Connecting to Communicating Your
Innovation Plan
 

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

Contribution to My Learning and the Learning Community. The strength of the team is each individual member. The strength of each member is the team. Phil Jackson When I close my eyes and reflect on how these initial courses have impacted my life (work and personal), I feel great satisfaction! They have allowed me to look differently at the real world, providing innovative and contextualized tools to help me grow professionally and for each goal or action I undertake over the years. I cannot overlook the significant meaning it had for me to have learned about Carol Dweck's theory when the need for change in my classroom was emerging. Putting the power of the word No Yet into practice and seeing how this vision impacts each of my students has been one of my best experiences in this course. Writing the Learning Manifesto was something I enjoyed because it was a moment that made me return to my origins; remembering my beginning in this country served as an escape from many mixed emotions. He knew the approaches of extraordinary people like Joi Ito, with his life philosophy of being "concentrated on always learning, fully conscious and super present," and he collaborated with the word NOWISTAS. The discovery and search for the COVA methodology have opened the door to the constant search for a personal understanding where the student finds meaning and logic in learning significantly, becoming authentic because it still answers why and why. The EDLD 5302 course constitutes a detoxification of a deep-rooted vision of Traditional teaching and decontextualized behavior patterns. He showed us the need to be aware of the inner voice to have our authentic one.

Alternative professional Learning Schedule/timeline

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

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 Why blended learning? My new vision for teaching writing in kindergarten. Being a teacher in Texas, I imagine that, like in any primary school in the United States, starting the teaching and learning process... Executing Change 4DX. Learning at an early age is the very moment in which the foundation should be laid for further academic and personal development. In this... Influencer Strategy. Discuss how the model is divided into the two domains of motivation and how it is subdivided into personal, social, and structural...

Alternative Professional Learning Faster Collaboration and Effective Modeling Collaboration allows teachers to capture each other's fund of collective intelligence." Michael Fullan Several strategies may be utilized to effectively create an atmosphere where it is comfortable for the teachers to work with and share ideas with colleagues. We use the first 10-15 minutes of the meeting to go around and share what's currently working and not working in the classroom. The objective is to inspire others by sharing your successful strategy and opening the conversation to solve the challenges together. We will have quick presentations. Teachers take 5-minute turns sharing a strategy, activity, or resource that has worked well in their classroomThe objective is to inspire others by sharing your successful strategy and opening the conversation to solve the challenges together. We will have quick presentations. Teachers take 5-minute turns sharing a strategy, activity, or resource that has worked well in their classroom. The objective is to introduce new ideas with multiple approaches to teachers briefly. We will establish small groups and devise at least three concrete, practical solutions to a teacher's challenge. The aim here is to facilitate collaborative problem-solving and generate valuable ideas. Also, each educator brings in one resource, book, or tool that worked for them in their teaching and shared it with the group. The objective is to build a shared library of valuable resources. Other activities that we will take into account would be those mentioned below. Shared Feedback Circle : Teachers bring a lesson plan or example of student work and share it with the group. Each team member offers constructive feedback following a structure: first, something positive, and then, a suggestion for improvement. Objective: Promote continuous improvement in a supportive environment the intention is to provide practical, constructive feedback regarding teaching practice in real time. Specific Feedback Workshop : Teachers learn specific constructive feedback techniques, such as the “feedback sandwich” (positive comment, area for improvement, positive comment). They then practice giving feedback using these approaches. The objective is to teach teachers how to give and receive feedback effectively. Celebrate Team Accomplishments: At the end of the PLC meeting, we will have a small, short ceremony where we give the teachers certificates or symbolic awards for their accomplishments, such as introducing new strategies that worked or improving some field in the classrooms. Sample of some possible rewards: Innovator of the Month" for trying a new technique. Inspirational Teacher of the Month" for helping a colleague with his/her challenge. Creative of the Month" for an outstanding activity carried out with students. Team Accomplishment Video . A small video, photos, and videos that compile the most important moments of the team. It's good to add teacher quotations regarding achievements or critical moments of the school year, showing them at a special meeting or the end of the month. The objective is to celebrate more vividly and emotionally reached milestones and achievements. Victory Cup: We will generate a "victory mug" passed on among teachers. Whoever the teacher receives it will keep it on his desk every week or month for some particular achievement to be decided by him, and he will pass it on to whomever he chooses next month. Goal: To ensure rotation in recognition and continuous celebration of accomplishments throughout the year.

15% Off All Items Not yet means a second opportunity to empower someone with their capabilities, confidence, vision, and leadership to drive positive changes in the situations in which they live. Carol Dweck About Me Posts 5 min read Why blended learning? My new vision for teaching writing in kindergarten. Being a teacher in Texas, I imagine that, like in any primary school in the United States, starting the teaching and learning process... 13 views 0 comments 4 min read Executing Change 4DX. Learning at an early age is the very moment in which the foundation should be laid for further academic and personal development. In this... 4 views 0 comments 6 min read Influencer Strategy. Discuss how the model is divided into the two domains of motivation and how it is subdivided into personal, social, and structural... 1 view 0 comments 3 min read Media that Engages. Discuss ways that the media can engage the audience to influence their thinking? We can reach more recipients with a single message... 1 view 0 comments 3 min read Audio and Visual Digital Tools I would like to start by discarding or leaving aside the fact that I do not have enough experience in using or managing tools or... 1 view 0 comments 3 min read Change Behavior. Being exposed to Jane's story was an experience because, through the feelings generated at that moment, I can explore how we touch... 3 views 0 comments 4 min read Why? My New Vision. Why: We believe that children's learning is most effective when motivated; integrating changes, innovation, and technologies can... 10 views 0 comments 3 min read Perusing and Sharing Publications. Many authors and educational influencers have visualized and promoted the idea of a revolution in education, which others call reform... 5 views 0 comments 3 min read Digital Tools in Digital Environments. There is a strong belief that the education system is broken. It is not broken. It is merely constructed. It is just that we no longer... 9 views 0 comments 3 min read Contribution to Your Learning and the Learning Community EVERYTHING started to change! When I started the Master's of Education in Applied Digital Learning (ADL), my schedules were compressed,... 26 views 1 comment

Literature Review

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

Learning Manifesto Reflection After reflecting on my learning manifesto for a few months, I am amazed at how these core principles have shaped my path and development. During the review, I returned to some events in my classroom that show my conviction and the passion emanating from my most intrinsic feelings towards the educational process. When I enter my classroom, no matter how worried I am, everything is forgotten before the arrival of a battalion of little giants who almost helplessly carry a backpack full of emotions: I love you, Mrs. Pérez! I missed you a lot! I love coming to your class! I do not want to go! I feel happy with you; you are like my mom. Thank you for teaching me and making me a giant! It is impossible to get them out of my mind, to talk about them without a tear, without feeling an intense emotion from the bottom of my heart—the possibility of transforming my environment, of helping to overcome fears and needs in students and families. Seeing the joy reflected in the eyes of many parents with a THANK YOU TEACHER: "Now my child is different" has become a life purpose for a common and social good. I have witnessed firsthand how curiosity and a genuine love of understanding can completely change the educational experience. Rewarding effort, consistency, and persistence, rather than rewarding short-sighted standardized test results that lead to targeted instruction, has had a profound impact on my students. Today, these premises of what is good and evil in education are latent but evolving, immersed in constant change and updating. It adopts innovative ways to create compelling, authentic, and genuine COVA learning environments. It analyzes the good and the bad in education from a growth mindset that allows me to accept failures as an opportunity to learn and grow, giving value to the word NO YET . I have understood the importance of living in the present, Being Here! Mentally, physically, and contextualized to meet the nascent individual needs of a generation in need of developing critical thinking, creativity, innovation, and problem-solving skills, leaving behind those excessive focuses on memorizing facts that limit the development of thought. Furthermore, I have been able to visualize the importance of class planning through tools such as a 3-column table and UbD template. These allow me to analyze how our class lessons must go beyond academic contexts and allow the students to link them with real-life solutions. The effect of my efforts in the classroom has been substantial. Introducing blended learning, innovative teaching methods, and digital resources into the creative cycle has helped spark a call for inspiration and a desire to write in my kindergarten students, something that was once the most terrifying discipline. Seeing this change has been extraordinarily rewarding, and I want to continue pushing the boundaries of typical educational strategies. The effect of my efforts in the classroom has been substantial. Introducing blended learning, innovative teaching methods, and digital resources into the creative cycle has helped spark a call for inspiration and a desire to write in my kindergarten students, something that was once the most terrifying discipline. Seeing this change has been extraordinarily rewarding, and I want to continue pushing the boundaries of typical educational strategies. My joint effort with different teachers has been vital to my excursion. Sharing thoughts and techniques has enhanced my training and created a feeling of closeness and mutual perspective. This cooperation has been essential to implementing compelling blended learning procedures and further developing our instructional techniques. All in all, these past few months have been a time of significant development and learning for me. My Manifesto and my learning philosophy have constituted the essential foundations that have helped me understand the complexities of education without forgetting my convictions. This excursion continually invites me to challenge, adapt, and refresh, and in particular, it is an excursion that I feel honored to take constantly. Related Posts Why blended learning? My new vision for teaching writing in kindergarten. Being a teacher in Texas, I imagine that, like in any primary school in the United States, starting the teaching and learning process... Executing Change 4DX. Learning at an early age is the very moment in which the foundation should be laid for further academic and personal development. In this... Influencer Strategy. Discuss how the model is divided into the two domains of motivation and how it is subdivided into personal, social, and structural...

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

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 Joyce T Perez Why blended learning? My new vision for teaching writing in kindergarten. Joyce T Perez Executing Change 4DX. Joyce T Perez Influencer Strategy. Joyce T Perez Media that Engages. Joyce T Perez Audio and Visual Digital Tools Joyce T Perez Change Behavior.

Alternative Professional Learning PL Sessions Slides Desk Introduction/Presentation Change the Game Objective 1 Change the Game Objective 2 Change the Game Objective 3 Change the Game Objective 4 Change the Game Objective 5 Change the Game Objective 6 Change the Game

About Me Joyce T. Perez Joyce T. Perez Joyce T. Perez Joyce T. Perez Kindergarten Teacher Grow Mindset Learning Manifesto Learning Philosophy ePortfolio Talking about oneself is the most complex note to write, much more so in an environment like this. If something characterizes me, I have always avoided exalting my own merits or values over others because I consider it a lack of bother. That is how I was trained and grew up. During this learning adventure, I understood, with the tools that I appropriated, that self-assessment and reflection are powerful tools that can significantly contribute to developing skills and growth as an individual. I believe this is a revolution in education , as it shifts the focus from previous to new educational approaches. Honesty is a trait that defines me. It is often misunderstood but always applauded by those who truly know me. I am a person of passion and energy, and I firmly believe that success is not a matter of luck but a product of hard work and dedication . I am proud to call Houston, Texas, my home, where my husband and I have built a beautiful family. Our family, our HOME, is a source of immense joy and pride for me. I am a graduate of the University of Guantánamo, Cuba, with a degree in sociocultural studies. I worked at the University as a career professor for nine years. Something I enjoy doing is being in the kindergarten classroom. Helping them grow academically and socially fills my heart with great joy. I could say that it has been one of the blessings that the United States gave me. I have lived in Texas since 2017, where I have worked in the Klein ISD district for almost four years. I have high expectations for this course. We all know that technology is part of our daily lives, and knowing the advantages and disadvantages it brings us would be an opportunity to be better prepared to face the challenges of this and future generations. Some elements of my training as a professional have influenced my proximity to the topic of teaching and learning. Although I did not study pedagogy, I had the opportunity to work as a professor in the Sociocultural Studies program at the University of my hometown. There, I had some insights into teaching methods, such as the theory of Latin American psychologist David Ausubel , which maintains that learning is more effective when new knowledge is significantly related to the student's existing cognitive structure. Through teaching practice, you can experience some pedagogical approaches and learn from the successes and challenges in the classroom. As a teacher, I participated in continuous professional development programs such as workshops, conferences, and online courses to expand and deepen my understanding of the teaching and learning process. Today, we are witnessing a technological upheaval that is reshaping various sectors, including Education. This transformation is characterized by introducing new digital tools and platforms, shifts in teaching and learning methods, and the imperative to cultivate digital skills and adaptability in students and educators alike. In this context, you may be aware of the revolutionary journey we are undertaking in Education. A journey that champions active and experiential learning, fostering the development of practical skills and critical thinking over mere memorization. In light of these unique circumstances, I am proposing the implementation of blended learning classes in my classroom. I encourage you to watch a call-to-action video that can empower you to become an innovative, creative, and contemporary teacher. The insertion into the Digital Learning master's course has exacerbated the desire to search for and update educational trends and best practices in education in the 21st century. Despite these approaches, we consider that more is needed. Education is constantly evolving, so working on professional development and improving pedagogical skills is essential. The teacher must reflect on his or her teaching practices, collect data on student progress and achievement, and use that information to adjust and improve his or her teaching approach. In this way, professional development and pedagogical skills will be continually improved. Technology has transformed the way we access information, communicate, and learn. Technology integration in the classroom has opened new opportunities for interactive learning, personalization of learning, and access to global educational resources. My website is a space dedicated to learning and learning environments. My main objective is to contribute to making a better world. My message to my students is: Grow and be challenging; the world wants to hear your VOICES . I seek to help all students and turn them into good men and women with critical, reflective, creative thinking. Able to face challenges with courage, determination, and perseverance. A core element of my approach is to encourage the creation of learning environments focused on students' academic growth by adopting a growth mindset to calm the desire to make mistakes. Furthermore, it makes them successful people. If you want to understand why this is crucial, I invite you to some of my posts. There, you will find interesting materials that will make you reflect and start CHANGE your little piece of the world My Posts. Great suggestion! It's always helpful to have a starting point for new visitors. Please follow me on my posts on the following topics. 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. Why? My New Vision. Perusing and Sharing Publications. Digital Tools in Digital Environments. Contribution to Your Learning and the Learning Community Helping Each Other Some resources I recommend checking out by Dr. Dwayne Harapnuik . Creating Significant Learning Environments CSLE+COVA Change in Focus Doing my homework on homework Significant Learning Environments Creating Significance to Foster Learning You Learn What You Live Why Student Engagement Plummets in High School Teaching & Learning Feedforward Vs. Feedback How to Grow a Growth Mindset Feeling Machines that Think Innovation in Education – A Return to Teaching & Learning Why Learners Should Blog Learning Innovation How to Foster Intrinsic Motivation Why do so many prefer passive learning? Six Things That Innovative Universities Do Well Is the Post-PC Age a Catalyst for the Start of the Digital Information Age? 1.7 Million iPhone 4 Sold in 3 Days Image Gallery The strength that inspires me every day. My dream turned into reality. My why! Find the why in your life. And everything will make sense. My PASSION. Back to Home Page

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.

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.

Learning Manifesto Learning Manifesto: “Education is not about things; it is about living beings. It is about creating conditions for growth.” Ken Robinson. Passionate students: Olga Lidia Gonzalez Pérez was a very common name. The one who patiently took my fragile little hand to write my name. Her lessons exceeded the textbooks: they taught us VALUES, showed us how to face challenges, and encouraged us to dream big. I still remember when she read us the fable “The Shepherd and the Wolf” by Aesop . At first, I found it dull; it transported me to a very distant time both in time and geography, but once I got into the story, we were already part of the pack. We were afraid of the wolf's presence and feared for the shepherd boy's life in a field surrounded by sheep. At the end of the story, we feel deceived by that little shepherd who used the entire town to put together his sinister entertainment, without ever imagining that when he most needed everyone to believe him, the miracle never happened. The importance of being honest, the truth always prevails, and lying only generates problems and mistrust. These lessons left an imprint that I would carry throughout my life. Yes! My teacher had a common name, but her teaching and inspiration were EXTRAORDINARY. Education: A lifelong process! Six years ago, I was a professor at the University of my country of birth. At that time, I didn't even stop thinking about primary education. That possibility became an appropriate option upon my arrival in the United States. I was able to accompany my children's learning actively. I became a Volunteer, then a Teacher's Assistant, and finally a teacher. Each one of them gave me the possibility of entering an unknown world. My only memory from elementary school was that TEACHER I had!! Then I discovered that: That is my PASSION! When I enter my classroom, no matter how much worry I have, everything is forgotten before the arrival of a battalion of little giants who almost helplessly carry a backpack full of emotions: I love you, Mrs. Pérez! I missed you a lot! I love coming to your class! I do not want to go! I feel happy with you; you are like my mom. Thank you for teaching me and making me a giant! It is impossible to get them out of my mind, to talk about them without a tear, without feeling an intense emotion from the bottom of my heart. The possibility of transforming my environment, of helping to overcome fears and needs in students and families. See the joy reflected in the eyes of many parents with a THANK YOU TEACHER: “Now my child is different.” Helping each of these families fills me with happiness and well-being; it makes me feel good about myself. Finding my purpose in life for a common and social good has been the key to my happiness. The value of error and experimentation: The perception of right or wrong in education can vary according to different contexts and points of view. Some areas of concern may include excessive focus on memorizing facts that limit the development of critical thinking and creativity. On the other hand, many districts emphasize standardized testing, which can lead to assessment-oriented instruction rather than meaningful, collaborative learning. The need for more attention to individual needs is another element that leads to exclusion and poor student performance. Teachers fail to link academic concepts with real situations, leaving students without the skills to face real-world challenges. One element that can be considered positive in education today is equitable access, which guarantees that everyone has equal educational opportunities regardless of origin or social status. Developing practical skills and critical thinking empowers the student to assume different roles. Education has become an essential instrument for change. Today, it faces challenges: it has been entrusted with training the "necessary" citizens. Modifying our thinking to face the complexity of continuous and accelerated changes and the unpredictability of our world today. In summary, educators should raise our voices to promote a practical education that focuses on the student as the subject and object of the learning process that supports equitable opportunities that develop critical thinking and inclusion with an updated methodology that addresses the needs of today's student and prepares them for success in life. Digital learning: an act of empowerment. Today's digital teaching has revolutionized learning. It was very different from when my teacher, Olga Lidia, only had a printed bibliography, blackboard, chalk, and imagination. Technological empowerment generates infinite opportunities for continuous growth and self-management of the training process. It is a model that emancipates the opportunity to change our perspective on teaching and learning effectively. However, we must also be aware of some emerging problems that arise from it. Only some have equal access to devices and a quality internet connection, which creates a digital divide and limits some student's access to online learning. Another element of vital importance is digital fatigue; we are forming a generation of total dependence on having a device in hand, making opportunities for social interaction between students and teachers impossible, which can negatively affect academic performance and the development of social and emotional skills. In most scenarios, we see how the interaction of each other is reduced to a phone screen, leaving null the possibility of creating environments rich in dialogue and social interaction. As Harvard professor Clayton Christensen explained, I embrace the idea that technology is a disruptive virtue. It has become good enough because it brings impossible things; people are absorbed by the old by the new and come out to adopt the new. Including some of its technological tools (COVA, ePortaflio) in our organization (elementary school) will foster collaboration and mutual support, recognizing that learning is enriched by interaction with others. It will help you accept mistakes as a natural part of learning from them and use them as opportunities to grow and improve. 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. It will allow us to SEE continuous learning throughout life, recognizing that the world is constantly changing and that we must adapt and evolve to SUCCEED. “Education will have to be a great priority in the future. The world will have to shake up and revolutionize almost everything: contents, methods, buildings, spaces, and above all, the vision of reality.” Lampert, 2003, pp. 16-17) References Harapnuik, D. (2024) It’s about learning..https://www.harapnuik.org/?page_id=7003 Harapnuik, D. (2024) It's about learning. https://www.harapnuik.org/?page_id=7007 Thibodeaux’s,T.LearnersMindset.https://tilisathibodeaux.com/wordpress/?page_id=1539

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. Why blended learning? My new vision for teaching writing in kindergarten. Executing Change 4DX. Influencer Strategy.

Alternative Professional Learning 5 Principles of Professional Learning Reference References Duarte, N. (2013, March 21). How to tell a story. YouTube. https://www.youtube.com/watch?v=9JrRQ1oQWQk.Duarte, N. (19 February 2013). How to Create Better Visual Presentations. [Video]. YouTube. https://www.youtube.com/watch?v=so9EJoQJc-0.Gulamhussein, A. (2013). Teaching the teachers: Effective Professional Development in an Era of High Stakes Accountability. http://conference.ohioschoolboards.org/2017/wp-content/uploads/sites/17/2016/07/1pm111317A114Job-embedPD.pdfHorn, M. B., & Staker, H. (2015). Blended: using disruptive innovation to improve schools.Magana, S. (2017). Disruptive Classroom Technologies (1st ed.). SAGE Publications. https://www.researchgate.net/publication/323442436_Disruptive_Classroom_Technologies.Sinek, S. (2009, September 29). How great leaders inspire action. https://www.youtube.com/watch?v=u4ZoJKF_VuA* Note: My literature review provides more information about the research conducted to support my Innovation Plan.

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

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

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

5318 "Children's future is always today; tomorrow will be too late. Gabriela Mistral Instructional Design Online Learning We present a comprehensive and detailed description of this Kindergarten Research Writing course. Overview, curriculum design, presentation, navigability, and reflection. This course will help younger students build the foundation for research and writing through blended learning, integrating hands-on activities with digital resources. The instructional design focuses on logical progressions to guide students through digital resources and research understanding to find ideas, organize information, and revise. This class is organized into five blocks or modules to help students develop their research and writing skills in an engaging, fun, and supportive learning environment. Instructional Design 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. Implementation 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. Usability & Reflection Usability testing was conducted, which helped me gain advice on making the course even more effective and accessible to meet the needs of kindergarten students. This course has been improved and optimized to be user-friendly and educationally impactful. The design, implementation, and refinement of this innovative kindergarten research writing course will enable youngsters to begin their journey in research and writing. Research Writing Kindergarten Course Instructional Design Video Research Writing Kindergarten Course Implementation Video Research Writing Kindergarten Course Usability & Reflection Video.

Contribution to My Learning and Learning Community In this reflective analysis, I justify my self-assessment score, capturing my unwavering commitment to self-directed learning and delineating my contributions to personal growth and the broader learning community. 5317 Resources Digital Environments. 5304 Leading Organization Change. Looking back on these classes, I can say that I appreciated the experience. I understand the synergies, the flawless mesh of courses where they fit together and support one another. As I step ahead into unknown territory, I manage with the knowledge I attain, doing the best I can with what is within my reach in anticipation of welfare. In Course 5317, our team constantly discussed and analyzed mainly chosen digital learning resources to assess their feasibility and effectiveness. We devised a tentative structure for the publication that focused on using these digital resources in one project. After that, we focused on creating an outline of an initial approach to convey how the digital resource was applied in the context of education. We also made a presentation that would be a podcast or a video to ensure that our audience sees and hears how beneficial such resources are for learning. Last of all, we combined our data and analysis to develop the final report we wanted to present. It was an actual discovery of a new me and approach to my profession, proving that teamwork is a key to innovation in our educational practices. For me, it was a journey of professional and personal development. In Course 5304, our work focused on applying leadership theories and practices to become self-differentiated leaders who can address the inevitable resistance to change when launching innovative digital learning initiatives. Students will apply leadership theories and practices to become self-differentiated leaders who can address the inevitable resistance to change when launching innovative digital learning initiatives. Such cooperation made it possible to create the necessary and relevant assessment approaches for our extensive student-based digital learning experiences. Additionally, we all identified and evaluated numerous web-based resources and expert services, strengthening our ability to examine and improve online learning contexts. In this course, I learned how effective teamwork is to develop knowledge and enhance action research in education. One of the most transformative aspects of my journey through EDLD 5304 and EDLD 5317 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. Key Contributions: Reflection on What Works and What Can Be Improved: Across all the courses, the reflective activities I participated in always assessed my input and showed my commitment to growth and flexibility. Core Collaboration Group: Detecting my activity within the core collaborative group, which consisted of Neylly Guedez, Francys Machado, and me, Joyce Torres, was valuable to all the members. It was very beneficial due to the inputs obtained from our deliberations and activities, which integrated people’s views. Revisions and Reflections on Assignments: Revisiting assignments and reflecting on the process of reviewing an assignment showed how committed I was to the sort of work I was doing and how much I was learning. Completion of Course Requirements: Completing every reading, video, and other supporting resource meant knowing all aspects of the content and providing evidence of my efficient time management and dedication to the class. Accelerated ADL Option Reflection: Incorporating reflections from the “Resources Digital Environments” course 5317 and the Leading Organization Change course 5304 into the Accelerated ADL option highlighted how these works are connected and the differences made by their combinations. It is important to admit that some concepts might change with time as I learn new concepts in the subsequent courses. Supporting Contributions: Leadership in Base Group and Course: Thus, although technically, I was not a leader in any official capacity within my base group or the course, my active participation consisted of actively contributing ideas and offering constructive criticism. Considering leadership as an area for development fosters the desire to enhance these competencies for better relational contributions in improved collaborations. Active Participation in Activities and Forums: Submission of work beyond expectations and interaction in different course activities helped create great debates. This proactive engagement is not only due to some annual and obligatory continuing education needs but also from a true interest in the subject. Quality of Postings: More specifically, the level of thinking was evident in the forum posts, where participants included references, supported their posts through empirical literature, and cited according to APA guidelines. These postings, which did not require much research, helped add to the richness of the learning. Additional Reflections: Impact on Deepening Discussions and Clarifying Concepts: Explaining ideas via phone and Zoom and being active on WhatsApp encouraged more elaborate discussions. Some of them included sharing phone numbers in case of any emergencies to ensure that there could be proper communication in distance education. Personal Evolution Throughout the Course: The accomplishment of this journey required much of my attention and effort. Every activity had its sense and made us start a trip of a new change in one’s life. As both courses build upon each other and are founded on this innovative plan of mine, I combined the two for this self-assessment. Overcoming Personal and Cultural Barriers: Beginning the process of exploring life outside my comfort zone, especially when I could not be tech-savvy, was an exciting and challenging experience that helped me realize how strong I am in terms of my ability to deal with obstacles. Here, we have a direct call for a critical approach to assessing life, where one is encouraged to evaluate the nature of their environment, whether nurturing or creating barriers to success, which is very appropriate given the current situation. I could reach the so-called gigantic growth experience only with the support of two excellent teachers. Their professional demeanor and management style were demanding and provocative. As for the class dynamics, something was engaging in it, and I endeavored to follow its pace. I was active, asked questions, and ensured I was punctual because each time I left the sessions, I would have a new resource that made my learning process much more productive. Commitment to Continuous Learning: As I write this paper, I want the readers to be assured that I am always willing to learn and grow and that this apex of knowledge is a constantly growing process. I am happy or rather curious to know which direction this takes me. Thank you for having me be part of this program. Self-evaluation: 5317 and 5304 can be a set of courses that complement each other and have positive cross-effects. Each class has its readings, theories, and tasks, but they all go hand in hand. This strategy is very effective as it enabled me to incorporate and execute what I learned, and I always aimed to reevaluate and polish my work according to the opinions. As a result of this connection, one learning assessment contribution is made. According to the assessment and predefined criteria, I have the following qualifications: When taught together as two connected units in a scheme of work, it was eight weeks of collective purpose rather than two distinct episodes. That is why I put each grade equal to each other and typed the following: Resources Digital Environments 5317 98/100 Leading Organization Change 5304 98/100 Down ePortafolio Joyce T Perez Neylly Guedez Francys Machado ePortafolio ePortafolio Peer Assessment

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