Connecting to Communicating Your
Innovation Plan
 

Literature Review

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

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

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

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

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

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

COVA & CSLE Reflection and Application. The essence of the demand for freedom is the need for conditions that will enable an individual to make his own special contribution to a group interest and to partake of its activities in such ways that social guidance shall be a matter of his own mental attitude and not a mere authoritative dictation of his acts. Dewey’s Recognition of Choice, Ownership, and Voice. After entering the Digital Learning master’s program at Lamar University, I had a different perspective. I discovered that there are other contextualized and child-friendly learning approaches today. Theories such as those of Dr. Carol Deweck, Dr. Michael B Horn, and Dr. Dwayne Harapnuik have profoundly influenced my rebuilding of learning beliefs as a learner. Putting the power of the word Not Yet into practice and seeing how this vision impacts each of my students has been one of my best experiences. Getting to know a point of view like Joi Ito’s with his life philosophy of always being focused on learning, completely aware, and super present has influenced my learning philosophy. I can identify this moment when I became aware of the impact of COVA. It was the first time I could decide how to approach an authentic project focused on solving a real need in my environment. In making decisions about how to structure my ePortfolio, I felt a great responsibility and, at the same time, the freedom to make it my own, which was both challenging and enriching. "Throughout the construction of it, I felt the excitement of having my voice in my educational work and the excellent opportunity to manage and direct my knowledge. Now, I plan every minute because each one has a meaning for me. Being present and learning deeply every second of this journey is the most valuable lesson I have taken away. The discovery of the COVA methodology has opened the door for me to the constant search for personal understanding. I have witnessed the profound impact that COVA has had on me. It has taught me to develop skills and acquire new knowledge from the interconnectivity with the academic universe and the novelty. It has taught me how to interact with other institutions and authors who provide us with the most truthful and innovative criteria related to education. Reaction to Freedom and Responsibility in Learning. I reacted to this freedom of choice terribly. I was both excited and perplexed. I had a highly traditional education; a rigid curriculum governed every move I made, and technology seemed like a distant dream. It took a lot of effort to approach something as new as the COVA approach. The idea of having complete control over my education was overwhelming. I was not ready to take on that kind of responsibility. My biggest challenge was managing knowledge outside of that traditional academic environment and using and mastering new technologies to support this learning model. Despite unconscious resistance due to the strong presence of the conventional model and in the face of that ocean of information, I decided to set small steps and achievable goals to keep me focused. I began to organize my time better, valuing every second of it. I outlined my study day using reminders and sticky notes. Continuous reflection on how I am getting along, how I have evolved, and what aspects of the approach I need to correct also form a big part of my strategy. Also, our great work with my study team supported me outstandingly, and the discussion sections ADL set up fostered that collaborative learning atmosphere. So, all these will help me convert that feeling of uncertainty into an opportunity for growth both as a learner and educator. Today, I can confidently say that aside from my family, the COVA approach has been one of the best things to have ever happened. This is because it transformed my learning space and derailed into my personal life. Adaptation to the COVA Learning Style. To adapt to this learning style, I took up some phrases from Spencer Johnson's book Who Moved My Cheese. Another significant element was having been influenced by Carol Dweck's theory of NOT Yet and other authors mentioned at the beginning of this reflection. In them, I found the empowerment of trusting in my ability to do what I want; I just have to feel it and decide. I learned that intelligence is not something exclusive to some gifted people but that it is something that is achieved with perseverance and hard work. I also learned that we all have a second chance to be successful and that most people fail because they cannot free themselves from that inner voice that leads them to assume a fixed mindset. All this learning promoted a strong feeling that transformed my thinking, leaving my comfort zone to discover new opportunities. Taking this choice with me, something I would do differently today is to assume changes as an opportunity to learn and take the risk to grow. I will assume technology as a friend that tempts me and leads me to authentic and creative practices. It will take the COVA and CSLE approach to develop significant skills such as critical thinking, problem-solving, and collaboration necessary to meet the demands of a professional in this and future times. Control of One's Own Voice and Organization. The fact that I did not expect was taking control over my voice, making my organization the key audience for my work. Coming from a traditional, structured education, getting used to such freedom shaped my project with an approach that would create a real impact, but it was hard to do. I was used to following agendas and considering my organization as an audience, which forced me to rethink my goals. While initially, this freedom felt somewhat daunting, I increasingly welcomed it as a chance to create something worthwhile. This approach enabled me to relate my learning to my organization's needs and find greater meaning and motivation in my work. Attitude towards Change and Leadership. My leading-through-change attitude became more collaborative and strategic. I realized it is not about how we can just impose this change but bring people in and make them part of the solution. Through the genuine practice of learning by implementation, you will build up the dialogue and reflective spaces to show you how effective organizational change works: trust and growth at every level. Now, I have more transparent and firm views: I see change not as a goal but rather as a steady process of improvement and adjustment that significantly benefits students and educators. Today, I feel that change leadership offers a great, enriching opportunity. I feel confident in promoting initiatives with a meaningful and authentic learning vision. This attitude toward leading change has evolved from uncertainty to excitement." I now see myself as an agent of change , equipped with the knowledge and confidence to make a positive impact. It gave me the tools to face difficulties and motivated me to offer support and guidance to those who, like me, feel insecure about the change process. Authenticity of my Innovation Plan My innovation plan was born from a deep desire to promote a significant change in the writing process in kindergarten. After several months of the school year, we see that students still need to learn to think of an idea or put it on paper, a recurring problem that we have year after year in our classrooms. Through this process, I understood that traditional teaching methods do not always raise their curiosity and autonomy for full development. My aim with this plan is to change students' attitudes toward learning to write by creating opportunities to make decisions and develop a sense of belonging in their education. It looks to surpass a task and aims to have a natural effect on the educational environment in which I work. It shall be an environment where students can get more genuine and meaningful learning, reaching a fundamental interrelationship with the studied content. It has been my vision and my why to take on this plan as a professional life project and an effort that will hopefully continue evolving and adapting to the needs of students and educators around me. Aligning the COVA and CSLE Approach with My Learning Philosophy. Of all the approaches, the COVA approach and construction of meaningful learning environments, or CSLE, have resonated most with my learning philosophy, which places student autonomy and taking an active role in an educational process first. I have always believed that learning is not just about transmitting information, but it has to be an experience for the student-participant and creator of his or her knowledge. These all go through incredible things with the vision of COVA and CSLE, where students make choices, express their thinking, and take ownership of their learning. I felt reassured by this methodology that developing an environment where every student will feel empowered to contribute and see the value of his or her contribution is crucial. A combination of all these approaches enables me to construct experiences that are not about the transmission of knowledge but more about building it with the students so that they learn to discover, question, and develop skills in an authentic and applicable way. My vision of learning and educational philosophy has changed profoundly during this program. I used to think that learning was more guided, whereby the teacher imparts knowledge, and the students receive it. Through COVA and experiences with CSLE, however, I learned that learning can be much more powerful when learners have a voice and ownership in their learning process, relating it to their interests and experiences. I witnessed the changes this theory has brought in empowering my kindergarten students. This step further helped instill in me that students need to be active and responsible learners, and a teacher's job is to facilitate this process of giving them money and opportunities in the first place to explore and build knowledge in meaningful ways. Instead of thinking about learning as a sequence or content covered, I think of it as a journey of discovery and enjoyment in which each student would enjoy a singular and vital role. Therefore, this renewed philosophy in my head beckons me to open up further ways of how this practice of autonomy, collaboration, and critical thinking could be implemented with my colleagues and me daily. Evolution in my Perspective and Learning Philosophy. Part B COVA's Application in My Organization Reference Dweck, C. S. (2016). Mindset: The new psychology of success (Ballantine Books Trade Paperback ed.). Ballantine Books. Fink, L. D. (2003). A self-directed guide to designing courses for meaningful learning [Pamphlet]. Jossey-Bass. Harapnuik, D. (2017, March 30). COVA approach [Video]. YouTube. https://www.youtube.com/watch?v=-Ft__0LE3qQ&t=3s Harapnuik, D. (2017, October 6). The COVA approach [Video]. YouTube. https://www.youtube.com/watch?v=-Ft__0LE3qQ Harapnuik, D., & Thibodeaux, T. (2023). COVA: Inspire learning through choice, ownership, voice, and authentic experiences. Learner's Mindset Publishing. Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. CreateSpace. Torres P. J. (2024). ePortfolio. https://joycetorresperez40.wixsite.com/learning/projects-6. Related Posts Why blended learning? My new vision for teaching writing in kindergarten. Being a teacher in Texas, I imagine that, like in any primary school in the United States, starting the teaching and learning process... Executing Change 4DX. Learning at an early age is the very moment in which the foundation should be laid for further academic and personal development. In this... Influencer Strategy. Discuss how the model is divided into the two domains of motivation and how it is subdivided into personal, social, and structural...

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!

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

Alternative professional Learning Schedule/timeline

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

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

Revised Growth Mindset Plan Four months ago, I had my first introduction to Carol de Week's theory at the beginning of the EDLD 5302 course in the Master of Education in Applied Digital Learning (ADL). By then, the sensation caused by meeting her was like a profound awakening, a rescue to the valorization of my potential since I was able to understand that failure is not a permanent state but a process of evolution and transformation, equipping me with feelings of security, perseverance, and adaptability. Thus, I began the path towards learning, taking it to each interaction context. To do this, I developed a Growth Mindset Plant to alleviate my students' anxieties in the face of the difficulties of not learning and the lack of optimism and appreciation of their potential. My understanding of cultivating a growth mindset in my learning environment has continued to evolve over the past four months of studying EDLD 5313. I am constantly incorporating new insights and practices into my teaching. Today, I am excited to present an updated version of my Growth Mindset Plan! This revision is based on the latest research from Case Western Reserve University, which suggests that a growth mindset alone may not yield significant and measurable results. I have, therefore, adjusted my approach to align with these new insights into mindset interventions. ¿How can you help your learner develop a growth mindset? In the universe of education, there is a magical and exciting world inhabited by little beings full of energy, overflowing imagination, and an insatiable thirst for knowledge: kindergarten children. On their initial journey through formal learning, these young explorers invite us to immerse ourselves in their fascinating universe, where curiosity is the compass and creativity is the engine of learning, where there is an invaluable opportunity to sow the seeds of mentality. Of the growth in the hearts and minds of the youngest. It is easy for them to create activities, projects, and games where we often fall into the trap of focusing only on the final results. However, it is essential to remember that authentic learning occurs in the process. In my classroom, to develop a growth mindset, I try not to exclusively praise the end product, such as a finished piece of art or a completed puzzle, but rather to highlight the effort, perseverance, and progress children demonstrate along the way. I recognize and praise hard work, creativity, and the strength of the idea that learning is a continuous journey of growth and development. I provide opportunities for them to direct their learning through research in writing projects. On many occasions, they can choose exploration activities in the Science subject where they can make decisions about their learning and control over their development. By providing these opportunities, they are empowered to develop confidence in their abilities and a belief in their ability to grow and learn, developing the skills and mindset necessary to face future challenges confidently. What other factors should you consider if you want to impact a growth mindset? One factor that we could take into account and that we consider essential to developing a growth mindset in children at an early age is the collaboration between school and parents since the family can provide a safe environment where they feel valued, accepted, and supported. We are helping them cultivate confidence in themselves and their ability to face challenges and learn from mistakes. Additionally, I could adhere to specific approaches to my learning philosophy, recognizing that learning is enriched by interaction with others. Be open to new perspectives and points of view, recognizing that learning comes from diverse experiences. Practice perseverance and understand that progress requires constant effort and dedication. Another critical point to consider is to recognize the individualities of the students since each one has different strengths, weaknesses, interests, and ways of learning. By valuing and respecting these differences, we can shape our approaches around creating spaces where you feel important and valued for who you are and represent. How will you model the growth mindset and the message of "Yet" to your learners? To model a growth mindset, I will explore the complexities of my learning process, including moments of confusion and failure. By sharing these experiences with my students, I show them that challenges are a natural part of the improvement process. By recounting specific cases of initial struggle and subsequent success, humanize the learning process, showing that obstacles are opportunities to grow, not indicators of inability. I will help my students develop self-regulation skills, such as planning their time, controlling their emotions, and having goals. I will model for them that throughout their lives, they will have to face many challenges, but the most important thing is to have tools and resources like Growth Mindset to help them face their fears and the complexities of their thoughts. Embracing the power of " NO YET" is essential to modeling a growth mindset. Recognizing that a goal has yet to be achieved but that there is the possibility of doing so in the future is essential to maintaining a positive attitude towards learning and self-improvement. The " NO YET" warns us that progress is a persistent cycle and that each obstacle is an opportunity to develop and move to the next level. By assuming the " NO YET" we accept the possibility that achievement is not an ultimate goal but a path laden with conceivable outcomes and possibilities yet to be found. I will also show my students that " NO YET" means a starting point when things go wrong. It is an attitude towards life (work-study). It is a window to the future, a possibility to create and believe in new tools. Moreover, skills to assume achievement with better fulfillment. I have been fortunate to see the power of the word Not Yet, which in my classroom translates into: "Super Power." Seeing a cry arrive at the beginning of the school year. For having untied shoes, forgetting Wednesday's folder, or being unable to write their name to say: Teacher, have you seen what reading level I am reading at? I think that is what Carol Dweck referred to when she said: "Students have a second chance to Become Smart." To effectively model a growth mindset, I would first dive deep into my learning journey, going beyond simply talking about my achievements. Consider how the growth mindset can change the acceptance of feedback and students' attitudes toward cheating. An essentially changing aspect of a growth mindset is its significant impact on how students deal with feedback and dilemmas like cheating. Especially in kindergarten, where students still develop their values and define meaningful concepts, cheating manifests differently than in more advanced educational levels. "cheating" can often arise more from misunderstanding or lack of understanding than from a deliberate intention to deceive. For example, a child may copy her partner's answers simply because he does not yet understand the task or knows how to complete it correctly. They are more focused on exploring and experimenting with the world around them and have a different awareness of academic standards and expectations than older students. However, working with students to foster a strong understanding of the importance of honesty and personal effort from an early age is essential. This shows that assuming a growth mindset teaches that true success does not come from shortcuts or dishonest practices but is built on effort and constant commitment to learning. By embracing challenges and setbacks as essential parts of the growth process, students are less likely to resort to dishonest tactics, understanding that true mastery is achieved through dedication and a willingness to learn from mistakes. Facilitating open dialogues about the implications of cheating within a growth mindset context encourages students to internalize integrity values and recognize the long-term benefits of authentic learning. By combining the concepts of growth mindset and academic integrity, you can foster an environment where students are receptive to feedback and motivated to approach their studies with honesty, perseverance, and a genuine commitment to understanding and mastering the content. Developing a growth mindset in kindergarten is crucial in transforming attitudes toward feedback. A student who adopts a growth mindset uses positive and constructive language that highlights the positive aspects of his or her classmates' work and avoids damaging (bullying) or discouraging criticism that can demotivate. They can also ask questions to understand and appreciate the feedback, being a role model for positively receiving feedback. In Conclusion, adopting a growth mindset in our classrooms can help transform attitudes toward feedback and foster a positive and collaborative learning environment. How can the growth mindset help limit some of your student's preoccupation with grades? What role does grit play? The growth mindset can help limit concern about students' grades by shifting their focus toward learning and personal development instead of focusing solely on results. It empowers students to value the growth experience rather than the outcome. In addition, the growth mindset helps alleviate the fear of mistakes or failure and teaches the student to see them as a path that must necessarily be taken to learn and grow, that is, to accept challenges and understand that making mistakes is a natural part of the process. Learning. As for sand work, it could be related to the example that the development landscape resembles a park or beach where students can try, make mistakes, and learn without fear of judgment or grades. In this unique circumstance, the arena addresses a protected climate conducive to self-knowledge and improvement. Empowering students to see the growth experience as playing in the sand encourages them to investigate, try, and learn more freely and without fear of deception. My goal is to establish a gritty environment where the learning process is celebrated, challenges are seen as opportunities to grow, and all victories, regardless of their magnitude, are recognized and valued. This approach involves recognizing and applauding academic achievements and profoundly appreciating the effort dedicated and progress made. In promoting this mindset, I convey to students that grades are only one part of their educational journey, not the sole determining factor of their success. By understanding that learning is a dynamic journey with its ups and downs, students are encouraged to view the process as rewarding, thus fostering a resilient and positive attitude toward their academic pursuits. How can we prevent the growth mindset from becoming a fad or being improperly implemented? Consider how grit can be misused (Hint rigor). As with many educational trends, there is a risk that a growth mindset will become a fad or be implemented incorrectly in classrooms. To avoid this scenario, adopting robust and evidence-based approaches to implementation is essential. Educators play a critical role in promoting a growth mindset in the classroom. Therefore, it is essential to provide them with professional development and ongoing support to internalize and put growth mindset concepts into practice with effective strategies. This may include training opportunities, resources, and time for reflection and discussion. It should not simply be an optional activity, but rather, it should be coherently integrated into school curricula. It is essential to understand that when we equate it with the arena, the growth mindset is not about reducing academic standards but promoting a positive attitude towards learning and personal growth in an environment that still values effort, excellence, and academic achievement. Open communication ensures everyone recognizes, deeply understands, and embraces growth mindset principles. In this way, a shared commitment is created to maintain the impact of the growth mindset on students, promoting an environment where growth is not simply a concept but a lived experience for all members of the educational community. How can we prevent the growth mindset from becoming a fad or being improperly implemented? Consider how grit can be misused (Hint Rigor). As with many educational trends, there is a risk that a growth mindset will become a fad or be implemented incorrectly in classrooms. To avoid this scenario, adopting robust and evidence-based approaches to implementation is essential. Educators play a critical role in promoting a growth mindset in the classroom. Therefore, it is essential to provide them with professional development and ongoing support to internalize and put growth mindset concepts into practice with effective strategies. This may include training opportunities, resources, and time for reflection and discussion. It should not simply be an optional activity, but rather, it should be coherently integrated into school curricula. It is essential to understand that when we equate it with the arena, the growth mindset is not about reducing academic standards but promoting a positive attitude towards learning and personal growth in an environment that still values effort, excellence, and academic achievement. Open communication ensures everyone recognizes, deeply understands, and embraces growth mindset principles. In this way, a shared commitment is created to maintain the impact of the growth mindset on students, promoting an environment where growth is not simply a concept but a lived experience for all members of the educational community. The growth mindset is a good start, but is it enough? Placing the entire burden of a student's success on the growth mindset would be unrealistic and potentially harmful. While a growth mindset is an essential factor that can influence academic performance and personal development, it cannot address all the challenges and factors that influence a student's success alone. Here are some reasons why you cannot put all the responsibility on the growth mindset: Some authors, such as James Heckman, economist, and Nobel Prize winner, have extensively researched the importance of non-cognitive factors, such as perseverance and socio-emotional skills, in success throughout life. His work highlights that while a growth mindset is essential, it is not the only determining success factor. Paul Tough suggests that while a growth mindset is essential, more is needed. It is an excellent start to motivate students to work hard in their studies. However, if you do not address other factors that may affect the student's academic progress or not receive adequate support and educational practices, your underlying philosophy is. In conclusion, the growth mindset is an excellent start. But to succeed, it must be seen as a systemic process intertwined with other diverse elements and disciplines within a complex system that influences human development and academic performance. How can we get our kindergarteners to rekindle or adopt a learner mindset? On this exciting journey where every day is an adventure and every moment is an opportunity to learn and grow, a fundamental question arises for educators and parents: How can we get our kindergarten students to revive or adopt a learner mindset? At this stage, where cognitive, emotional, and social development is crucial, cultivating a student mindset is essential for long-term academic and personal success. An important element to achieve this is showing the model we want to build in our children. Adults act as role models for children, so we must display a growth mindset and attitudes toward learning. Establishing open and collaborative communication with parents can strengthen support for learning at home. Providing resources and suggestions to foster a growth mindset outside the classroom, such as family learning activities, inspiring readings, or reflective conversations, helps cement the message that learning is an ongoing journey that extends beyond the classroom walls. . . By empowering them to recognize individual differences in each child's learning styles, strengths, and challenges, we will generate emotions, joys, and satisfaction that inspire them to revive a growth mindset. How can we get our students to rekindle or adopt a learner mindset? On this exciting journey where every day is an adventure and every moment is an opportunity to learn and grow, a fundamental question arises for educators and parents: How can we get our kindergarten students to revive or adopt a learner mindset? At this stage, where cognitive, emotional, and social development is crucial, cultivating a student mindset is essential for long-term academic and personal success. An important element to achieve this is showing the model we want to build in our children. Adults act as role models for children, so we must display a growth mindset and attitudes toward learning. Establishing open and collaborative communication with parents can strengthen support for learning at home. Providing resources and suggestions to foster a growth mindset outside the classroom, such as family learning activities, inspiring readings, or reflective conversations, helps cement the message that learning is an ongoing journey that extends beyond the classroom walls. . . By empowering them to recognize individual differences in each child's learning styles, strengths, and challenges, we will generate emotions, joys, and satisfaction that inspire them to revive a growth mindset. Go back To ePortfolio Part B Final Compilation Go back To 5313 Resources Relates Posts Why blended learning? My new vision for teaching writing in kindergarten. Executing Change 4DX. Influencer Strategy.

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.

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You Can Learn Anything. You can Learn anything All Posts Grow Mindset Plan. No Yet Means. Learning Manifesto. COVA. Disruptive INNOVATION. Communicating a Vision for Change. Change Search Log in / Sign up Joyce T Perez Jun 26 5 min 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... 5 views 0 comments Post not marked as liked Joyce T Perez Jun 26 4 min Executing Change 4DX. Learning at an early age is the very moment in which the foundation should be laid for further academic and personal development. In this... 4 views 0 comments Post not marked as liked Joyce T Perez Jun 17 6 min Influencer Strategy. Discuss how the model is divided into the two domains of motivation and how it is subdivided into personal, social, and structural... 1 view 0 comments Post not marked as liked Joyce T Perez Jun 16 3 min Media that Engages. Discuss ways that the media can engage the audience to influence their thinking? We can reach more recipients with a single message... 1 view 0 comments Post not marked as liked Joyce T Perez Jun 16 3 min Audio and Visual Digital Tools I would like to start by discarding or leaving aside the fact that I do not have enough experience in using or managing tools or... 1 view 0 comments Post not marked as liked Joyce T Perez Jun 9 3 min Change Behavior. Being exposed to Jane's story was an experience because, through the feelings generated at that moment, I can explore how we touch... 3 views 0 comments Post not marked as liked Joyce T Perez Jun 7 4 min Why? My New Vision. Why: We believe that children's learning is most effective when motivated; integrating changes, innovation, and technologies can... 10 views 0 comments 1 like. Post not marked as liked 1 Joyce T Perez Jun 2 3 min Perusing and Sharing Publications. Many authors and educational influencers have visualized and promoted the idea of ​​a revolution in education, which others call reform... 5 views 0 comments Post not marked as liked Joyce T Perez Jun 2 3 min Digital Tools in Digital Environments. There is a strong belief that the education system is broken. It is not broken. It is merely constructed. It is just that we no longer... 9 views 0 comments Post not marked as liked Joyce T Perez May 7 3 min Contribution to Your Learning and the Learning Community EVERYTHING started to change! When I started the Master's of Education in Applied Digital Learning (ADL), my schedules were compressed,... 26 views 1 comment Post not marked as liked Joyce T Perez May 7 1 min Helping Each Other I have previously expressed that creating the ePortfolio has been a unique experience. I have faced many challenges, but at the same... 5 views 0 comments Post not marked as liked Joyce T Perez May 7 2 min Eportfolio - Show me Yours and I will Show You Mine Creating the ePortfolio has been a new topic for me in every sense (professional and personal). For the first time, I have started to... 4 views 0 comments 1 like. Post not marked as liked 1 joycetorresperez40 May 7 3 min Embracing Change: When you become a role model, Inspire others. This does not mean that you are that almost perfect glass object, but that you demonstrate... 7 views 1 comment 1 like. Post not marked as liked 1 Joyce T Perez May 7 3 min Connecting the Dots: Collaborative Discussion Educators know the importance of training students to connect the dots instead of collecting them. Connecting the dots involves going... 0 views 0 comments Post not marked as liked Joyce T Perez Apr 16 4 min Changes, challenges and growth in my ePortfolio. This was the first time I considered creating a website or ePortfolio. The insertion of the ADL program allowed me to get started! I felt... 45 views 0 comments Post not marked as liked Joyce T Perez Apr 15 1 min My learning Philosophy. What are some beliefs about learning? People can learn anywhere, in any way, and with different methods. This means that the learning... 5 views 0 comments Post not marked as liked Joyce T Perez Apr 9 2 min Learning Revolution When I was six years old, I had a dream. Learn to ride bicycles. I immediately had many experts on the subject at my side. My dad,... 13 views 0 comments Post not marked as liked Joyce T Perez Apr 9 1 min New Culture of Learning Cultivating the Imagination for a world of constant change. In this reflection, we will refer to some fundamental ideas from the book “A... 8 views 0 comments Post not marked as liked Joyce T Perez Apr 9 3 min Be the change you want to see in the world. Margaret Hefferman's words deeply inspired me. What motivates people is the bonds, loyalty, and trust they develop with each other.... 5 views 0 comments Post not marked as liked Joyce T Perez Apr 9 1 min Who Owns the ePortfolio Nothing is more genuine than seeing a child's satisfaction when they say: I did it! In some way, we all feel reflected in the stories of... 2 views 0 comments Post not marked as liked Joyce T Perez Apr 9 1 min Why use an eportfolio This was the first time I considered creating a website or ePortfolio. I believed that this was only possible for specialists in the... 11 views 0 comments Post not marked as liked Joyce T Perez Apr 8 2 min Communicating a Vision for Change. This reflection has allowed me to stop from everyday life, which consumes us with the myopia of the present, to self-reflect on my role... 7 views 0 comments Post not marked as liked Joyce T Perez Apr 8 1 min Disruptive INNOVATION. "If you do not change, you become extinct." The sooner you get rid of the old cheese, the sooner you will find new cheese." It is an... 10 views 0 comments Post not marked as liked Joyce T Perez Apr 8 1 min Choice, Ownership and Voice Trough Authentic Learning COVA is an opportunity for continuous growth and self-management of the student's learning process, where students find meaning and logic... 5 views 0 comments Post not marked as liked Archives June 2024 (9) 9 posts May 2024 (5) 5 posts April 2024 (13) 13 posts Categories Why blended learning? My new vision for teaching writing in kindergarten. Jun 26 Executing Change 4DX. Jun 26 Influencer Strategy. Jun 17 Media that Engages. Jun 16 Audio and Visual Digital Tools Jun 16 Change Behavior. Jun 9 Why? My New Vision. Jun 7 Perusing and Sharing Publications. Jun 2 Digital Tools in Digital Environments. Jun 2 Contribution to Your Learning and the Learning Community May 7 Helping Each Other May 7 Eportfolio - Show me Yours and I will Show You Mine May 7 Embracing Change: May 7 Connecting the Dots: Collaborative Discussion May 7 Changes, challenges and growth in my ePortfolio. Apr 16 My learning Philosophy. Apr 15 Learning Revolution Apr 9 New Culture of Learning Apr 9 Be the change you want to see in the world. Apr 9 Who Owns the ePortfolio Apr 9 Why use an eportfolio Apr 9 Communicating a Vision for Change. Apr 8 Disruptive INNOVATION. Apr 8 Choice, Ownership and Voice Trough Authentic Learning Apr 8 Learning Manifesto: Apr 8 Growth Mindset Plan Apr 8 No Yet Means Apr 7 Had I the heavens' embroidered cloths, Enwrought with gold and silver light, the blue and the dim and the dark cloths of night and light and the half-light, I would spread the cloths under your feet. But I, being poor, have only my dreams; I have spread my dreams under your feet. Tread softly because you tread on my dreams. W. B. Yates. ​ Every day, everywhere, our children spread their dreams beneath our feet. We should tread softly. Ken Robinson

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