Connecting to Communicating Your
Innovation Plan
 

Measurement Strategy & Connecting and Communicating Your Ideas According to Mertler (2020), Action Research is a reflective and practical approach that allows professionals to investigate their work environment for problems and improve their practice. This cyclic method involves planning, action, observation, and reflection to arrive at practical, evidence-based solutions to real problems. In the educational field, the most valuable type of research would be action research since teachers can analyze and then improve their strategies, both for teachers' and learners' better performance. The rationale for importance encompasses continuous improvement, informed decisions, and professional development. Action Research Outline This action research outline investigates the impact of implementing blended learning on students’ motivation during the writing process. The current study aims to apply innovative methodologies through blended learning, by which students can learn to write independently and improve their motivation and writing skills, particularly in kindergarten. In particular, it will assess to what extent the integration of technological resources and online activities develops writing skills in structure and content. Using a mixed methods approach, the study combines qualitative insights from observations and interviews with quantitative data from assessments. Literature Review In this literature review, I explore how blended learning has affected students' motivation during the writing process. I define blended learning, focusing on the Station Rotation model, which includes face-to-face and online activities. I'll review several models of Blended Learning, such as Station Rotation, Flipped Classroom, and Enriched Virtual, among others. Each has the possibility of flexibility to adapt to different learning styles and needs. Action Research Plan This Action Research Plan investigates the impact of implementing blended learning on students’ motivation during the writing process. The current study aims to apply innovative methodologies through blended learning, by which students can learn to write independently and improve their motivation and writing skills, particularly in kindergarten. In particular, it will assess to what extent the integration of technological resources and online activities develops writing skills in structure and content. Using a mixed methods approach, the study combines qualitative insights from observations and interviews with quantitative data from assessments. Applied Digital Learning Journey Synthesis Applied Digital Learning Journey Synthesis was a wrap-up for my learning journey, enabling me to reflect on how every module contributed to my innovation plan in implementing blended learning to improve motivation in kindergarten students when writing. Disruptive Innovation in Technology 5305 made me very aware of how technology could drive change in old practices. Innovation was accepted as my tool for increasing the fun and creativity of young students. In 5302 Concepts of Educational Technology, I developed a solid theoretical foundation for integrating digital tools, allowing me to design strategies in concert with best practices in educational technology. These connections have empowered me to create a dynamic, student-centered writing environment, seamlessly merging theory, practice, and innovation. Contribution to my Learning and Learning Community

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

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

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

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

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

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 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. Joyce T Perez

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

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

Self-differentiated leadership Part A "The Road Not Taken" Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; ... I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and II took the one less traveled by, And that has made all the difference. - Stephen R. Covey Since its emergence, communication has been the procedural vitalis of man as a social being. It gives a way of transmitting ideas, sharing feelings, and developing relations with the people in our environment. However, we usually undermine its importance since it is a key to relationship building, problem-solving, and success in every sphere of life by leaving it in the background. Due to its importance, many authors have dedicated time to analysis and studies. Today, we shared a vital search that I recommend to everyone. Crucial conversations: Tools for talking when stakes are high by Patterson, K., Grenny, J., & Swizler, A. (2012). This book is an essential guide to managing critical and delicate dialogues where the results have a high impact. Below are some key questions to keep in mind when reading its pages. Regulating solid emotions and anxiety is decisive when talking, analyzing, and making decisions. The STATE model (share your facts, tell your story, ask about others' paths, speak tentatively, encourage evidence) presented by the authors reveals necessarily essential techniques to keep in mind and put into practice, I would say, not only in conversations crucial but in every interaction we have in our day. A leader must have self-awareness that allows them to recognize when they are experiencing anxiety and take steps to manage it before it negatively affects the conversation or team dynamics. Leaders need to learn to control their emotional responses; leaders can remain calm and composed even in high-pressure situations, which helps maintain clarity and effectiveness in their decisions and actions. Today, we see in our organizations and even in our conflicts, such as the term "sabotage," enjoying surprising success. But its meaning does not necessarily mean destroying but instead making work unproductive, whether due to negligence, slowness, or meticulous observance of the rules that result in the impossibility of service. Its cause can be diverse, from non-acceptance of change, lack of commitment, leadership, or ineffective communication to personal insecurity, unresolved conflicts, and lack of trust. Of them, the ones with the most significant impact in my area of interaction have been resistance to change and lack of commitment, which, in my opinion, are viruses that affect the development of objectives. If people feel threatened by change, they may sabotage the change to maintain their comfort zone, feel uncomfortable with the new preferred process or system, or prefer the status quo. On the other hand, if they do not believe in the initiative's objectives or how something is being carried out, they could sabotage it. This can be evidenced by employee disappointment in workplaces where employees feel unconcerned, or their opinions are valued in decision-making. In response, this causes passive and active resistance. Understanding the roots of sabotage promotes a more positive and cooperative environment. An emotional triangle occurs when a person involves a third party in the conversation instead of directly addressing a conflict or problem with the person concerned. This can complicate and amplify emotional problems by introducing more perspectives and emotions into the original conflict. This can camouflage reality and work against change. The presence of a third party can create more anxiety and tension in the workplace. The third-party person will feel obliged to mediate or sort out the problem, creating tension. This can divert attention and resources needed to implement practical changes. Now, how to Manage Emotional Triangles, the book Crucial Conversation recommends: Encourage Direct Communication Develop Crucial Conversation Skills Create an environment of trust Managing these triangles by promoting direct communication, developing crucial conversation skills, and creating an environment of trust is essential to achieving effective change. Develop your emotional immune system. What crucial conversations do you need to have to get the desired results? Some Common Crucial Conversations. Ending a relationship Talking to a coworker who behaves offensively or makes suggestive comments Asking a friend to repay a loan • Giving the boss feedback about her behavior Approaching a boss who is breaking his own safety or quality policies Critiquing a colleague's work Asking a roommate to move out Resolving custody or visitation issues with an ex-spouse Dealing with a rebellious teen Talking to a team member who isn't keeping commitments Discussing problems with sexual intimacy The effects of conversations gone wrong can be devastating and far-reaching (Patterson, K., Grenny). They further state that research has shown strong relationships, careers, organizations, and communities draw from the same source of power: the ability to speak openly about high-stakes, emotional, and controversial topics. So here's the bold statement: Master your crucial conversations. You'll boost your career, strengthen your relationships, and improve your health. As you and others master high-stakes discussions, you will revitalize your organization and community. According to the theory presented in the book Crucial Conversations by Patterson, Grenny, and Swizler, to become a differentiated leader as a kindergarten teacher, you must address several key factors that will allow me to effectively manage critical interactions and lead positive changes in my educational environment. I list a few of them below. Identifying High-Stake Conversations: Discuss introducing blended learning with my colleagues and administrators. Explain the benefits to them and how it could motivate and interest your students in writing. Create a Safe Environment: Ensure students and colleagues have a safe environment in which to share ideas and apprehensions about the new teaching methodologies. Focus on Desired Results: Improved writing ability and increased motivation of students are always in mind when decisions are to be made and words are to be spoken. Emotion Control: This strength will allow one to handle stress and sentiments during change. Stay tranquil and focused on long-term benefits. Positive Influence: Acknowledge and reward students' writing progress and share with parents and fellow staff. Promote Accountability: Through constant constructive feedback, students realize the learning goals and take responsibility for their progress. Using these critical criteria listed below will enable you to guide effectively and help you avoid educational traps proactively and constructively, promoting a positive and motivating learning environment in your kindergarten class. These strategies ensure that crucial conversations are handled effectively, promoting a collaborative environment focused on continuous organizational improvement. Self-differentiated leadership Part B In the dynamic educational landscape emerges, ever more clearly, the desire to change for a better future: the will to innovate, a clear vision, a well-structured plan, and an effective strategy. As one of society's crucial pillars, education requires continuous renewal to accommodate each student's needs while simultaneously being sensitive to global demands. However, a mere intention for transformation will not help; it requires a strategic look, and only then will such wishes manifest as an outcome right before our eyes. Therefore, finding the 'why ' begins any change process. This vision needs to be very clear from the educational point of view, directed toward enhancing quality learning and students' academic experience. Once the why is known, all that needs to be done is to follow through with a detailed plan through the Influencer Mode l and the 4 Disciplines of Execution , which act like a roadmap in implementing my why. This strategy, therefore, has clear and particular objectives, a schedule, and success indicators; material and human resources will be required, and progress can be measured by Crucial Conversations. A compilation of future projects is here. Compilation References Crucial Conversations Explained in 2 Minutes. (2012). Youtube Video. https://youtu.be/ixEI4_2Xivw?si=cwJSm0fI9R7RAjHg Friedman's Theory of Differentiated Leadership - Made Simple. (2015). Youtube video. https://youtu.be/FaifIIeQC9k?si=W9_LKwSGcQvAlyAz Patterson, K. (2016). ideo Review for Crucial Conversations. Video Youtube. https://youtu.be/EFaXx3pgaxM?si=b5eImQnN0k0KY1dm Patterson, K., Grenny, J., & Swizler, A. (2012). Crucial conversations: Tools for talking when stakes are high.

Action Research Design Outline Learning to write in early childhood education through Blended Learning. I. What is the topic of your action research? Kindergarten is a grade where students enter the world of letters for the first time. They have a lot to say but need help putting their ideas in order or writing them down meaningfully. After several months into the school year, we see how students still need to learn to think about an idea or write it down. Therefore, it is challenging to achieve the stated objectives: opinion writing, informative and narrative writing. This is a recurring problem that we have year after year in our classrooms, and that invites us to immerse ourselves in the search for new perspectives and alternatives, as I propose in my Innovation Proposal , taking into account the characteristics of today's children who are immersed in a digital world and need motivators that align with their technological interests. Based on this objective and persistent problem in children's learning to write, my action research topic will be to recognize the techniques and methods used in the kindergarten writing program and the impact that implementing blended learning will have on students' motivation during the writing process. II. What is the purpose of your study The current research aims to apply innovative methodologies through blended learning, whereby students can acquire the habit of writing by themselves and enhance their motivation and writing skills, particularly in kindergarten. In particular, it will assess how much integrating technological resources and online activities develops writing skills in structure and content. III. What is your research question? How does implementing blended learning impact the motivation and development of the writing process in kindergarten students? IV. What is your research design (Qualitative, Quantitative, or Mixed Methods) The study should use a combined-methods approach since it plans to understand the quantitative impact, which is measurable in terms of outcomes in developing writing skills, along with qualitative experiences regarding motivation and the learning process. a. Why did you choose this design The qualitative method is valuable in research because it allows us to explore and understand students' and teachers' experiences, perceptions, and feelings about the writing process in a blended learning environment. It makes it possible to collect detailed information about how students experience the learning process, how they feel about using new technologies in writing, and what motivates or demotivates them. On the other hand, the quantitative method will allow us to evaluate students' progress in their writing skills in an objective way. It will analyze trends in the responses and compare different student groups. V. What data will you collect? Methodology The research approach to be used in the study, "Learning to Write in Early Childhood Education through Blended Learning," will adopt a mixed-methods approach in which both qualitative and quantitative data will be considered. Qualitative data obtained should include classroom observation, interviews, and review of the student's work. Quantitative data included standardized writing tests before and after using blended learning about progress in specific skills: text structure, grammar, coherence, and content. Engagement and motivation questionnaires and technology use data help develop usage statistics for technological tools, such as how many minutes students use the digital platform and their most frequent activity. VI. What types of measurement will you use? The measurement tools that might be utilized in the study to assess such aspects are the rubric to measure the level of participation in interaction with technological tools and collaborative writing activities. Still, a Likert scale, such as 1 to 5, might be used to rate the students' and parents' surveys regarding the level of motivation and enthusiasm for writing activities before and after intervention. VII. What is the focus of your literature review? In light of the preceding, the literature review shall outline aspects of the research study. Writing in Early Childhood Education. Blended Learning in Early Childhood Education. Information and Communication Technologies (ICTs) in Early Childhood Education. Therefore, it shall adopt developed theories and frameworks touching on the respective areas and establish a theoretical basis to gain a contextual understanding of the changes caused by the Blended Learning Station Rotation model in the kindergarten writing process.

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

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

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

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

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

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

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

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

Leading Organizational Change What's your Finding What's your WHY makes much sense in all life manifestations, not just the educational aspect. In my opinion, that inner strength springs from all sides when you do something you 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. 4DX Strategy/Plan Model The influencer Model change model focuses on changing behaviors to achieve measurable results. The model leverages the principles of motivation and ability across three dimensions of influence, personal, social, and structural, to create six sources of influence. Self-Differentiated Leadership / Crucial Conversations "The most important thing in leadership is to differentiate oneself from others, to maintain one’s principles while staying connected to the group.” Peter Steinke Recent Posts Why blended learning? My new vision for teaching writing in kindergarten. Executing Change 4DX. Influencer Strategy. Media that Engages.

5318 "Children's future is always today; tomorrow will be too late. Gabriela Mistral Instructional Design Online Learning We present a comprehensive and detailed description of this Kindergarten Research Writing course. Overview, curriculum design, presentation, navigability, and reflection. This course will help younger students build the foundation for research and writing through blended learning, integrating hands-on activities with digital resources. The instructional design focuses on logical progressions to guide students through digital resources and research understanding to find ideas, organize information, and revise. This class is organized into five blocks or modules to help students develop their research and writing skills in an engaging, fun, and supportive learning environment. Instructional Design When all is said and done, it’s all about making an impact and facilitating change within your online learners. The learning process should encourage them to evaluate their own cognitions and work toward bettering themselves. Even if that means challenging assumptions and beliefs that are holding them back. Push online learners past their comfort zone without making them feel too uncomfortable. Implementation This Implementation course takes a beginning approach with kindergarten students on the process of research-based writing in a fun and step-by-step manner. Through this multi-module course, students take their first steps in conducting simple research to gather information from different text sources such as books, websites, and experts. Then, they organize that information into order and create an informational text. Emphasis will also be paid to writing, including revising, editing, and sharing one's work with others. Usability & Reflection Usability testing was conducted, which helped me gain advice on making the course even more effective and accessible to meet the needs of kindergarten students. This course has been improved and optimized to be user-friendly and educationally impactful. The design, implementation, and refinement of this innovative kindergarten research writing course will enable youngsters to begin their journey in research and writing. Research Writing Kindergarten Course Instructional Design Video Research Writing Kindergarten Course Implementation Video Research Writing Kindergarten Course Usability & Reflection Video.

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

Peer Assessment ROUGH DRAFT PEER ASSESSMENT AND REFLECTION ASSESSMENT CRITERIA Total Points: 50 Points Breakdown: Originality and Relevance (10 points). 9-10: Highly original and highly relevant research. 7-8: Original and relevant research, with some novel aspects. 5-6: Relevant but not completely original research. 3-4: Research with little originality or relevance. 0-2: Research without originality or relevance. Clarity and Structure (10 points). 9-10: Impeccable structure, all sections well defined. 7-8: Clear structure, with some well-defined sections. 5-6: Adequate structure, but some sections could be better organized. 3-4: Confusing and disorganized structure. 0-2: Very poor structure, without clear organization. News and Credibility (10 points). 9-10: The information is of maximum relevance and relevance in the field. Information should have adequate citations and be verifiable from other reliable sources. 7- 8: The information is mostly current and relevant. It is well-cited but less verifiable. 5-6: The information is somewhat current but still relevant. Information cited but with some doubts about verifiability. 3-4: The information is outdated but may be relevant. Information with few citations and limited verifiability. 0-2: The information is very outdated and of little relevance. Misquoted and difficult-to-verify information. Analysis and Discussion (10 points). 9-10: In-depth analysis and well-founded critical discussion. 7-8: Clear analysis and adequate discussion, with some criticism. 5-6: Analysis and discussion present but superficial. 3-4: Poor analysis and limited discussion. 0-2: Analysis and discussion absent or very deficient. References and Citations (5 points). 5: All sources are correctly cited and referenced. 4: Most sources are correctly cited and referenced. 3: Some sources are correctly cited, but others are missing. 2: Few sources are cited correctly. 0-1: Citations and references are incorrect or non-existent. Writing Quality (5 points). 5: Impeccable writing without errors. 4: Clear writing with minimal errors. 3: Adequate writing, with some errors. 2: Writing with several errors. 0-1: Very poor writing, with many errors. REFLECTION. Reviewing a publication article is an exacting but greatly enriching duty. It allowed me to revise some aspects that define the quality and influence of the advertising article. Sifting through the novelty and relevance of these articles has helped me note some bright, pertinent research. That was fulfilling, especially in noting novel ideas adding significant value to the field. It was important to consider not only the logical flow of ideas but also the smoothness of the text and how easily the reader could get through it by following the thread of arguments. Checking the references and the data used, which were recent and from credible sources, was necessary to show the topicality and credibility of the articles. Do research and keep up with the very latest trends and developments. I can say that the article evaluation exercise has taught me to view everything that makes up academic work. It helped me appreciate that the presence of individual criteria in structuring an article can have a firm influence and significant contribution to fields of study and society in general. Moreover, it has made me improve my writing and analysis skills by learning from others' success and mistakes. This was a great opportunity to keep growing both as a student and as a person. More about my work

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

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