Accountability. Center for Public Education. Retrieved from http://www.centerforpubliceducation.org/system/files/2013-176_ProfessionalDevelopment.pdf Harapnuik, D., & Thibodeaux, T. (2023). Inspire learning through choice, ownership, voice, and authentic experience (2nd ed.). Stanford Graduate School of Business. (2013, March 21). Nancy Duarte: How to tell a story [Video]. YouTube. https://www.youtube.com/watch?v=9JrRQ1oQWQk Stanford Graduate School of Business. (2013, February 19). Nancy Duarte: How to Create Better Visual Presentations [Video]. YouTube. https://www.youtube.com/watch?v=so9EJoQJc-0 TEDxTalks. (2009, September 29). Start with why — how great leaders inspire action | Simon Sinek | TEDxPugetSound [Video]. YouTube. https://www.youtube.com/watch?v=u4ZoJKF_VuA Credits: Music: JOYSPRING from Epidemic Sound Canva. Pictures: Canva. Pexels. Videos: Canvas. Generate Speech: llElevenLabs Consultation video

Publication Outline Topic Why blended learning? My new vision for teaching writing in kindergarten. EDLD 5317 June, 2024 Introduction: The way we teach our children must be updated and up to date to be applicable and effective in this generation. Kindergarten is the stage where educational practices can be innovated and reevaluated. The conventional way of teaching writing has become a problem in capturing the attention of the little ones, who are mostly technologically oriented and whose knowledge of touch screens is more developed than pencil and paper. The concepts I will share in this article 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. 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 for the learner and, simultaneously, more challenging. Highlight how important feedback collection is to develop further. Submission Options: Edutopia.org : Valuing submit on Edutopia.org, an online educational resource, and publication that shows people how to adopt or adapt best practices through stories of innovation and continuous learning in the real world. It also explores innovative teaching practices, educational technology, and positive educational change. Submission guidelines: How to propose a post to edutopia.org Send an email to GUEST BLOG at EDUTOPIA (dot) ORG with “Guest Blog: [Proposed Post Title]” in the subject line, and be sure to include the following information: Writing with Edutopia Guide. A few sentences describing your proposed post and a detailed outline (keep in mind that finished blog posts should be around 850–1,000 words). Links to any multimedia you plan to include. A few words about the intended target audience for your blog (for example, high school math teachers, administrators, etc.) A roughly 80-word bio with details about your role in education. Three to five links to other pieces (if any) you’ve written, particularly for academic publications. Full disclosure of any commercial interest in any products or services mentioned. Your Twitter handle (if you have one). Please note: We accept only original submissions. If your post has appeared elsewhere, we will not accept it. Educational, Technology and Society : Considerando submit en ET&S ya que se enfoca no solo en la tecnología sino más bien cuestiones relacionadas con el proceso continuo de aprendizaje, enseñanza y evaluación y cómo se ven afectados o mejorados mediante el uso de tecnologías. Además es bienvenida la investigación empírica sobre cómo se puede utilizar la tecnología para superar los problemas existentes en la educación local con hallazgos que se pueden aplicar al espectro global. Submission guidelines: ETS Submission Manuscript Template ET&S publishes articles that report on original research that bridges the pedagogy and practice in advanced technology for evidence-based and meaningful educational application. Articles are less than 8,000 words, including a 250-word abstract, 4 to 5 keywords, figure captions, and tables (in table format, not as images), excluding References and Appendices. Placeholders, Endnotes, and footnotes are not accepted. The article should be original, unpublished, and not be considered for publication elsewhere at the time of submission to ET&S and during the review process. Please ensure you use the ET&S template available here to prepare your manuscript. Please remove the names and affiliations portion for the review process and only add them back into the manuscript after your manuscript is accepted for publication. The submitted manuscript should include sufficient references for educational technology studies, such as ET&S. Authors are responsible for ensuring that the manuscript has no language-related problems. The editors strongly recommend that the authors have their manuscripts proofread by someone familiar with English academic prose and APA guidelines. American and British English spelling conventions are acceptable if the usage is consistent. Authors are responsible for the accuracy of all references and citations, especially the URLs cited within articles or in the references section. Please ensure the references and citations comply with APA format 7th edition. The website will display color figures, but printed copies of the journal will be in black and white. The journal will conduct a plagiarism check using iThenticate or Turnitin and will ensure that the similarity index is less than 30%, with each individual reference contributing less than 5% to the index. Furthermore, manuscripts must have a less than 20% AI detection index. These indices are determined from the report generated by the plagiarism system. If the requirement is not met, the manuscript will be returned to the authors, who will inform them of the indices found in the report. EdTech Magazines : Consider submitting to magazines like EdSurge , which focus on educational technology and innovative teaching methods. Además cubre algunos de los temas más importantes de la actualidad con profundidad y matices en la educación infantil y cómo está cambiando la educación para reflejar los cambios demográficos de Estados Unidos; y esfuerzos para hacer que la educación de calidad sea más asequible. Submission guidelines: How to Pitch Your Story There are a few ways to pitch us. Have an idea to pitch? Please submit a story pitch — ideally two to three paragraphs including a claim or essential question you plan to explore with details about what you plan to include and why your experience can help tell this story. Along with your pitch, let us know what your current role is. You can submit it here or email it to voices@edsurge.com . Have a draft already? Please submit your draft to voices@edsurge.com . Aim to keep your essay under 1,200 words, and please include relevant links to sources (in the body) as evidence for your points and any photographs, videos, charts, or graphics that help tell your story. In addition, please include a brief bio, links to your work, and a photo of yourself. If we’re interested in editing and publishing your story, we’ll email you within one month outlining the next steps. We will assign an editor to work with you if we accept your submission. Please note that our editors work directly with writers, so we prefer that each writer submit their pitch. If someone else is submitting a pitch on behalf of a writer, they must disclose and explain the relationship. What Could Lead Us to Decline Your Piece? Lack of fresh perspective or information The writer doesn’t have firsthand experience with the topic Lack of clarity Not enough substance or evidence for the points discussed The piece reads like marketing material or a press release for a product, company or service The writer has an affiliation with a company, product or service that creates a conflict of interest Excessive vitriol or pandering. We steer clear of conflicts of interest or subtle bias. That means if you’re receiving any perks or compensation for organizations that you’re writing about or that are related to the subject that you’re describing, and that relationship creates a conflict of interest, your pitch will not be accepted. What is the connection to your innovation plan or initiative? Change, innovation, and technology incorporated into the teaching process are capable of reshaping the learning experience and making learning more attractive and stimulating for kindergarten students. The argument (Why) that supports my innovation plan is that children reveal their greatest potential when they begin to let themselves be carried away by intrinsic motivation. However, blended learning marks a turning point and brings into play new flexibility, commitment, personalization and motivation in our students, because it opens the opportunity to enable: a transformative future for educational systems. Compliant with educational applications and interactive digital pedagogies as well as traditional teaching methods, this mode creates not only a dynamic but also a multifaceted learning environment where each student is considered to know more about video games and online videos than about games. Traditional writing with pencil and paper makes it an emergency to accept changes and adapt our way of teaching to the interests and habits of the 21st-century student. Therefore, blended learning is more than “blending.” It is the deliberate integration of face-to-face teaching and digital resources to make writing activities more challenging and engaging. Not only does technology play a key role, but students' cognitive skills must also be developed to carry out the practical implementation of blended learning. How can this information help others? Helping people find their WHY, sharing their passion, and promoting effort and dedication to their goals will always help. This article is about showing educators and teachers that understanding blended learning means a magnet to attract the attention of today's students, providing dynamic, creative, and effective classes. Nothing is more exciting than seeing little eyes shining and amazement exacerbated when we put a digital screen in their little hands to write, an iPad to learn the sounds and names of letters, or when they are in Kahoot competing knowledge skills with their companions. This proposal as a learner-centered educator helps students feel committed to studying, increasing their participation and intrinsic motivation. It seeks to train well-rounded students who learn to write and develop essential digital skills, better preparing them for the future. It also helps to educate and attract parents' attention to new technological trends by providing indirect training and education in the homes of our students. Another relevant element is that this information helps raise the voice of (school administrators, district, state, and country) having a vision of our classes' teaching and learning needs to develop and implement policies that promote the use of technologies and methods innovators in institutions. Lessons learned or hoped to learn? An important lesson to understand is that students learn best when motivated. We find this motivation in the use of digital tools through the implementation of blended learning. This makes children advance in their abilities, making learning more effective and preparing us for this increasingly digitized world. In this type of learning, the teacher goes from being an authority of knowledge to a promoter of knowledge, providing personalized support. I hope to learn through your practice how to take on the challenges that arise and the search for practical solutions to overcome them, analyzing the results and the impact it could have on the formation of a student prepared for later educational stages and life in general. I am a Kindergarten teacher, and I have been lucky enough to see how powerful words and motivation are in students. 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, I arrived at a classroom where sadness, self-distrust, and the absence of routines reigned. , rules, and lack of motivation were the norm. Seeing Dario arrive at the beginning of the school year crying because his shoes were untied, forgetting Wednesday's folder, or not being able to write his name to say, Teacher, have you seen what reading level I'm reading at? E (first-grade level). I saw how they could barely write his name, and then they competed to write a note to the Master. I am complicit in the power of the word, inspiration, and the strength of passion, which in my class translates to "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. What digital resources will be included in your article? Briefly describe. 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: 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. Think of your audience, digital presence, and the message you hope to communicate. The audience will be my closest radius of interaction. Educators, teachers, directors, and staff of the school where I work. As well as kindergarten students, parents, and guardians. Additionally, the district's educational technology department should be involved in seeking to integrate digital tools effectively. I will establish frequent publications on case studies, pedagogical strategies, and references talking about the most controversial topics of blended learning through my Educational Blog in my Portfolio. I will also use social networks like Facebook and Instagram to connect with other educators worldwide. The message I will carry will be to explain why blended learning? My new vision for teaching writing in kindergarten. Conclusion: Adopting blended learning to teach and learn is an open window to the constant innovative upheaval in education. It is our guarantee for our students since it allows us to develop competent skills in them from an early age. It is an engine that drives students' motivation to write and interact with different technologies. A faithful approach guarantees the extension of the school in the students' homes, facilitating access to educational materials at any time and place, which is especially beneficial for parents who want to be involved in their children's educational process. It is the way to transform the role of the teacher in the classroom, turning educational spaces into excellent environments for commitment to learning. In summary, blended learning represents a significant change in the teaching of writing in early childhood education. Its application will depend on the Why? that you find in your training as an educator. See more of my work Reference: 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 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. .

UbD Design Template Comparing and contrasting Fink’s 3-Column Table with the UbD Template. Although I would not say I like to make direct comparisons, exploring the similarities and differences between the 3-column table and the UbD model can enrich my understanding of both approaches and improve my educational practice. Analyzing these tools from different perspectives gives me a complete view of designing and evaluating compelling learning experiences. Furthermore, during the realization process, I have identified strengths and areas of improvement in my lesson plans, where the best starting point would be to integrate elements of both to create a personalized approach that best suits the needs of my students. Both approaches are instructional design tools that share a common goal: To help educators plan and develop practical learning experiences for students. However, they present some differences in terms of their structure and approach. Planning Design : Fink's 3-column table focuses on planning across three main dimensions and their objectives: learning goals, teaching activities, and assessment. It focuses on clearly aligning objectives with corresponding activities and assessments. The UbD template is based on a reverse design process, starting with the end, that is, with the desired learning outcomes and working backward to the teaching and assessment activities. Evaluating each design and considering my learning context and the objectives aligned with my Innovation Plan, I consider the Understanding by Design (UbD) template the most effective because it allows me to have a comprehensive approach that considers not only the content. Specific. What I teach, as well as the general learning objectives and the overall development of the student, are not limited to the acquisition of knowledge but also include the development of skills, attitudes, and positive dispositions towards learning. Adaptability and versatility. Fink's model designs lessons and activities that align with students' learning objectives and interests without being limited by a rigid structure. The UbD template is a practical tool that provides a flexible framework for educators to design coherent lesson plans, ensuring a clear focus on desired learning outcomes. The 3-column table and the UbD template could be practical for teaching students to write informational texts after researching and appropriately using sources such as books, websites, and experts. However, in this aspect, I would use the 3-column table since it allows me to plan each stage of the writing process in detail, from the initial research to the final presentation of the informative text. This allows the activities and resources to easily adapt according to the student's needs. Clarity and simplicity. The 3-column table is characterized by its simple and visually organized structure. The UbD template also provides a more detailed format and requires a deeper understanding of design principles. Focus on practical application . The UbD model highlights the importance of applying learning in diverse situations, helping teachers create experiences that allow students to use their knowledge in various new contexts. In conclusion, choosing between Fink's 3-column table and the understanding by design (UbD) approach will depend on educators' goals, preferences, specific context, and the learning environment. While Fink's table stands out for its simplicity and flexibility, UbD offers a more detailed and organized framework, focusing on practical knowledge transfer. How the two different design processes have contributed to my ability to design learning environments and how this will help me with my innovation plan. Reflecting on my experience designing innovative learning environments, Fink's 3-column table and Understanding by Design (UbD) processes have been fundamental pillars in my ability to create effective and engaging instructional blueprints. In the context of my Innovation Plan , focused on "Learning to write in early childhood education through Blended Learning," these frameworks have helped me develop a student-centered approach tailored to their individual needs for teaching and learning. Planning a class is like creating a detailed map for a trip. The starting point to the final destination is taken into account. This implies that you must consider a series of elements such as a journey map, destinations and objectives, routes and sequences, and flexibility and adaptability. Immersed in the analysis and development of both designs, the 3-column table and the Ubd temple, I discovered some essential elements that I should have considered when rethinking and planning the development of a class. He planned highly structured class lessons, guided and followed by a set program considering kindergarten grade standards. Today, I have a different vision of planning a class. The development of the Ubd temple allowed me to understand that regardless of whether we have to follow a study program, the teacher must design a class where the student's individualities and the group's characteristics are considered. It is going beyond the standards and study programs since it is not a rigid process but rather a changing and adaptable one. It considers the study programs designed with creativity and purpose in each element you establish. For example, I had never considered how to introduce a new topic to my students. I only followed the study program that, although very well structured, only attracts the attention of a small group of students, leaving those with kinesthetic learning and others with concentration deficits inconsolable. Today, I am more open and less rigid, and I can be more creative in my planning, creating different types of activities such as role-playing and character imitations, something that kindergarteners need to do: learning by playing. The UbD framework has encouraged me to consider the depth of understanding and application of knowledge in various situations, aligning perfectly with the objectives of my innovation plan. On the other hand, the 3-column table has allowed me to break down the learning objectives into specific components, stories such as activities, evaluations, and resources, which has helped me to have a detailed vision of the purpose and look for the why of each aspect of my teaching plan. This has been especially useful so everything is apparent between the activities, evaluations, and learning objectives. It has been beneficial in ensuring that I consider the broader context and situational factors when designing my innovation plan. It has encouraged flexibility in my planning, allowing me to adapt the design to our specific educational context. In summary, the combination of Fink's 3-column table and the principles of Understanding by Design have significantly impacted my ability to create effective learning environments. I was teaching the importance of beginning with the end. These approaches will likely be crucial to student success by fostering flexibility, meeting educational objectives, and promoting lasting learning among our students. References Fink, L. D. (2023). A self-directed guide to designing courses for significant learning. Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. San Francisco: Jossey-Bass. Hawker, B. (2023). What is Understanding by Design? Author Jay McTighe explains. Houghton Mifflin Harcourt Publishing Company, H. (2020). https://www.hmhco.com/classroom-solutions/literacy. Texas Kindergarten ELA Pacing Guide. (2023). https://docs.google.com/spreadsheets/d/1ujCVMeg-HSPgmuHi7DDKfe9fdqiYvipl5BSDnCIXzkY/edit#gid=0. The Universal Sandpit. (2024). theuniversalsandpit.org/universal-design Related Posts Go back to 5313 Why blended learning? My new vision for teaching writing in kindergarten. Executing Change 4DX. Influencer Strategy. Media that Engages. Audio and Visual Digital Tools Change Behavior. 1 2 3 4 5

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.

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.

A New Culture of Learning. Simple, subtle and sophisticated New Culture of Learning shows all the ways that games, virtual environments, social networks, and other forms of digital culture offer possibilities for imaginative play, which helps kids deal with the challenges of today monumental technological and social changes. Cultivating the Imagination for a World of Constant Change. In this reflection, we will refer to some fundamental ideas from the book “A New Learning Culture” by (Douglas et al. Brown, 2011). Those who propose a simple, subtle methodology that calms anxiety and ignites hope for the future. These concepts, such as tactical knowledge, inhabitation, and collective play, have a competitive advantage. A new culture of learning draws energy from play, where experimentation unleashes powerful imaginations. Our purpose would be to explain the main challenges, how to address them, and how they will affect the adoption of creating educational learning environments in my organization. Read More Innovation Plan Our references. John S. Brown Douglas Thomas Button Button Go Back to 5313

Reflection of the Innovation Plan. Reflecting on My Innovation Plan , it is clear that Kindergarten is a crucial grade in which students explore knowledge and the world around them. However, many still need to learn to organize and express their ideas meaningfully, making it difficult to achieve their writing goals. This recurring challenge leads us to seek new perspectives and alternatives, especially considering the preferences and characteristics of today's children, who tend to enjoy digital technology more than traditional activities. Therefore, implementing beautiful and motivating new technologies can be vital to deepening the writing process and achieving educational objectives. The proposed implementation plan for blended education, inspired by the ideas of Michael B. Horn, emerges as an innovative solution that combines in-person instruction with virtual and online components. This combination offers an enriched learning experience that leverages the best of both worlds, enhancing classroom instruction with the versatility and accessibility of digital technology. This allows us to celebrate each child's individual growth more effectively. Generating a transcendental impact on the educational process by offering a more complete, flexible learning experience adapted to the needs of 21st-century students. Implementing this innovation plan, in tandem with adopting a Growth Mindset and integrating digital resources, has yielded progressive results during these months of work. This progress is evident in the development of motor and cognitive writing skills and in the heightened level of motivation that students exhibit when using digital resources such as the Apple Pen, digital screens, and writing applications. This is a significant shift from the past, where such outcomes were merely a dream. This initiative necessitates ongoing attention, research, and monitoring, with the student at the heart of the educational process. It offers the flexibility of online learning, guided by the expertise and support of an in-class instructor. This model optimizes learning, tailoring it to each student's individual needs and pace while ensuring the continued presence and influence of the educator in the learning journey. Related Posts Why blended learning? My new vision for teaching writing in kindergarten. Executing Change 4DX. Influencer Strategy.

Revised Growth Mindset Plan 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 was able to understand that failure is not a permanent state but a process of evolution and transformation, equipping me with feelings of security, perseverance, and adaptability. Thus, I began the path towards learning, taking it to each interaction context. To do this, I developed a Growth Mindset Plant to alleviate my students' anxieties in the face of the difficulties of not learning and the lack of optimism and appreciation of their potential. My understanding of cultivating a growth mindset in my learning environment has continued to evolve over the past four months of studying EDLD 5313. I am constantly incorporating new insights and practices into my teaching. Today, I am excited to present an updated version of my Growth Mindset Plan! This revision is based on the latest research from Case Western Reserve University, which suggests that a growth mindset alone may not yield significant and measurable results. I have, therefore, adjusted my approach to align with these new insights into mindset interventions. ¿How can you help your learner develop a growth mindset? In the universe of education, there is a magical and exciting world inhabited by little beings full of energy, overflowing imagination, and an insatiable thirst for knowledge: kindergarten children. On their initial journey through formal learning, these young explorers invite us to immerse ourselves in their fascinating universe, where curiosity is the compass and creativity is the engine of learning, where there is an invaluable opportunity to sow the seeds of mentality. Of the growth in the hearts and minds of the youngest. It is easy for them to create activities, projects, and games where we often fall into the trap of focusing only on the final results. However, it is essential to remember that authentic learning occurs in the process. In my classroom, to develop a growth mindset, I try not to exclusively praise the end product, such as a finished piece of art or a completed puzzle, but rather to highlight the effort, perseverance, and progress children demonstrate along the way. I recognize and praise hard work, creativity, and the strength of the idea that learning is a continuous journey of growth and development. I provide opportunities for them to direct their learning through research in writing projects. On many occasions, they can choose exploration activities in the Science subject where they can make decisions about their learning and control over their development. By providing these opportunities, they are empowered to develop confidence in their abilities and a belief in their ability to grow and learn, developing the skills and mindset necessary to face future challenges confidently. What other factors should you consider if you want to impact a growth mindset? One factor that we could take into account and that we consider essential to developing a growth mindset in children at an early age is the collaboration between school and parents since the family can provide a safe environment where they feel valued, accepted, and supported. We are helping them cultivate confidence in themselves and their ability to face challenges and learn from mistakes. Additionally, I could adhere to specific approaches to my learning philosophy, recognizing that learning is enriched by interaction with others. Be open to new perspectives and points of view, recognizing that learning comes from diverse experiences. Practice perseverance and understand that progress requires constant effort and dedication. Another critical point to consider is to recognize the individualities of the students since each one has different strengths, weaknesses, interests, and ways of learning. By valuing and respecting these differences, we can shape our approaches around creating spaces where you feel important and valued for who you are and represent. How will you model the growth mindset and the message of "Yet" to your learners? To model a growth mindset, I will explore the complexities of my learning process, including moments of confusion and failure. By sharing these experiences with my students, I show them that challenges are a natural part of the improvement process. By recounting specific cases of initial struggle and subsequent success, humanize the learning process, showing that obstacles are opportunities to grow, not indicators of inability. I will help my students develop self-regulation skills, such as planning their time, controlling their emotions, and having goals. I will model for them that throughout their lives, they will have to face many challenges, but the most important thing is to have tools and resources like Growth Mindset to help them face their fears and the complexities of their thoughts. Embracing the power of " NO YET" is essential to modeling a growth mindset. Recognizing that a goal has yet to be achieved but that there is the possibility of doing so in the future is essential to maintaining a positive attitude towards learning and self-improvement. The " NO YET" warns us that progress is a persistent cycle and that each obstacle is an opportunity to develop and move to the next level. By assuming the " NO YET" we accept the possibility that achievement is not an ultimate goal but a path laden with conceivable outcomes and possibilities yet to be found. I will also show my students that " NO YET" means a starting point when things go wrong. It is an attitude towards life (work-study). It is a window to the future, a possibility to create and believe in new tools. Moreover, skills to assume achievement with better fulfillment. I have been fortunate to see the power of the word Not Yet, which in my classroom translates into: "Super Power." Seeing a cry arrive at the beginning of the school year. For having untied shoes, forgetting Wednesday's folder, or being unable to write their name to say: Teacher, have you seen what reading level I am reading at? I think that is what Carol Dweck referred to when she said: "Students have a second chance to Become Smart." To effectively model a growth mindset, I would first dive deep into my learning journey, going beyond simply talking about my achievements. Consider how the growth mindset can change the acceptance of feedback and students' attitudes toward cheating. An essentially changing aspect of a growth mindset is its significant impact on how students deal with feedback and dilemmas like cheating. Especially in kindergarten, where students still develop their values and define meaningful concepts, cheating manifests differently than in more advanced educational levels. "cheating" can often arise more from misunderstanding or lack of understanding than from a deliberate intention to deceive. For example, a child may copy her partner's answers simply because he does not yet understand the task or knows how to complete it correctly. They are more focused on exploring and experimenting with the world around them and have a different awareness of academic standards and expectations than older students. However, working with students to foster a strong understanding of the importance of honesty and personal effort from an early age is essential. This shows that assuming a growth mindset teaches that true success does not come from shortcuts or dishonest practices but is built on effort and constant commitment to learning. By embracing challenges and setbacks as essential parts of the growth process, students are less likely to resort to dishonest tactics, understanding that true mastery is achieved through dedication and a willingness to learn from mistakes. Facilitating open dialogues about the implications of cheating within a growth mindset context encourages students to internalize integrity values and recognize the long-term benefits of authentic learning. By combining the concepts of growth mindset and academic integrity, you can foster an environment where students are receptive to feedback and motivated to approach their studies with honesty, perseverance, and a genuine commitment to understanding and mastering the content. Developing a growth mindset in kindergarten is crucial in transforming attitudes toward feedback. A student who adopts a growth mindset uses positive and constructive language that highlights the positive aspects of his or her classmates' work and avoids damaging (bullying) or discouraging criticism that can demotivate. They can also ask questions to understand and appreciate the feedback, being a role model for positively receiving feedback. In Conclusion, adopting a growth mindset in our classrooms can help transform attitudes toward feedback and foster a positive and collaborative learning environment. How can the growth mindset help limit some of your student's preoccupation with grades? What role does grit play? The growth mindset can help limit concern about students' grades by shifting their focus toward learning and personal development instead of focusing solely on results. It empowers students to value the growth experience rather than the outcome. In addition, the growth mindset helps alleviate the fear of mistakes or failure and teaches the student to see them as a path that must necessarily be taken to learn and grow, that is, to accept challenges and understand that making mistakes is a natural part of the process. Learning. As for sand work, it could be related to the example that the development landscape resembles a park or beach where students can try, make mistakes, and learn without fear of judgment or grades. In this unique circumstance, the arena addresses a protected climate conducive to self-knowledge and improvement. Empowering students to see the growth experience as playing in the sand encourages them to investigate, try, and learn more freely and without fear of deception. My goal is to establish a gritty environment where the learning process is celebrated, challenges are seen as opportunities to grow, and all victories, regardless of their magnitude, are recognized and valued. This approach involves recognizing and applauding academic achievements and profoundly appreciating the effort dedicated and progress made. In promoting this mindset, I convey to students that grades are only one part of their educational journey, not the sole determining factor of their success. By understanding that learning is a dynamic journey with its ups and downs, students are encouraged to view the process as rewarding, thus fostering a resilient and positive attitude toward their academic pursuits. How can we prevent the growth mindset from becoming a fad or being improperly implemented? Consider how grit can be misused (Hint rigor). As with many educational trends, there is a risk that a growth mindset will become a fad or be implemented incorrectly in classrooms. To avoid this scenario, adopting robust and evidence-based approaches to implementation is essential. Educators play a critical role in promoting a growth mindset in the classroom. Therefore, it is essential to provide them with professional development and ongoing support to internalize and put growth mindset concepts into practice with effective strategies. This may include training opportunities, resources, and time for reflection and discussion. It should not simply be an optional activity, but rather, it should be coherently integrated into school curricula. It is essential to understand that when we equate it with the arena, the growth mindset is not about reducing academic standards but promoting a positive attitude towards learning and personal growth in an environment that still values effort, excellence, and academic achievement. Open communication ensures everyone recognizes, deeply understands, and embraces growth mindset principles. In this way, a shared commitment is created to maintain the impact of the growth mindset on students, promoting an environment where growth is not simply a concept but a lived experience for all members of the educational community. How can we prevent the growth mindset from becoming a fad or being improperly implemented? Consider how grit can be misused (Hint Rigor). As with many educational trends, there is a risk that a growth mindset will become a fad or be implemented incorrectly in classrooms. To avoid this scenario, adopting robust and evidence-based approaches to implementation is essential. Educators play a critical role in promoting a growth mindset in the classroom. Therefore, it is essential to provide them with professional development and ongoing support to internalize and put growth mindset concepts into practice with effective strategies. This may include training opportunities, resources, and time for reflection and discussion. It should not simply be an optional activity, but rather, it should be coherently integrated into school curricula. It is essential to understand that when we equate it with the arena, the growth mindset is not about reducing academic standards but promoting a positive attitude towards learning and personal growth in an environment that still values effort, excellence, and academic achievement. Open communication ensures everyone recognizes, deeply understands, and embraces growth mindset principles. In this way, a shared commitment is created to maintain the impact of the growth mindset on students, promoting an environment where growth is not simply a concept but a lived experience for all members of the educational community. The growth mindset is a good start, but is it enough? Placing the entire burden of a student's success on the growth mindset would be unrealistic and potentially harmful. While a growth mindset is an essential factor that can influence academic performance and personal development, it cannot address all the challenges and factors that influence a student's success alone. Here are some reasons why you cannot put all the responsibility on the growth mindset: Some authors, such as James Heckman, economist, and Nobel Prize winner, have extensively researched the importance of non-cognitive factors, such as perseverance and socio-emotional skills, in success throughout life. His work highlights that while a growth mindset is essential, it is not the only determining success factor. Paul Tough suggests that while a growth mindset is essential, more is needed. It is an excellent start to motivate students to work hard in their studies. However, if you do not address other factors that may affect the student's academic progress or not receive adequate support and educational practices, your underlying philosophy is. In conclusion, the growth mindset is an excellent start. But to succeed, it must be seen as a systemic process intertwined with other diverse elements and disciplines within a complex system that influences human development and academic performance. How can we get our kindergarteners to rekindle or adopt a learner mindset? On this exciting journey where every day is an adventure and every moment is an opportunity to learn and grow, a fundamental question arises for educators and parents: How can we get our kindergarten students to revive or adopt a learner mindset? At this stage, where cognitive, emotional, and social development is crucial, cultivating a student mindset is essential for long-term academic and personal success. An important element to achieve this is showing the model we want to build in our children. Adults act as role models for children, so we must display a growth mindset and attitudes toward learning. Establishing open and collaborative communication with parents can strengthen support for learning at home. Providing resources and suggestions to foster a growth mindset outside the classroom, such as family learning activities, inspiring readings, or reflective conversations, helps cement the message that learning is an ongoing journey that extends beyond the classroom walls. . . By empowering them to recognize individual differences in each child's learning styles, strengths, and challenges, we will generate emotions, joys, and satisfaction that inspire them to revive a growth mindset. How can we get our students to rekindle or adopt a learner mindset? On this exciting journey where every day is an adventure and every moment is an opportunity to learn and grow, a fundamental question arises for educators and parents: How can we get our kindergarten students to revive or adopt a learner mindset? At this stage, where cognitive, emotional, and social development is crucial, cultivating a student mindset is essential for long-term academic and personal success. An important element to achieve this is showing the model we want to build in our children. Adults act as role models for children, so we must display a growth mindset and attitudes toward learning. Establishing open and collaborative communication with parents can strengthen support for learning at home. Providing resources and suggestions to foster a growth mindset outside the classroom, such as family learning activities, inspiring readings, or reflective conversations, helps cement the message that learning is an ongoing journey that extends beyond the classroom walls. . . By empowering them to recognize individual differences in each child's learning styles, strengths, and challenges, we will generate emotions, joys, and satisfaction that inspire them to revive a growth mindset. Go back To ePortfolio Part B Final Compilation Go back To 5313 Resources Relates Posts Why blended learning? My new vision for teaching writing in kindergarten. Executing Change 4DX. Influencer Strategy.

Usability & Reflection If you are here, it is because you are interested in embarking on this incredible journey of reviewing some of the results of the usability tests of the Kindergarten Research Writing Inquiry course. This analysis will examine the participants' reflections and explore how the lessons can be nuanced based on our student's and educational staff's preferences and needs. The course has been designed to facilitate research writing among the youngest children and to empower teachers and parents in the educational process. Join me on the journey to discover how we can improve together. Five kindergarten teachers, one reading coach, and one reading specialist underwent usability testing. They were the right people to conduct this evaluation. Besides being potential course implementers, they hold profound knowledge and experience in the kindergarten curriculum. Their comments added essential elements, given that they can value their insight into the teaching environment and their pedagogical skills by enabling us to get suitable, efficient feedback. In this respect, the parents' perspective could have helped refine this process for the future. These parents are key players in supporting students with their learning at home. We also welcome insights regarding how the course works in practice with the students. Watching them work through the content and adapt to the materials provides immediate feedback we can use to make changes to ensure the course meets their needs for a typical classroom environment. Data were gathered via the Google Docs platform, significantly influencing both the usability tests and the results. Since this is an accessible and popular platform, participants could easily work through the survey quickly and efficiently regardless of their prior technological experience. Furthermore, with Google Docs, data collections and visualization are provided in a structured form, whereby analysis of the results is further easier. It allowed immediate access to responses because of the cloud storage. On the other hand, for future tests, we could seek tools that would allow participants to attach audiovisual responses, like audio or video recordings, instead of just text, which would provide more complete and detailed feedback. Publication Final Draft The feedback from the participants in usability tests has been a great lesson regarding the "Research Writing in Kindergarten" course design and functionality. A number of participants appreciated the overall structure of the course, where modules are easy to locate and navigate. Because of the presentation in task list format, new users can easily find their way through it and get to work on their assignments. That provides real meaning to the clear and accessible organization in online learning environments. The conceptualization of modules with the use of a calendar was very appealing. Instructors and learners can then plan their time accordingly, hence making learning more organized and structured. The feedback section at the end of the course was considered critical. As one of the participants noticed, this tool helps to personalize the learning of each student. It involves parents in the process so that they may realize their responsibility for their child's school performance. The opportunity for parents' feedback allows for meaningful collaboration between School and Home. Participants underlined the possibility of adding more resources as a main course design feature. This reflects a range of learning styles and provides options to make it easy for the students to find what they need in one place. Participants enjoyed the fluidity between schedule and modules; the structured course design was identified as an effective tool for teachers to upload documents and students' resources. This also emphasizes clarity and specificity in the design to be maximally usable. In general, participants found this course highly applicable for kindergarten students, which means that the approach taken within the course is appropriate and relevant to the classroom. There have been many changes in the course design for Research Writing in Kindergarten post-usability testing to fix problems and improve user experience. Feedback on ease of navigation led to a reorganization of modules to more accurately represent logical and sequential flow, intuitively and efficiently taking educators and students through the content. Positive reviews on the usage of the calendar will be followed by giving it a more central position and further simplifying its use. The links will be attached for respective modules, which can be used for easy planning and progress tracking. To meet the need for diversity in learning, the resources section is expanded by adding other options and additional tools that will allow the teacher to tailor the learning experience to the needs of the students. Provided are enhancements in the Feedback portion: templates and examples to help the parent or student give constructive feedback so that their feedback is delivered comfortably and empoweringly. Based on the feedback about design clarity, instructions within the modules have been revised. More detailed and visual explanations have been added to facilitate straightforwardness in learning objectives and tasks. Some elements and resources will be removed because they either will not provide significant value or serve as a source of confusion. Such simplification would allow us to present the course more concisely and make it more available. The continuous user feedback will lastingly ground regular course reviews, including any emerging usability issues resolved rapidly and effectively. This will keep us abreast of designing an efficient and hospitable learning environment for participants. Importantly, how we got to do these enhancements through feedback has been pleasing in their effect on users. The usability testing process and subsequent implementation planning have significantly impacted the “Research Writing in Kindergarten” course and the student experience. The reorganization of modules and optimizing the calendar have made navigation more fluid. Educators and students can easily access resources and activities, reducing frustration and allowing for a more focused learning experience. With more resources and personalized learning, students can engage with the content that best suits their interests and ways of learning. In this itself, it will motivate them and make them more participative during the writing process. The enhanced feedback section will engender a sense of community between the students and their parents. It develops collaboration and mutual support in that the fact that the parents can comment on their child's learning has helped improve learning performance. A regular review process based on continuous feedback established a cycle of improvement to ensure the course evolved according to the users' needs. The impact is an active and sensitive environment that walks hand in hand with the emerging realities of teaching and learning. Consequently, the changes enhanced participants' confidence and satisfaction for educators and students. Among the positive remarks within the suggestions, one suggested that participants felt more supported, motivated, and better prepared to meet learning challenges. "Research Writing in Kindergarten" is specially designed to help students go through the process of research writing and give all families and students equal resources and support through English and Spanish. The student and parent training is a full-fledged module with video tutorials and audio-visual resources, which acquaint them with the course platform and content. These trainings have hands-on ways to access the resources, technological tools, and ways to engage in learning actively. To that end, support issues will be given through a technical support system that might be in the form of online and face-to-face sections. This will provide an opportunity for both parents and students to personally get hold of and ask questions or resolve technical problems in regards to access to the course and the Schoology platform itself. Being a Title 1 school, we would be providing some other connections with the school and community in an effort to bring access to a device and internet connection for access to families in need. This could include a device loaner program or calling local organizations to help extend resources. Research Writing Kindergarten Course Usability & Reflection Video Final Compilation Conclusion. As we move forward with implementing the “Research Writing in Kindergarten” course, it is critical to recognize that the success of our initiative depends not only on a solid curriculum design but also on a robust support system that addresses the diverse needs of our students and their families. Through creating a dedicated training module and audiovisual resources and establishing accessible technical support, we have made significant steps toward removing barriers to learning. “Research Writing in Kindergarten” builds on our ability to create a learning environment in which every member of the educational community feels supported, valued, and committed to continued growth. We are excited about these efforts' positive impact on our students and their development as research writers. Recent Posts ! Widget Didn’t Load Check your internet and refresh this page. If that doesn’t work, contact us.

Action Research Literature Review Being a kindergarten teacher has exposed me to developing early writing skills in young learners through various challenges. I looked into the Blended Learning model to address these challenges creatively and to instill in them an appreciation for writing by merging the traditional classroom instruction with digital engagement interactively. This literature review explores how Blended Learning could provide the spark for intrinsic motivation for young writers by building writing skills and offering worthwhile involvement in the process. Below is my discussion on how this can bring a transformative turn into early literacy education. ! Widget Didn’t Load Check your internet and refresh this page. If that doesn’t work, contact us.

My Philosophy learning What are some beliefs about learning? People can learn anywhere, in any way, and with different methods. This means the learning process can vary depending on each individual's needs, interests, learning styles, and previous experiences. Learning is not limited to the school context but is a continuous process throughout life. This can vary and adapt depending on the educational perspective and learning theories. Constructivism is a flexible and adaptive learning theory that can be observed and applied in current times in various ways: In a blended learning environment proposed in my innovation proposal , constructivist principles could have a significant impact applied through the design of interactive and collaborative activities that encourage active student participation, such as technological tools, virtual learning environments, digital educational resources and mobile applications that can be used to create interactive and personalized learning experiences allowing students to build their knowledge through exploration and experimentation. Back to ePortafolio Back to 5313 My Philosophy of learning would be to look for a way constantly. Why does it make so much sense in all life manifestations, not just the educational aspect? That inner strength springs from all sides when you do something you really like and are passionate about. In the classroom, most students want the opportunity to learn. They want a teacher with an authentic desire to stimulate knowledge in new and effective ways. "Children are more like their time than their parents." Each era produces new men who, as a natural process, bring new social relationships and ways of thinking with them. Technology has played a tremendously important role in our lives, seeing it as a GREAT OPPORTUNITY to include knowledge. My Philosophy Learning

Measurement Strategy & Connecting and Communicating Your Ideas According to Mertler (2020), Action Research is a reflective and practical approach that allows professionals to investigate their work environment for problems and improve their practice. This cyclic method involves planning, action, observation, and reflection to arrive at practical, evidence-based solutions to real problems. In the educational field, the most valuable type of research would be action research since teachers can analyze and then improve their strategies, both for teachers' and learners' better performance. The rationale for importance encompasses continuous improvement, informed decisions, and professional development. Action Research Outline This action research outline 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 has 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. 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. Applied Digital Learning Journey Synthesis Applied Digital Learning Journey Synthesis was a wrap-up for my learning journey, enabling me to reflect on how every module contributed to my innovation plan in implementing blended learning to improve motivation in kindergarten students when writing. Disruptive Innovation in Technology 5305 made me very aware of how technology could drive change in old practices. Innovation was accepted as my tool for increasing the fun and creativity of young students. In 5302 Concepts of Educational Technology, I developed a solid theoretical foundation for integrating digital tools, allowing me to design strategies in concert with best practices in educational technology. These connections have empowered me to create a dynamic, student-centered writing environment, seamlessly merging theory, practice, and innovation. Contribution to my Learning and Learning Community

Innovation Proposal “Think is just a huge opportunity right now to transform education into a student-centric system.” Michael B. Horn .

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.

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 ! Widget Didn’t Load Check your internet and refresh this page. If that doesn’t work, contact us.

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 Instructional Design 3 Column Table Reference Fink, L. D. Creating significant learning experiences: Antigrateda approach to designing college courses. 2013. Fink, L. D. A self-directed guide to designing courses for significant learning. San Francisco, 2003. Gulamhussein, A. (2013). Teaching the Teachers Effective Professional Development in an Era of High Stakes Accountability. Center for Public Education. Retrieved from http://www.centerforpubliceducation.org/system/files/2013-176_ProfessionalDevelopment.pdf

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.

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