Connecting to Communicating Your
Innovation Plan
 

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

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

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

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

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

Implementation Outline

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

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

Download Aligning Outcomes, Assessment, and Activities. 3 Column Table During this Digital Learning course, I have learned as a key element that the generation of 21st-century students needs teachers who develop the skills of critical thinking and problem solving, effective communication, collaboration, creativity and innovation, and continuous learning, as reflected in the article I published on my New Culture of Learning Post . Foster a growth mindset and the willingness to acquire new skills and knowledge throughout life, adapting to work and social environment changes. It prepares them to face challenges and take advantage of opportunities in the modern world, where technology and globalization transform how we work, communicate, and relate. These elements must germinate in our students from an early age. This plan for semester three, investigative writing of the kindergarten curriculum, is designed to develop critical and creative thinking skills through analyzing the writing process to prepare investigative texts and drawings about a scene related to the topic they were interested in investigating. In addition, teamwork through the turn/talk or couple conversation sections where they discover the importance of inclusion and acceptance of the differences between themselves and their colleagues. Implementing the BHAG (Jim et al., 1994) in the creation of this planning has allowed me to break schemes and be ambitious in my objectives since, for kindergarten teachers, the possibility for the student to self-direct the process of teaching and develop collaboration skills, critical and creative thinking, constructive feedback and writing informative texts based on research carried out by themselves is a MYTH taking into account that they are four and 5-year-old children who are taking their first steps in the formal educational system and discovering the world around him. This work, this curriculum plan, is not just about me. It's about all of us, as leaders in the digital educational field. It's about pushing the boundaries and creating authentic, effective, and innovative learning environments. It's about integrating digital resources to revolutionize our infant classrooms. In my electronic ePortfolio, you'll find how I've used Fink's Self-Directed Guide to design learning outcomes aligned with the course objectives and my Innovation Proposal according to the student's needs. But it's your expertise, your dedication, and your commitment that will bring this plan to life. Together, we'll showcase concrete examples of learning activities we've developed to support these outcomes and promote student engagement and participation. Download How will the Course Outcomes planning process and 3 Column table influence or impact my innovation plan? Fink's self-directed guidance has empowered me in designing meaningful learning outcomes, ensuring alignment with course objectives and activities. This approach has allowed me to reflect on and update my innovation proposal and provided a comprehensive vision for implementing student-centered teaching and learning processes. By defining the content and learning methods, I can offer diverse teaching and assessment modalities, catering to the various ways students learn and demonstrate their understanding. The 3-column table is a collaborative tool that helps us plan objectives, activities, and assessments. This structured approach ensures that our Innovation Proposal is tailored to meet the specific needs of students and the demands of the grade (Fletcher L. & Rosser S. 2017). It also provides a platform for exploring integrating digital tools and online resources, fostering engagement and collaboration within the school community. Blended learning is another essential element in my Innovation Plan, and implementing the 3-column table in kindergarten classes can work harmoniously to provide a more individualized and flexible approach to the education of young children. This involves adapting content and digital resources according to the needs of each student, allowing flexible access to learning anytime, anywhere. Additionally, both methodologies allow detailed monitoring of student progress, facilitating continuous adjustments and improvements in teaching. In summary, the joint use of these practices can enrich children's educational experience in their first stage of schooling. The course outcomes planning process and the 3-column table are not just tools, but they significantly shape my Innovation Plan. They provide a systematic approach to continually improving our teaching practices, allowing for periodic evaluation and adjustment. As I implement my innovation plan, I can gather feedback from various stakeholders, which will guide future enhancements. The 3-column table, in particular, will serve as a reliable tool to monitor progress, record changes, and evaluate the long-term impact of our innovations. References. Fink, L. D. Creating significant learning experiences: Antigrateda pproachto designing college courses. 2013. Fink, L. D. A self-directed guide to designing courses for significant learning. San Francisco, 2003. Fletcher, L., & Rosser, S. J. (2017). Synthetic Biology–Engineering Tomorrow's Medicines. https://doi.org/10.1039/bk9781782620846-00216. Gardner, H. The Theory of Multiple Intelligences. Basic Book. 1983. Harapnuik, D. 2016. June 16. Mappinglearner's Journey, https://www.harapnuik.org/?page_id=6050. Harapnuik, D. 2016, June 13. SWhy you need a BHAG to design learning environments., https://www.harapnuik.org/?p=6414. Harapnuik, D. 2016, November 28. Keys to aligning outcomes, activities & assessment., https://www.harapnuik.org/?p=6695 . Piaget, J. Constructivist theory of the child's development. Delachaux et Niestle. 1926. Texas Kindergarten ELA Pacing Guide ,2023 https://docs.google.com/spreadsheets/d/1ujCVMeg-HSPgmuHi7DDKfe9fdqiYvipl5BSDnCIXzkY/edit#gid=0. Vygotsky., S. Thinking and Speech. The MIT Press., 1962. Download Download Botton Innovation Proposal “There is just a huge opportunity right now to transform education into a student-centric system,” says Michael B. Horn . Read More New Culture of Learning In this reflection, we will refer to some fundamental ideas from the book “A New Learning Culture” by (Douglas et al. Brown, 2011). Those who propose a simple, subtle methodology that calms anxiety and ignites hope for the future. These concepts, such as tactical knowledge, inhabitation, and collective play, have a competitive advantage. A new culture of learning draws energy from play, where experimentation unleashes powerful imaginations. Our purpose would be to explain the main challenges, how to address them, and how they will affect the adoption of creating educational learning environments in my organization. Read More Aligning Outcomes, Assessment, and Activities. 3 Column Table Read More Recent Posts Why blended learning? My new vision for teaching writing in kindergarten. Executing Change 4DX. Influencer Strategy. Media that Engages. Audio and Visual Digital Tools Change Behavior. Go back To 5313 Go Back to 5313

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

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

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

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

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

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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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