Connecting to Communicating Your
Innovation Plan
 

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

My ePortfolio Welcome to my ePortfolio, a space where I share my educational and professional journey. Here you will find my projects, reflections, and learnings, especially focused on innovation and early childhood learning. My goal is to inspire and offer practical ideas that enrich teaching and learning. Thank you for joining me on this journey towards meaningful and authentic education. 5305 5302 5303 5313 5304 5317 5389 5318 5315 5320 Real, authentic, and genuine. It is a helpful aspect to convey who you are as a professional, individual, or person with certain beliefs. Dr. D. Harapnuik What is a ePortfolio

Download Top Create a Significant Learning Environment 5303 Some elements of my training as a professional have influenced my closeness to the topic of teaching and learning. Although I did not study pedagogy, I was very close to working as a professor at the university in my town. There, I had some ideas about teaching methods, such as the theory of Latin American psychologist David Ausube l , which maintains that learning is most effective when new knowledge is significantly related to the student's existing cognitive structure. Through teaching practice, I experienced some pedagogical approaches and challenges in classrooms. As a teacher, I participated in continuing professional development programs such as workshops, conferences, and online courses to broaden and deepen my understanding of the teaching and learning process. In the fall of 2024, I enters the Master of Education in Digital Learning (ADL). Advancing through these courses has been a UNIQUE experience. It has allowed me to interpret the vision of the natural world differently and adopt innovative and contextualized tools to create efficient and contemporary learning environments. It has helped me grow professionally and spiritually. The relevance of working together and supporting each other on my Distance Learning team has been extraordinary. This ePortfolios course has been a transformative experience that has trained me to select and present my work effectively. By creating this e-portfolio, I have brought together my achievements and deeply reflected on my personal and professional growth. This process has been instrumental in helping me develop a unique voice, presenting my skills and experiences coherently and engagingly. This ePortfolio represents my learning journey and demonstrates my ability to adapt and evolve in an ever-changing environment. Top Evolution of My ePortfolio I started this journey with ePortfolios without a clear vision of an ePortfolio and why I should have one. Today, I am deeply excited to be able to share a powerful tool that everyone who has something to show the world to improve it should have. Here, I show you my evolution over time. I adapted it to represent my educational experiences and personal development as I progressed. I invite you to explore it, hoping you find something that inspires and motivates you to make it yours if you haven't already in my ePortfolio. Growth Mindset Plan Reflection In Growth Mindset Plan Refection, you can investigate how reflecting on my excursion with the “Growth Mindset Plan” has helped me take critical steps toward developing a developmental mindset both in my profession and its impact on my students. Learning Manifesto Reflection Learning Manifesto Reflection , you see how it has benefited me. After several months of reflecting on it, I am amazed at how these principles have influenced my development and evolution. Plan of Innovation Reflection Plan of Innovation Reflection explains how adopting a growth mindset has impacted my innovation plan through established actions. Contribution To My Learning Community. The relevance of working together and supporting each other on my Distance Learning team has been extraordinary. Contribution to My Learning Community: I recognize everyone's contribution, and the collaborative environment is crucial to my achievements. T ePortfolio: Why it works! What is an ePortfolio Why Use an ePortfolio Who Owns the ePortfolio Botton Checking In Home About Me Blog ePortfolio Changes Growth Mindset Reflection Learning Manifesto Reflection Innovation Plan Contribution to My Community. ePortfolio Redesign Check-in I learned about “The ePortfolio” for the first time in EDLD 5302 Educational Technology Concepts. From that moment on, a door to creation, innovation, and authenticity was opened that captured my full attention. At first, I was reluctant to accept the challenge. I spent long hours and countless days researching how to do something that, in my eyes, was almost impossible. Then, due to urgent needs, I started creating my first homepage. At that moment, I felt a deep emotion. Although moments of despair and anguish due to the helplessness of ignorance constantly invaded the space, I HAD ALREADY PREPARED my first page on a website! The EDLD 5303 course has given me a Why? Why do you need to have one? Should you have an ePortfolio? The quality of the elements included, the structured analysis, and the visual style have gradually improved in each section of the work and study. While I continue in this process of constant discovery, I focus on learning and finding my thoughts and feeling proud that what I have created reflects my OWN SELF. Up Foto Wix 2024 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... 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... 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... 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... Go To ePortfolio

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

Part B: Application of COVA in my Organization Knowing what you know now about the COVA approach, how do you plan to use the COVA approach to create meaningful learning environments in your organization? Or will you not use the COVA approach and why? After having had this experience applying the COVA approach in my learning process, I plan to use it to create meaningful learning environments in my organization. I have been part of the fact that the COVA approach (Choice, Ownership, Voice, and Authenticity) allows students to learn and personalize their learning process actively, increasing their engagement and motivation. I plan to integrate this approach into activities that will enable students to choose their topics of interest, which is fundamental to fostering choice. I also plan to give them a voice by allowing them space for interaction and reflection with their peers and expressing their ideas without fear of making mistakes; strengthening their confidence and communication skills will make each task authentic, relating class activities to personal experiences and the environment. Planning these activities will be essential when implementing them since teachers cannot simply design activities and expect students to learn. The most effective models tend to plan with end goals. Even the most interactive activities will be ineffective if not designed with a great purpose. Thinking behind the 3-column table : A valuable tool for course design and understanding by design the UBD process that is effective for unit design. Both require teachers and designers to plan with authentic goals in mind. Finally, I firmly believe that the COVA approach supports learning in critical areas such as writing and strengthens students' holistic development by making them actively participate in their education. Engage the Students and Collages This could be a helpful way to promote my kindergarten students' choice and ownership and give them a voice in authentic activities. I would use my Innovation Proposal : Learning to Write in Early Childhood Education through Blended Learning. This would be done by designing activities for the students to explore topics and share ideas meaningfully. One example of choices in the writing process is when they are given a choice to write about any subject of their choice: favorite animal, experience enjoyed, or something they would like to learn more about. Also, under the project Writers of the Future, we are going to set up digital stations in our classrooms where children are going to have the opportunity to write with lighted boards, apple pens, educational microphones, and other digital resources that are going to help them get motivated by writing and proud of their work. Lastly, I give them a voice: I make them read their creations in front of their co-students by reading out loud. All these go a long way in developing their confidence and understanding of the responsibility surrounding publishing their ideas. Such practices engender active participation and incentivize engaging in a meaningfully fruitful writing activity. In preparing my students and colleagues for the COVA/CSLE approach, I will be constructive in creating a learning culture that values learner autonomy, collaboration, and critical thinking. By developing a secure and motivating environment with my kindergarten students, I will introduce decision-making into simple activities, give them options within projects, and help them reflect on themselves to feel ownership in their learning. With my colleagues, I will begin by introducing the principles of COVA and CSLE, highlighting how this approach can enhance student motivation and engagement. I will host professional development sessions and provide additional information and assistance when needed, mainly using. I will focus on helping colleagues and students shift their mindset to embrace the flexibility and responsibility that the COVA approach demands by fostering a space for continuous feedback where we can all share ideas and adjust strategies to maximize the impact on our students’ learning. Challenges. One issue that I certainly would face with the COVA and CSLE approach in my kindergarten classroom involves how young they are and how early in the development of self-regulation and decision-making skills they remain. This means they would require plenty of support and guidance to exercise choice and ownership effectively. It is also challenging to balance the structure they need for learning with the flexibility that COVA calls for, all in an environment where they are still learning basic routines and academic skills. Other challenges might involve finding or designing activities that offer choices but, at the same time, focus on learning objectives, mainly when dealing with more complex topics such as writing. It will also be challenging for those colleagues who are unaccustomed to this approach to see its applicability to their classes. Therefore, building a support and collaboration system through the teaching team will be necessary for overcoming possible initial resistance. To address these challenges, I plan to implement COVA gradually, starting with small choices and giving them time to develop the necessary skills. I will also use my learning manifesto as a guide, which has been a constant throughout this journey, helping me navigate the complexities of education and stay true to my core beliefs. I see it as a period of significant growth and learning. Tell me, and I forget, teach me, and I remember, involve me, and I learn. Benjamin Franklin

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

Developing Effective Professional Leadership "Effective professional development is not just an opportunity to learn new skills, but an opportunity to reflect on one's own practice, collaborate with colleagues, and improve student learning." Michael Fullan, Goal My main goal is to issue a call to action to improve and renew these meetings, turning them into spaces where genuine collaboration, professional growth, and skill development are at the core. This call to action aims to redefine how we understand and conduct PLC meetings, ensuring they are about meeting a schedule and creating a space. Where every educator feels supported and motivated to improve continually. Through "Connect-Collaborate-Grow," I want to emphasize the importance of creating a work environment where exchanging ideas and authentic collaboration drive professional growth. Alternative Professional Learning/Call Action In action Implementing " Change the Game: Connect, Collaborate, and Grow" can be a game-changer in taking PLCs from a routine experience to a little more meaningful and powerful for educators. It's about slowly moving from a meeting-based culture toward meeting spaces where authentic interaction, professional learning, and increasing capacity are the focus of continuous growth. Planning the Alternative PL Connecting and communicating your ideas

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

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

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

Final Compilation Part B A New Culture of Learning. Resistance to change would be my first challenge in my learning environment. Some people may see the change as threatening their identity and how they have learned and been taught. Although it is evident that the educational process in my work environment is changing in search of updates, the idea that the existing culture and structure can hinder the implementation of this more flexible and student-centered learning approach should be considered. My Philosophy Learning My learning philosophy would be to look for a why 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. Although it is evident that the educational process in my work the environment is changing in search of updates, and the idea that the existing culture and structure can hinder the implementation of this more flexible and student-centered learning approach should be considered. I could see my work colleagues, management, and leadership lacking support or commitment. The teacher continues to be the guiding figure of the educational process. He does not see himself as a tutor but as the person who organizes and directs the entire process. Fink's 3-Column Table Fink's self-directed guidance has empowered me in designing meaningful learning outcomes, ensuring alignment with course objectives and activities. This approach has allowed me to reflect on and update my innovation proposal and provided a comprehensive vision for implementing student-centered teaching and learning processes. By defining the content and learning methods, I can offer diverse teaching and assessment modalities, catering to the various ways students learn and demonstrate their understanding. A 3-column table is a collaborative tool that helps us plan objectives, activities, and assessments. Read More Understanding by Design 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. Revised 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. How does focusing on learning and creating significant learning environments impact or influence your innovation plan? Focusing on learning and creating meaningful learning environments is crucial to addressing the persistent challenges students face in developing writing skills in kindergarten, as reflected in my Innovation Plan. By adopting this approach, the need to adapt to the characteristics and preferences of the contemporary child, immersed in an environment of technology and digital media, is recognized. The proposed innovation plan seeks to solve a common problem in kindergarten classrooms: the difficulty students have in generating ideas and expressing them coherently and effectively in writing. This difficulty is compounded by the fact that most children prefer digital activities, such as video games and online videos, over traditional pen-and-paper writing activities. To address this situation, the plan proposes implementing new technologies that motivate students to delve deeper into the writing process. Combining in-person classroom instruction with virtual and online components allows us to take advantage of the best of both worlds. This blended methodology, inspired by Michael B. Horn's proposal, offers ease, flexibility, and accessibility, allowing it to be adapted to each child's individual needs and celebrate her growth. Focusing on learning and creating meaningful learning environments in this innovation plan has a profound and transformative impact. First, using new technologies and digital resources provides students with a more engaging and relevant learning experience that aligns with their interests and preferences. This increases their intrinsic motivation to engage in writing activities and allows them to explore and experiment creatively with language and written expression. Additionally, combining in-person instruction with virtual components creates a more dynamic and flexible learning environment that adapts to each child's individual needs. This allows students to learn independently and receive the support necessary to achieve their learning goals. At the same time, teachers can use digital tools and resources to personalize instruction and assess student progress more effectively. In summary, focusing on learning and creating meaningful learning environments is critical to the success of the proposed innovation plan. By using new technologies and digital resources, students are provided with a more relevant learning experience tailored to their needs, allowing them to develop writing skills effectively and meaningfully. At the same time, a more dynamic and flexible learning environment is created, promoting each child's growth and comprehensive development. Go Back To Revied Growth Mindset

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

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

Publication Outline Topic Why blended learning? My new vision for teaching writing in kindergarten. EDLD 5317 June, 2024 Introduction: The way we teach our children must be updated and up to date to be applicable and effective in this generation. Kindergarten is the stage where educational practices can be innovated and reevaluated. The conventional way of teaching writing has become a problem in capturing the attention of the little ones, who are mostly technologically oriented and whose knowledge of touch screens is more developed than pencil and paper. The concepts I will share in this article come from my Innovation Plan, Learning to Write in Kindergarten through Blended Learning. I will show why blended learning represents a new vision in teaching writing in kindergarten and how this innovative methodology can solve writing problems in our classrooms, evidencing the persistent demotivation and discontent with writing. Key Considerations: Know individual student needs and intended learning objectives. Use digital tools attuned to the closed educational environment and available to all. Incorporate game elements and activities to make learning more attractive for the learner and, simultaneously, more challenging. Highlight how important feedback collection is to develop further. Submission Options: Edutopia.org : Valuing submit on Edutopia.org, an online educational resource, and publication that shows people how to adopt or adapt best practices through stories of innovation and continuous learning in the real world. It also explores innovative teaching practices, educational technology, and positive educational change. Submission guidelines: How to propose a post to edutopia.org Send an email to GUEST BLOG at EDUTOPIA (dot) ORG with “Guest Blog: [Proposed Post Title]” in the subject line, and be sure to include the following information: Writing with Edutopia Guide. A few sentences describing your proposed post and a detailed outline (keep in mind that finished blog posts should be around 850–1,000 words). Links to any multimedia you plan to include. A few words about the intended target audience for your blog (for example, high school math teachers, administrators, etc.) A roughly 80-word bio with details about your role in education. Three to five links to other pieces (if any) you’ve written, particularly for academic publications. Full disclosure of any commercial interest in any products or services mentioned. Your Twitter handle (if you have one). Please note: We accept only original submissions. If your post has appeared elsewhere, we will not accept it. Educational, Technology and Society : Considerando submit en ET&S ya que se enfoca no solo en la tecnología sino más bien cuestiones relacionadas con el proceso continuo de aprendizaje, enseñanza y evaluación y cómo se ven afectados o mejorados mediante el uso de tecnologías. Además es bienvenida la investigación empírica sobre cómo se puede utilizar la tecnología para superar los problemas existentes en la educación local con hallazgos que se pueden aplicar al espectro global. Submission guidelines: ETS Submission Manuscript Template ET&S publishes articles that report on original research that bridges the pedagogy and practice in advanced technology for evidence-based and meaningful educational application. Articles are less than 8,000 words, including a 250-word abstract, 4 to 5 keywords, figure captions, and tables (in table format, not as images), excluding References and Appendices. Placeholders, Endnotes, and footnotes are not accepted. The article should be original, unpublished, and not be considered for publication elsewhere at the time of submission to ET&S and during the review process. Please ensure you use the ET&S template available here to prepare your manuscript. Please remove the names and affiliations portion for the review process and only add them back into the manuscript after your manuscript is accepted for publication. The submitted manuscript should include sufficient references for educational technology studies, such as ET&S. Authors are responsible for ensuring that the manuscript has no language-related problems. The editors strongly recommend that the authors have their manuscripts proofread by someone familiar with English academic prose and APA guidelines. American and British English spelling conventions are acceptable if the usage is consistent. Authors are responsible for the accuracy of all references and citations, especially the URLs cited within articles or in the references section. Please ensure the references and citations comply with APA format 7th edition. The website will display color figures, but printed copies of the journal will be in black and white. The journal will conduct a plagiarism check using iThenticate or Turnitin and will ensure that the similarity index is less than 30%, with each individual reference contributing less than 5% to the index. Furthermore, manuscripts must have a less than 20% AI detection index. These indices are determined from the report generated by the plagiarism system. If the requirement is not met, the manuscript will be returned to the authors, who will inform them of the indices found in the report. EdTech Magazines : Consider submitting to magazines like EdSurge , which focus on educational technology and innovative teaching methods. Además cubre algunos de los temas más importantes de la actualidad con profundidad y matices en la educación infantil y cómo está cambiando la educación para reflejar los cambios demográficos de Estados Unidos; y esfuerzos para hacer que la educación de calidad sea más asequible. Submission guidelines: How to Pitch Your Story There are a few ways to pitch us. Have an idea to pitch? Please submit a story pitch — ideally two to three paragraphs including a claim or essential question you plan to explore with details about what you plan to include and why your experience can help tell this story. Along with your pitch, let us know what your current role is. You can submit it here or email it to voices@edsurge.com . Have a draft already? Please submit your draft to voices@edsurge.com . Aim to keep your essay under 1,200 words, and please include relevant links to sources (in the body) as evidence for your points and any photographs, videos, charts, or graphics that help tell your story. In addition, please include a brief bio, links to your work, and a photo of yourself. If we’re interested in editing and publishing your story, we’ll email you within one month outlining the next steps. We will assign an editor to work with you if we accept your submission. Please note that our editors work directly with writers, so we prefer that each writer submit their pitch. If someone else is submitting a pitch on behalf of a writer, they must disclose and explain the relationship. What Could Lead Us to Decline Your Piece? Lack of fresh perspective or information The writer doesn’t have firsthand experience with the topic Lack of clarity Not enough substance or evidence for the points discussed The piece reads like marketing material or a press release for a product, company or service The writer has an affiliation with a company, product or service that creates a conflict of interest Excessive vitriol or pandering. We steer clear of conflicts of interest or subtle bias. That means if you’re receiving any perks or compensation for organizations that you’re writing about or that are related to the subject that you’re describing, and that relationship creates a conflict of interest, your pitch will not be accepted. What is the connection to your innovation plan or initiative? Change, innovation, and technology incorporated into the teaching process are capable of reshaping the learning experience and making learning more attractive and stimulating for kindergarten students. The argument (Why) that supports my innovation plan is that children reveal their greatest potential when they begin to let themselves be carried away by intrinsic motivation. However, blended learning marks a turning point and brings into play new flexibility, commitment, personalization and motivation in our students, because it opens the opportunity to enable: a transformative future for educational systems. Compliant with educational applications and interactive digital pedagogies as well as traditional teaching methods, this mode creates not only a dynamic but also a multifaceted learning environment where each student is considered to know more about video games and online videos than about games. Traditional writing with pencil and paper makes it an emergency to accept changes and adapt our way of teaching to the interests and habits of the 21st-century student. Therefore, blended learning is more than “blending.” It is the deliberate integration of face-to-face teaching and digital resources to make writing activities more challenging and engaging. Not only does technology play a key role, but students' cognitive skills must also be developed to carry out the practical implementation of blended learning. How can this information help others? Helping people find their WHY, sharing their passion, and promoting effort and dedication to their goals will always help. This article is about showing educators and teachers that understanding blended learning means a magnet to attract the attention of today's students, providing dynamic, creative, and effective classes. Nothing is more exciting than seeing little eyes shining and amazement exacerbated when we put a digital screen in their little hands to write, an iPad to learn the sounds and names of letters, or when they are in Kahoot competing knowledge skills with their companions. This proposal as a learner-centered educator helps students feel committed to studying, increasing their participation and intrinsic motivation. It seeks to train well-rounded students who learn to write and develop essential digital skills, better preparing them for the future. It also helps to educate and attract parents' attention to new technological trends by providing indirect training and education in the homes of our students. Another relevant element is that this information helps raise the voice of (school administrators, district, state, and country) having a vision of our classes' teaching and learning needs to develop and implement policies that promote the use of technologies and methods innovators in institutions. Lessons learned or hoped to learn? An important lesson to understand is that students learn best when motivated. We find this motivation in the use of digital tools through the implementation of blended learning. This makes children advance in their abilities, making learning more effective and preparing us for this increasingly digitized world. In this type of learning, the teacher goes from being an authority of knowledge to a promoter of knowledge, providing personalized support. I hope to learn through your practice how to take on the challenges that arise and the search for practical solutions to overcome them, analyzing the results and the impact it could have on the formation of a student prepared for later educational stages and life in general. I am a Kindergarten teacher, and I have been lucky enough to see how powerful words and motivation are in students. Faced with the unexpected news of the death of a kindergarten teacher in October 2022, and after having been without a teacher for more than two months, I arrived at a classroom where sadness, self-distrust, and the absence of routines reigned. , rules, and lack of motivation were the norm. Seeing Dario arrive at the beginning of the school year crying because his shoes were untied, forgetting Wednesday's folder, or not being able to write his name to say, Teacher, have you seen what reading level I'm reading at? E (first-grade level). I saw how they could barely write his name, and then they competed to write a note to the Master. I am complicit in the power of the word, inspiration, and the strength of passion, which in my class translates to "Superpower." Identify your superpowers, believe in them, and unleash them. Listen to your inner strength and show how valuable you are. These were some of the reflections I told them, and incredibly, those children transformed that place (the class) into a space we never wanted to leave. What digital resources will be included in your article? Briefly describe. HMH Program: Houghton Mifflin Harcourt Publishing Company (HMH) provides educational content and related services for grades K-12 through online learning platforms. Seesaw: A learning platform that combines instructional tools, standards-aligned lessons, student portfolios, and inclusive communication features. Kahoot and Booklet: Interactive quiz platforms that engage students in learning through game-based quizzes, making the educational experience more fun and interactive. Zoom and Microsoft Team . It provides educational access and continuity to millions of students worldwide. A crucial element that minimizes disruption to learning and ensures that students can continue. My electronic portfolio. It is a great opportunity to share with parents and teachers some controversial topics about the writing process. Slideshows . Show the writing processes of an informative text and an investigation. Think of your audience, digital presence, and the message you hope to communicate. The audience will be my closest radius of interaction. Educators, teachers, directors, and staff of the school where I work. As well as kindergarten students, parents, and guardians. Additionally, the district's educational technology department should be involved in seeking to integrate digital tools effectively. I will establish frequent publications on case studies, pedagogical strategies, and references talking about the most controversial topics of blended learning through my Educational Blog in my Portfolio. I will also use social networks like Facebook and Instagram to connect with other educators worldwide. The message I will carry will be to explain why blended learning? My new vision for teaching writing in kindergarten. Conclusion: Adopting blended learning to teach and learn is an open window to the constant innovative upheaval in education. It is our guarantee for our students since it allows us to develop competent skills in them from an early age. It is an engine that drives students' motivation to write and interact with different technologies. A faithful approach guarantees the extension of the school in the students' homes, facilitating access to educational materials at any time and place, which is especially beneficial for parents who want to be involved in their children's educational process. It is the way to transform the role of the teacher in the classroom, turning educational spaces into excellent environments for commitment to learning. In summary, blended learning represents a significant change in the teaching of writing in early childhood education. Its application will depend on the Why? that you find in your training as an educator. See more of my work Reference: Bersin, J. (2004). Best Practices, Proven Methodologies, and Lessons Learned. Edtech Magazines. (n.d.). Submission Guidelines. https://www.edsurge.com/ Educational,Technology and Society. (n.d.). Author's Guidelines. https://www.j-ets.net/home Edutopia. (n.d.). Write for Us. https://www.edutopia.org/about/your-turn-write-us Friday, M. J. (2024). A 4-Step Process for Writing and Storytelling in Kindergarten. https://www.edutopia.org/article/maintaining-culture-writing-storytelling-kindergarten Horn, M. B., & Staker, K. (2015). Blended Disruptive Innovation to Improve Schools. Sineck, S. (2009). "Start with Why: How Great Leaders Inspire Everyone to Take Action. .

5320 Applied Digital Learning Journey Synthesis Throughout this (ADL) Apply Digital Learning program, my works have been influential and shaped both professional and personal growth: work on an Innovation Plan to explore Blended Learning's impact on motivating kindergarten students in a writing process, collaborative projects, reflections on my blog, etc. This has been more than just the fulfillment; this has been a transformation. This program has taken me way out of my comfort zone to inspire new approaches in education. This challenge to balance creativity, research, and application has been an asset in shaping my vision toward meaningful classroom change. Finally, I close this chapter in my life with renewed vigor for teaching, a clearer understanding of blended learning strategy execution, and a more significant commitment to empowering my students by making the learning process fun. Thank you for being my accomplices through this journey! When I started the Apply Digital. The Beginning When I was six years old, I had a dream. To learn how to ride a bike. I soon had many experts on the subject at my side. My dad, my cousin, my sister, and even my neighbors. All of them have a theory and way of riding a bike. However, despite many instructions, I needed help to get very far. One morning, I looked out the window of my house and began to observe all the people passing by on bikes. I noticed how people held the steering wheel, braked, and moved their feet to achieve balance. In a hurry, I went outside and began to imitate what I had seen, and, to my surprise, I got further than I had ever managed before at that moment. I didn't understand what had happened. How had I not worked on it before, with so many instructions around? Today, after finishing my Master's in Digital Learning, I have many answers to what happened that magical morning. I feel like I grew up reinventing myself and learning from my mistakes. Learning (ADL) program, I felt like that little girl who couldn’t ride a bike. I came from a very traditional education, where classes followed a rigid, compliance-focused schedule and where creativity and flexibility didn’t have much room. Entering a program that valued autonomy, authenticity, and innovation was like swapping training wheels for a bike without them: exciting but also scary. The first few days were filled with frustration: connection issues, tools I didn’t understand, and that constant feeling of being out of my comfort zone. However, like with the bike, every fall taught me something new. I soon began to see those challenges not as barriers but as opportunities to learn and grow. I learned to let go of fear, trust in my abilities, and enjoy discovering a new approach to learning that I now apply in my profession and daily life. I invite you to see BELOW a story about a genuine transformation through the ADL program to learn more. Video Description. Balance, Fall, and Innovation" is a storytelling video that parallels my personal journey of learning to ride a bike with my professional growth through the ADL program. It explores resilience, overcoming challenges, and embracing innovation in education. From finding balance to navigating falls, this video reflects on the transformative lessons that have shaped my journey, culminating in my Innovation Plan: enhancing student motivation through blended learning in kindergarten writing. It celebrates growth, determination, and the power of reimagining education. Who was involved? Throughout my journey, several key people were involved in this transformation process. First, my professors and mentors had a fundamental impact. They provided me with the technical knowledge, emotional support, and motivation needed when technology-related frustrations made me doubt my abilities. Their patience and willingness to answer my often technical questions were crucial to helping me overcome the obstacles that arose. It was also a fantastic team. My peers, who shared the same passion for learning, were always willing to collaborate, share resources, and solve problems. Every conversation and every team meeting was an opportunity to grow together and learn from each other. They inspired me to keep going when I felt lost or overwhelmed. It is essential to mention that it is not only about my professors and team in the academic field. In the context of my personal development, my greatest strength came from the unconditional support of my family. My husband and children were my refuge in the most challenging moments. There were days when there weren't enough hours when studying meant sacrificing time with them or leaving household chores unfinished. But they never made me feel like I was alone in this process. My husband took on additional responsibilities, constantly reminding me that this effort was for a better future. My children, although small, understood that Mom was learning something important. Their words of encouragement, their patience, and even their drawings telling me, "You can do it," filled me with energy on the most challenging days. Valuable Professors. Dr. Dwayne Harapnuik TIMELINE Throughout my journey in the Applied Digital Learning program, each stage in the graphic symbolizes a crucial step in my development as an educator. I started by focusing on developing myself, strengthening my growth mindset and openness to change. Then, I moved on to creating my Innovation Plan Proposal , which began a more strategic approach to integrating technology into my teaching. The design of my ePortfolio solidified my learning, while the Literature Review allowed me to dive deeper into theoretical foundations to support my ideas. As I progressed, I worked on Creating Organizational Change , imagining how these ideas could impact my classroom and educational community. Creating the Implementation Outline and developing strategies for a Significant Learning Environment helped lay the foundation for more dynamic and meaningful learning. Simultaneously, I focused on improving Instructional Design and Effective Professional Learning Development , ensuring that these tools and strategies were accessible and practical. Finally, I learned to assess the impact of digital learning through Assessing Digital Learning and closed this cycle by publishing my findings, which allowed me to reflect on and share my growth. This entire journey not only transformed my teaching practice but also gave me renewed confidence in my ability to innovate and face challenges. To learn more about the impact of Blended Learning on kindergarten students’ motivation during the writing process, explore detailed implementation strategies, examples of blended activities, key research that shaped this initiative, and the educational principles driving its development in the sections below. Home About Me ePortfolio Blog Networks Blog 5315 Action Research Design Outline Action Research Literature Review Action Research Plan Contribution to my Community 5320 COVA Reflection & Application Innovation Project Update ADL Journey Synthesis 5389 Alternative PL / Call to Action Planning the Alternative PL Connecting and communicating your ideas 5318 Instructional Design Implementation Usability & Reflection Contribution to my Learning 5318-5389 5317 Publication Outline Rough Draft Media Project Final Draft & Compilation. Contribution to My Learning Peer Assessment 5304 What’s your Why Influencer Strategy 4DX Strategy Plan Contribution to your Learning Self-Differentiated Leadership & Crucial 5303 Growth Mindset Plan Reflection Learning Manifesto Reflection Contribution to My Learning Communities Plan de Innovation Reflection. 5313 UbD Design Template Contribution To My Learning ... Aligning Outcomes, Assessment and Activi Revised Growth Mindset Plan Final Compilation A New Cultural of Learning My Philosophy learning 5302 Growth Mindset Contribution to Your Learning Learning Manifesto 5305 Innovation Proposal Literature Review Implementation Outline Connecting and Communiting What Have I to Create? This fantastic journey has almost come full circle, and I am filled with much gratitude and inspiration. This ADL program at Lamar University has truly changed me in many ways, both as a teacher and a learner. It was not just any academic achievement goal but about change in the personal and professional realms. In this chapter, I reflect on the growth, resilience, and creativity nurtured by this journey. As I revisit the steps from the very foundational courses into the now-realized dream that hopes to empower students and inspire fellow educators, join me. 5305-Disruptive Innovation in Technology In this course , I explored technology innovations and viewed them as opportunities instead of challenges, using these changes as catalysts to enhance my institution’s learning environment. 5302-Concepts of Educational Technology I took charge of my learning journey during this course , incorporating choice and voice in designing authentic projects. I leveraged technology innovations to drive change within my organization. 5303 -Applying Educational Technology ePortfolio Throughout this course , I created an ePortfolio to share my work, reflect on my growth, and develop my voice. 5313-Create a Significant Learning Environment I identified and incorporated constructivist theories in this course to develop and implement meaningful digital learning environments. 5304-Leading Organizational Change During this course , I applied leadership theories and practices to become a self-differentiated leader capable of addressing the resistance to change that inevitably arose when launching innovative digital learning initiatives. 5317-Resources Digital Environments Throughout this course, I explored various digital environments and resources to effectively communicate with others about the practical implementation and pedagogical value for educational use. 5318-Instructional Design Online Learning In this course , I applied constructivist learning theories and instructional design principles to develop and deliver an online course, using significant learning environments and selected course management tools. 5389-Developing Effective Professional Leadership During this course , I effectively applied an innovative teaching practice by collaborating with colleagues to assess its impact on learners and design and demonstrate authentic professional learning (PL) activities that were active, substantial in duration, and tailored to our discipline. 5315-Assessing Digital Learning and Instruction Throughout this course, I was able to assess the instructional impact of implementing my innovation plans on creating effective digital learning environments. 5320-Synthesis of Applied Digital Learning In this course, I synthesized my knowledge, skills, beliefs, and values gained through digital learning and leadership experiences. I presented a comprehensive plan on how I developed into a digital learner and leader capable of identifying and promoting innovation, creating significant digital learning environments, and leading organizational change Contribution to My Community & Learning Community 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. References: Christensen, C.M., Horn, M.B., & Johnson, C. W. (2016). Disrupting class: How disruptive innovation will change the way the world learns (2nd ed.). McGraw Hill. 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. Pink, D. H. (2009). Drive: The surprising truth about what motivates us. Riverhead Books. Sinek, S. (2009). Start with why: How great leaders inspire everyone to take action. Retrieved from https://www.youtube.com/watch?v=u4ZoJKF_VuA. Canva Infographic. https://static.wixstatic.com/media/e69ee5_a3fe6b67a2dd40dfa9e9a4577d8622e6~mv2.png Google's Imagen. https://static.wixstatic.com/media/e69ee5_da031f26c6424c5fa64d0522c056ebf2~mv2.png Lamar University's Imagen Professor Imagen https://luonline.blackboard.com/ultra/institution-page WIX's Imagen. An image of Globe And Hand.jpg Blue binary background. Computer language matrix. Multiple exposure photos of LED screen displaying information codes. Cyberwar and digital. .jpg Cloud computing concept. Group of businesspeople in the office. Communication network..jpg Visual contents concept. Social networking service. Streaming video. Communication network. _Video version available in my portfolio..jpg https://static.wixstatic.com/media/e69ee5_1cc92b26c6a14ce39d10637f13cc3975~mv2.png https://static.wixstatic.com/media/e69ee5_d04d4bf738f342ceab1df4cf61ffe40c~mv2.png New ways of working: The differentiation strategy concept is a symbol on wood blocks. Providing uniqueness, different and distinct from competitors,..jpg Audiovisuals I Created. Call Action Why Blended learning Research Writing Kindergarten Course Instructional Design Research Writing Kindergarten Course Implementation Research Writing Kindergarten Course Usability & Reflection Transform Professional Learning Communities COVA approach Choice, Ownership, Voice, and Authenticity A Journey in Apply Digital Learning

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

Implementation Outline

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

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 Joyce T Perez. Neylly Guedez Francis Machado. ePortafolio ePortafolio ePortafolio

Download Aligning Outcomes, Assessment, and Activities. 3 Column Table During this Digital Learning course, I have learned as a key element that the generation of 21st-century students needs teachers who develop the skills of critical thinking and problem solving, effective communication, collaboration, creativity and innovation, and continuous learning, as reflected in the article I published on my New Culture of Learning Post . Foster a growth mindset and the willingness to acquire new skills and knowledge throughout life, adapting to work and social environment changes. It prepares them to face challenges and take advantage of opportunities in the modern world, where technology and globalization transform how we work, communicate, and relate. These elements must germinate in our students from an early age. This plan for semester three, investigative writing of the kindergarten curriculum, is designed to develop critical and creative thinking skills through analyzing the writing process to prepare investigative texts and drawings about a scene related to the topic they were interested in investigating. In addition, teamwork through the turn/talk or couple conversation sections where they discover the importance of inclusion and acceptance of the differences between themselves and their colleagues. Implementing the BHAG (Jim et al., 1994) in the creation of this planning has allowed me to break schemes and be ambitious in my objectives since, for kindergarten teachers, the possibility for the student to self-direct the process of teaching and develop collaboration skills, critical and creative thinking, constructive feedback and writing informative texts based on research carried out by themselves is a MYTH taking into account that they are four and 5-year-old children who are taking their first steps in the formal educational system and discovering the world around him. This work, this curriculum plan, is not just about me. It's about all of us, as leaders in the digital educational field. It's about pushing the boundaries and creating authentic, effective, and innovative learning environments. It's about integrating digital resources to revolutionize our infant classrooms. In my electronic ePortfolio, you'll find how I've used Fink's Self-Directed Guide to design learning outcomes aligned with the course objectives and my Innovation Proposal according to the student's needs. But it's your expertise, your dedication, and your commitment that will bring this plan to life. Together, we'll showcase concrete examples of learning activities we've developed to support these outcomes and promote student engagement and participation. Download How will the Course Outcomes planning process and 3 Column table influence or impact my innovation plan? Fink's self-directed guidance has empowered me in designing meaningful learning outcomes, ensuring alignment with course objectives and activities. This approach has allowed me to reflect on and update my innovation proposal and provided a comprehensive vision for implementing student-centered teaching and learning processes. By defining the content and learning methods, I can offer diverse teaching and assessment modalities, catering to the various ways students learn and demonstrate their understanding. The 3-column table is a collaborative tool that helps us plan objectives, activities, and assessments. This structured approach ensures that our Innovation Proposal is tailored to meet the specific needs of students and the demands of the grade (Fletcher L. & Rosser S. 2017). It also provides a platform for exploring integrating digital tools and online resources, fostering engagement and collaboration within the school community. Blended learning is another essential element in my Innovation Plan, and implementing the 3-column table in kindergarten classes can work harmoniously to provide a more individualized and flexible approach to the education of young children. This involves adapting content and digital resources according to the needs of each student, allowing flexible access to learning anytime, anywhere. Additionally, both methodologies allow detailed monitoring of student progress, facilitating continuous adjustments and improvements in teaching. In summary, the joint use of these practices can enrich children's educational experience in their first stage of schooling. The course outcomes planning process and the 3-column table are not just tools, but they significantly shape my Innovation Plan. They provide a systematic approach to continually improving our teaching practices, allowing for periodic evaluation and adjustment. As I implement my innovation plan, I can gather feedback from various stakeholders, which will guide future enhancements. The 3-column table, in particular, will serve as a reliable tool to monitor progress, record changes, and evaluate the long-term impact of our innovations. References. Fink, L. D. Creating significant learning experiences: Antigrateda pproachto designing college courses. 2013. Fink, L. D. A self-directed guide to designing courses for significant learning. San Francisco, 2003. Fletcher, L., & Rosser, S. J. (2017). Synthetic Biology–Engineering Tomorrow's Medicines. https://doi.org/10.1039/bk9781782620846-00216. Gardner, H. The Theory of Multiple Intelligences. Basic Book. 1983. Harapnuik, D. 2016. June 16. Mappinglearner's Journey, https://www.harapnuik.org/?page_id=6050. Harapnuik, D. 2016, June 13. SWhy you need a BHAG to design learning environments., https://www.harapnuik.org/?p=6414. Harapnuik, D. 2016, November 28. Keys to aligning outcomes, activities & assessment., https://www.harapnuik.org/?p=6695 . Piaget, J. Constructivist theory of the child's development. Delachaux et Niestle. 1926. Texas Kindergarten ELA Pacing Guide ,2023 https://docs.google.com/spreadsheets/d/1ujCVMeg-HSPgmuHi7DDKfe9fdqiYvipl5BSDnCIXzkY/edit#gid=0. Vygotsky., S. Thinking and Speech. The MIT Press., 1962. Download Download Botton Innovation Proposal “There is just a huge opportunity right now to transform education into a student-centric system,” says Michael B. Horn . Read More New Culture of Learning 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 Aligning Outcomes, Assessment, and Activities. 3 Column Table Read More Recent Posts 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. Go back To 5313 Go Back to 5313

What’s your We believe that children's learning is most effective when motivated; integrating changes, innovation, and technologies can transform the writing process in kindergarten, making it more challenging and stimulating. We challenge the writing process by implementing the seasonal rotation blended learning model; this model allows education to be adapted to individual needs through technological activities, transforming the teacher into a facilitator and builder of dreams. Prepare generations that, from an early age, will develop the ability to accept the challenge of change in a world in constant transformation so that they thrive as collaborators, thinkers, and critical and independent writers. Part B: Speaking to Hearts. Kindergarten is an educational level in which children are first introduced to the field of letters and numbers. Although they have many ideas, they need help organizing and expressing them coherently. Several months after the start of the school year, we observed that students still needed to think and write ideas down. This makes achieving educational objectives, such as opinion, informative, and narrative writing challenging. This is a recurring problem that we face year after year in our classrooms, and that drives us to seek new perspectives, considering that today's children prefer to connect with video games and videos on YouTube rather than implement traditional games or write with pencil and paper. After studying some of John Kotter's ideas about communication as a vision of change and establishing a sense of urgency, the idea of finding the Why? Defended by Sinek, it has been a priority to implement them in my Innovation Plan. I believe that the Why makes much sense in all manifestations of life, not just in the educational aspect. In my opinion, it is that inner strength that springs from all sides when you do something you really like and are passionate about. It is the conviction that you will achieve your goals no matter what. That aptitude makes you move from A to B regardless of the risks and difficulties. It is when you get involved and identify with the process. It is when people feel like they are doing something worthwhile! Moreover, at that point, we realize we are doing something to change the world. In our quest to create an engaging and personalized learning experience for kindergarten students, my starting point will be to connect with the limbic system of all partners (teachers and students). Foster a passion for learning in children by creating discussion sections where students can share stories of themselves and their peers who have demonstrated a notable increase in their motivation and performance in writing, thanks to the incorporation of interactive technologies to the staff. The school will feature testimonials from parents and teachers who have seen positive changes in children, such as increased interest in writing and reading and a renewed enthusiasm for attending classes. I will implement Carol Dweck's theory by creating an inspiring vision where children meet educational objectives and develop critical skills for the 21st century, such as creativity, problem-solving, and critical thinking based on trust in themselves and the systematicity of the work. I propose that the school management implement reflection sessions in the PLC schedules where the recognition of the urgent need to change traditional teaching methods is analyzed since they often have difficulties capturing our infants' attention and enthusiasm. It's crucial to highlight that the implementation of changes, innovation, and technology is not a whim, but a necessity to significantly enhance the educational experience, making it more relevant and attractive. The urgency lies in the fact that if we don't adopt a more dynamic and personalized approach now, we will continue to have year after year of students in our classrooms who, even in the upper fourth and fifth grades, still struggle to think about an idea and write it down. This leaves a generation ill-equipped to conquer the future they once dreamed of. At its core, our call to action is based on appealing to the heart, generating intense emotions and connections with the writing process. Embracing the urgency of the present, we are heading toward a future where our students will achieve academic success through a more personalized and practical approach to learning, and become empowered by developing a strong sense of self-efficacy and confidence in their abilities. They will also become collaborative and socially well-adjusted individuals, as the new model encourages teamwork and communication skills. References Start with why — how great leaders inspire action | Simon Sinek | TEDxPugetSound. (n.d.). Retrieved October 12, 2017 from https://www.youtube.com/watch?v=u4ZoJKF_VuA Kotter, J. (n.d.). John Kotter – The heart of change. Retrieved from https://www.youtube.com/watch?v=1NKti9MyAAw Kotter, J. (n.d.). Leading change: Establish a sense of urgency. Retrieved from https://www.youtube.com/watch?v=2Yfrj2Y9IlI We must inspire subsequent generations to create change based on their beliefs and feelings. Establish connections that last a lifetime. Children's learning is most effective when motivated. Integrating changes, innovation, and technologies can transform the writing process in kindergarten, making it more challenging and stimulating. Our vision, as described in the statement: “Prepare generations who, from an early age, develop the capacity to accept the challenge of change in a world in constant transformation so that they thrive as collaborators, thinkers, and critical and independent writers. It is a powerful inspiration and serves as a call to innovation, change, and transformation. By igniting passions for those who dream of a model where educational progress is measured by the acquisition of practical skills and competencies rather than time in the classroom or traditional exams, we are instilling a profound 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 lose if we do not embrace this revolutionary change. Recent Post Jun 26, 2024 Why blended learning? My new vision for teaching writing in kindergarten. Jun 26, 2024 Executing Change 4DX. Jun 17, 2024 Influencer Strategy.

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

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

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

At every turn of history, man has been inspired by stories that have spoken to his heart. Stories of life allow us to connect with real life and offer a vision of our world that is transformed and actively generated by oneself. Today, I am here to tell you about one of those moments of change that impacted my life. My journey through the Professional Learning meetings. I remember my beginnings as a teacher in my first two courses teaching these little giants. I was full of excitement and enthusiasm. Full of energy. I wanted to do well! I wanted to be the best for my students! But, entering those meetings was like entering a minefield. Instead of working together towards a common goal, I felt we were competing to see who knew more or was more capable. The saddest thing is that, under all that pressure and competition, I was not learning. I was not growing as an educator. I did not feel supported or guided. I wonder how many other teachers have felt the same? How many of you have walked away from those meetings feeling lost and unsure of your ability to teach and guide your students? I share this story because I firmly believe we can improve. We can transform our Professional Learning meetings into genuine learning, collaboration, and growth mindset spaces. Through these frustrations, challenges, and my journey through the Developing Effective Professional Leadership EDLD-5389 course, I have learned how to hold better meetings to drive professional growth for educators. This course has inspired me to do something to change my world and be proud of it. To do so, I have developed a Professional Learning Alternative Plan, " Change the Game: Connect, Collaborate, and Grow from this context: Connecting and communicating your ideas Professional learning alternative plan Change the game: connect-collaborate-grow Call action Audience needs Main objectives Why, how, what Connecting Outline/blue print 5 Principles of effective PL Instructional design/ 3 Column tables Schedule/timeline PL sessions slide decks In the "Change the game" alternative plan, collaboration and effective modeling will be fostered through structured group discussions, peer observation, and shared reflection sessions where educators can exchange ideas and strategies. The sections will have a leader who will direct and organize the work sections. PLC lead facilitator professional learning Meetings: The lead facilitator conducts the PLC meetings, which occur every week. They ensure that the sessions' objectives are met and the discussions are guided. Collaboration leader: The leader will be fronted by an experienced collaborative-work teacher. His main tasks will include planning and organizing activities that enhance effective teacher interaction, holding brainstorming sessions in control, and running joint projects. Leadership of technology support: An experienced leader in digital tools and educational resources will provide technology support. Professional growth mentor: An experienced mentor will provide individualized coaching and feedback to teachers who need additional support. He/she will also follow up on ongoing support to assist the teachers. Evaluation and reflection leader: Manage the development of an evaluation tool that would possibly estimate the outcome of PLC meetings on teachers' professional learning. We are fostering self-directed learning through blended learning and COVA. In the proposed alternative PL plan, "Change the game: Connect-collaborate-grow," self-directed learning would be in the blended learning mix of face-to-face and virtual activities that teachers can progress through at their own pace/whenever it fits their schedule. This approach allows for flexibility in how participants access content, giving them more control in their learning process. In the COVA framework, teachers will have choices about the resources they will engage, ownership over their progression, voice in sharing ideas and reflections, and authenticity in implementing learning within their classrooms. In this way, teachers can take responsibility for professional learning by individualizing their learning according to their unique needs and interests. This would include a plan for blended learning and the COVA framework for self-directed learning to take place and to empower teachers with valued choices about growth. Resources "To support the successful implementation of the 'Change the Game' plan, a variety of resources will be provided to ensure educators have the tools and materials necessary to foster collaboration, model effective practices, and promote self-directed learning." The Power of believing that you can imrove. Carol Deweck Five Rules for Presentations by Nancy Duarte How to present properly by Simon Sineck Uncovers common structure of greatest communicators by Nancy Duarte Self-Directed Learning Fundamentals by Peter Gray https://joycetorresperez40.wixsite.com/learning/about-3-10 First, we will require a well-thought-out schedule that efficiently employs meeting times within the existing PLC sessions. We shall iron out a time that will enable all teachers to be present without adding to the workload of teachers. We would use platforms such as google calendar or Trello for meeting organization and providing discussion topics and technologies or strategies actively involving teachers during meetings, for example, real-time survey applications: Mentimeter and Kahoot. During the coaching sections, workshops, or particular pieces of training, training materials will be used to enable facilitators to support teachers in their growth. Furthermore, we will implement checklists, guides, and manuals so that teachers can easily follow the procedure and have access to digital platforms for continued support. Learning materials: Articles, studies , YouTube videos, research, and manuals referring to the betterment approach in PLC meetings and professional teachers' growth. We would look for support from school leaders and management so this plan has sound backing and adequate monitoring. Resource you will need. Surveys with google forms will be used to collect feedback from teachers after each session, facilitating a self-assessment of the impact of new strategies on their teaching practice. Journals or reflective diaries can be in physical or digital format. Educators can write about their experiences after each PLC, reflecting on their growth, working strategies, and areas for improvement. Organize peer visits to observe each other’s classes and see the strategy discussed in PLCs. You can provide an observation sheet to guide your reflections. WhatsApp or Slack Support Groups are used to facilitate support and the sharing of ideas between participants outside of official PLC meetings. Organize peer visits to observe each other’s classes and see the strategies discussed in PLCs. Provide an observation sheet to guide your reflections. WhatsApp or Slack Support Groups are used to facilitate support and the sharing of ideas between participants outside of official PLC meetings. Reference Gulamhussein, A. (2013). Teaching the Teachers Effective Professional Development in an Era of High Stakes Accountability. Center for Public Education. Retrieved from http://www.centerforpubliceducation.org/system/files/2013-176_ProfessionalDevelopment.pdf Heather Hill. (2015). Review of The Mirage: Confronting the Hard Truth about Our Quest for Teacher Development. Harvard Graduate School of Education. Retrieved from http://www.greatlakescenter.org/docs/Think_Twice/TT-Hill-TNTP.pdf Stanford Graduate School of Business. (2013, February 19). Nancy Duarte: How to create Better Visual Presentations [Video]. YouTube. https://www.youtube.com/watch?v=so9EJoQJc-0 Standards for Professional Learning. (2011). Retrieved from https://learningforward.org/standards Standards for Professional Learning: Quick Reference Guide. (2011). Retrieved from https://learningforward.org/docs/pdf/standardsreferenceguide.pdf?sfvrsn=0 TNTP. (2015). The Mirage: Confronting the Hard Truth About Our Quest for Teacher Development. Retrieved from http://tntp.org/publications/view/evaluation-and-development/the-mirage-confronting-the-truth-about-our-quest-for-teacher-development We often ask questions about how students learn, but not often about how teachers learn!