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Rough Draft Rough Draft EDLD 5317 Julio, 2024. Article title: Why blended learning? My new vision for teaching writing in kindergarten. 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 and, simultaneously, more challenging. Highlight how important feedback collection is for further development. Introduction: Being a teacher in Texas, I imagine that, like in any primary school in the United States, starting the teaching and learning process with very young children with different academic needs represents a challenge. Trying to motivate them to achieve the miracle of good knowledge (learning) and appropriate values that serve them for life means a great challenge. As I begin the adventure in my classroom, I am ready to start the learning journey by implementing different techniques to attract their attention in any of the subjects I teach. By doing it the conventional way and following class plans, I realized the lack of motivation and apathy that I often face. Especially if we are in the middle of Hagerty's class, where there are no audiovisual resources other than the sounds of the letters. Children who have a lot to say but need help putting their ideas in order or writing them down meaningfully. Several months into the school year, we see how students still need to learn to think about an idea or write it down. Therefore, achieving the stated objectives is difficult: 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, taking into account the characteristics of today's child. The vast majority enjoy video games, YouTube videos, and digital whiteboards more than traditional games or writing letters with pencil and paper. This article addresses why Blended Learning and how we could show the way in this scenario. It will reveal the benefits of the station rotation model in the kindergarten classroom by reflecting on students' writing progress and motivation. Blended learning, by definition, is an approach that responds to a new social context in which the need for a renewed pedagogical model that relates the process of technological and social change to educational innovation is evident. The opportunity to integrate traditional teaching methods with digital tools can be an effective solution to address the lack of motivation in writing in kindergarten. According to Fleck (2012), many teachers have begun to move away from the traditional approach to teaching and are trying to find ways to increase learner engagement. Horn and Staker (2015) noted “Just a few steps can be taken in educational circles, and you hear about blended learning. It is at the top of the trending topics related to changing education. Blended learning is any formal education program in which some element of the learner controls time, place, path, and/or pace. In all blended learning programs, students do some of their online learning. This does not mean using digital tools, like an online graphing calculator or Google Docs. Blended learning means a broader educational shift from an in-person teacher to web-based content and instruction ( pp 31-34 ). Specifically, the station rotation model, by definition , will significantly improve students' writing skills. The focus on combined interactive, adaptive, and dynamic learning activities is part of its effectiveness. Students can easily access learning materials and collaborate with peers and teachers. It is one of the most popular blended learning approaches. The model is neither new nor exclusive to blended learning. Teachers have used learning activity "hubs" in their classrooms for decades, particularly at the primary level (White J, 2019). One of the most essential benefits of kindergarten classrooms is their flexibility for teachers and students. Teachers can decide how they would like to teach the learning material, and depending on the type of model, children can access the course material from anywhere convenient for them. Innovating from the Beginning: How Technology Transforms Learning in Kindergarten? Before, when we talked about education, we immediately thought of the physical classroom. However, when discussing education today, it is inevitable to think about the Internet and digital media. Today, they exhibit transformative advances in artificial intelligence, machine learning, massive data processing, robotics, and biotechnology. In it, technology creates a world of profoundly personalized and instant experiences. This is where we must be ready to take advantage of those opportunities in the daily lives of our students. According to Don Tapscott, author of "Growing Up Digital," early exposure to technology helps children develop digital skills that will be essential in their later lives. Tapscott argues that children who use technology from an early age are more likely to adapt quickly to technological innovations in the future. In this way, we see how endless educational options may interest us, providing a world of possibilities. Among the contributions that ICT offers are: Stimulates creativity and ingenuity. Promotes the experience. Advances according to the learning rhythms of each student. Develop study and research strategies. Provokes curiosity. Stimulates independence. Wake up learning. It helps in the development of different eye-ear and especially eye-hand coordination. The digital age has radically changed the development of the process of education. Technology advances at compromise levels about every aspect of human life. Therefore, it is necessary to be constantly updated to keep up with the significant changes in the world and its development. My new vision for teaching writing in kindergarten. I am complicit in the power of using technology to foster motivation in students. Faced with the unexpected and sad 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, absence of routines, and lack of motivation were the norm. See how they could barely write their name to compete with each other to write a note to the teacher. Or Seeing Darío arrive every morning crying because he had his shoes untied, forgetting Wednesday's folder, or not being able to write his name to say: Dario: Teacher, have you seen what reading level I am reading at? Teacher: No: Dario: Level E (first-grade level). Alarm signals that were building the paths to implement some digital tools. Nothing was more genuine than seeing little eyes shining at the possibility of writing on a digital screen or using tablets or computers in digital writing activities with interactive applications (Seesaw, ABC Mouse) that teach the formation of letters, words, and phrases. Alternatively, a 3-minute YouTube video can help them understand new writing concepts. It keeps children's attention and explains ideas visually and attractively, which previously took them hours, sometimes days, to learn with the blackboard and chalk in hand. Showing them videos of people writing was essential to helping them understand the process and replicate it. Implementing rewards and recognition for achievements in writing encourages children to try harder. Inspiration and the strength of passion, which in my class translates 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 transformed that place (the class) into a space we never wanted to leave. Conclusion: Despite seeing the first results in implementing this methodology, there is still a long way to go, a lot of work to do, many tools to apply, and finding, along the way, a complicity between traditional teaching methods and digital tools that best applies to our little Cowboys. Finding the right path is a meticulous and incessant task that occupies us daily in the beautiful mission of teaching and educating. Submission Options: Edutopia.org Educational, Technology, and Society EdTech Magazines Peer Assessment More about my work Reference Bersin, J. (2004). The Blended Learning Book: Best Practices, Proven Methodologies, and Lessons Learned. John Wiley & Sons. Fleck, J. (2012). Blended learning and learning communities: Opportunities and challenges. Journal of Management Development, 31(4), 398-411. Garrison, & Vaughan. (2008). What is Blended Learning? Blended Learning. https://untblendedlearning.weebly.com/what-is-blended-learning.html Horn, M. (n.d.). USING BLENDED LEARNING TO DESIGN SCHOOLS THAT MOTIVATE STUDENTS. Media. https://michaelbhorn.com/2016/03/using-blended-learning-design-schools-motivate-students/ Horn, M., & Staker, H. (2015). Blended: Using Disruptive Innovation to Improve Schools. Jossey-Bass. White, J. (2019). Blended Learning Models. Blended Learning Universe. https://www.blendedlearning.org/models/#stat

Usability & Reflection If you are here, it is because you are interested in embarking on this incredible journey of reviewing some of the results of the usability tests of the Kindergarten Research Writing Inquiry course. This analysis will examine the participants' reflections and explore how the lessons can be nuanced based on our student's and educational staff's preferences and needs. The course has been designed to facilitate research writing among the youngest children and to empower teachers and parents in the educational process. Join me on the journey to discover how we can improve together. Five kindergarten teachers, one reading coach, and one reading specialist underwent usability testing. They were the right people to conduct this evaluation. Besides being potential course implementers, they hold profound knowledge and experience in the kindergarten curriculum. Their comments added essential elements, given that they can value their insight into the teaching environment and their pedagogical skills by enabling us to get suitable, efficient feedback. In this respect, the parents' perspective could have helped refine this process for the future. These parents are key players in supporting students with their learning at home. We also welcome insights regarding how the course works in practice with the students. Watching them work through the content and adapt to the materials provides immediate feedback we can use to make changes to ensure the course meets their needs for a typical classroom environment. Data were gathered via the Google Docs platform, significantly influencing both the usability tests and the results. Since this is an accessible and popular platform, participants could easily work through the survey quickly and efficiently regardless of their prior technological experience. Furthermore, with Google Docs, data collections and visualization are provided in a structured form, whereby analysis of the results is further easier. It allowed immediate access to responses because of the cloud storage. On the other hand, for future tests, we could seek tools that would allow participants to attach audiovisual responses, like audio or video recordings, instead of just text, which would provide more complete and detailed feedback. Publication Final Draft The feedback from the participants in usability tests has been a great lesson regarding the "Research Writing in Kindergarten" course design and functionality. A number of participants appreciated the overall structure of the course, where modules are easy to locate and navigate. Because of the presentation in task list format, new users can easily find their way through it and get to work on their assignments. That provides real meaning to the clear and accessible organization in online learning environments. The conceptualization of modules with the use of a calendar was very appealing. Instructors and learners can then plan their time accordingly, hence making learning more organized and structured. The feedback section at the end of the course was considered critical. As one of the participants noticed, this tool helps to personalize the learning of each student. It involves parents in the process so that they may realize their responsibility for their child's school performance. The opportunity for parents' feedback allows for meaningful collaboration between School and Home. Participants underlined the possibility of adding more resources as a main course design feature. This reflects a range of learning styles and provides options to make it easy for the students to find what they need in one place. Participants enjoyed the fluidity between schedule and modules; the structured course design was identified as an effective tool for teachers to upload documents and students' resources. This also emphasizes clarity and specificity in the design to be maximally usable. In general, participants found this course highly applicable for kindergarten students, which means that the approach taken within the course is appropriate and relevant to the classroom. There have been many changes in the course design for Research Writing in Kindergarten post-usability testing to fix problems and improve user experience. Feedback on ease of navigation led to a reorganization of modules to more accurately represent logical and sequential flow, intuitively and efficiently taking educators and students through the content. Positive reviews on the usage of the calendar will be followed by giving it a more central position and further simplifying its use. The links will be attached for respective modules, which can be used for easy planning and progress tracking. To meet the need for diversity in learning, the resources section is expanded by adding other options and additional tools that will allow the teacher to tailor the learning experience to the needs of the students. Provided are enhancements in the Feedback portion: templates and examples to help the parent or student give constructive feedback so that their feedback is delivered comfortably and empoweringly. Based on the feedback about design clarity, instructions within the modules have been revised. More detailed and visual explanations have been added to facilitate straightforwardness in learning objectives and tasks. Some elements and resources will be removed because they either will not provide significant value or serve as a source of confusion. Such simplification would allow us to present the course more concisely and make it more available. The continuous user feedback will lastingly ground regular course reviews, including any emerging usability issues resolved rapidly and effectively. This will keep us abreast of designing an efficient and hospitable learning environment for participants. Importantly, how we got to do these enhancements through feedback has been pleasing in their effect on users. The usability testing process and subsequent implementation planning have significantly impacted the “Research Writing in Kindergarten” course and the student experience. The reorganization of modules and optimizing the calendar have made navigation more fluid. Educators and students can easily access resources and activities, reducing frustration and allowing for a more focused learning experience. With more resources and personalized learning, students can engage with the content that best suits their interests and ways of learning. In this itself, it will motivate them and make them more participative during the writing process. The enhanced feedback section will engender a sense of community between the students and their parents. It develops collaboration and mutual support in that the fact that the parents can comment on their child's learning has helped improve learning performance. A regular review process based on continuous feedback established a cycle of improvement to ensure the course evolved according to the users' needs. The impact is an active and sensitive environment that walks hand in hand with the emerging realities of teaching and learning. Consequently, the changes enhanced participants' confidence and satisfaction for educators and students. Among the positive remarks within the suggestions, one suggested that participants felt more supported, motivated, and better prepared to meet learning challenges. "Research Writing in Kindergarten" is specially designed to help students go through the process of research writing and give all families and students equal resources and support through English and Spanish. The student and parent training is a full-fledged module with video tutorials and audio-visual resources, which acquaint them with the course platform and content. These trainings have hands-on ways to access the resources, technological tools, and ways to engage in learning actively. To that end, support issues will be given through a technical support system that might be in the form of online and face-to-face sections. This will provide an opportunity for both parents and students to personally get hold of and ask questions or resolve technical problems in regards to access to the course and the Schoology platform itself. Being a Title 1 school, we would be providing some other connections with the school and community in an effort to bring access to a device and internet connection for access to families in need. This could include a device loaner program or calling local organizations to help extend resources. Research Writing Kindergarten Course Usability & Reflection Video Final Compilation Conclusion. As we move forward with implementing the “Research Writing in Kindergarten” course, it is critical to recognize that the success of our initiative depends not only on a solid curriculum design but also on a robust support system that addresses the diverse needs of our students and their families. Through creating a dedicated training module and audiovisual resources and establishing accessible technical support, we have made significant steps toward removing barriers to learning. “Research Writing in Kindergarten” builds on our ability to create a learning environment in which every member of the educational community feels supported, valued, and committed to continued growth. We are excited about these efforts' positive impact on our students and their development as research writers. Recent Posts Why blended learning? My new vision for teaching writing in kindergarten. Executing Change 4DX. Influencer Strategy.

Resources Digital Environments Very few things in today's world have not been touched by the effect of digital technology, and education is no exception. As a kindergarten teacher in Texas, I was able to experience more closely how this digital learning module was enriching my learning processes. Others teaching life, technology has also played a significant role in developing me and linking me with the rest of the world. Many digital tools put many educational resources at one's command, from interactive videos and games to early literacy applications. This puts the student in a position to explore varied ways of learning which best fits their individual needs. Thus, because technology surrounds life almost at every step in the modern age, the requirement is for children to acquire technological skills at an early stage of life. Practice in using digital devices within the classroom prepares children for a future when such skills will become very essential. This module helped me to learn and investigate new digital resources and changed my vision of learning and teaching. Also, internalize that writing about a topic is something we can all do. It is enough to have an experience to share and teach. This is how I encouraged myself through a Publication Draft to reflect on some ideas on what I think and what concerns me about my innovation plan. Then, audiovisual media magically transported those ideas in a long-duration video media project, podcast, or video debate, causing great motivation to share and make my VOICE known to the world. Finally, passing through the eyes of my learning community and instructor, it was analyzed and evaluated, leaving room for a final complication. I was reflecting on the training trajectory of a professional inspired and motivated to create a better educational system. Publication Outline The conventional way of teaching writing has become a problem in capturing the attention of little ones, who are mostly technologically oriented and whose knowledge of touch screens is more developed than that of pencil and paper. The concepts I will share in this Publication Outline 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. Rough Draft Being a teacher in Texas, I imagine that, like in any primary school in the United States, starting the teaching and learning process with very young children with different academic needs represents a challenge. Trying to motivate them to achieve the miracle of good knowledge (learning) and appropriate values that serve them for life represents a great challenge. This Rough Draft addresses why Blended Learning and how we could show the way in this scenario. It will reveal the benefits of the station rotation model in the kindergarten classroom by reflecting on students' writing progress and motivation. Media Project For years, storytelling has been a chief influencer of people for any change. Its power for attracting and retaining attention, communicating messages, generating commitment, reinforcing identity, and providing versatility make it essential in any digital landscape. Seth Godin is a well-liked author who has written profusely about recent marketing strategies emphasizing Media Projects. Through his works "This is Marketing" and "All Marketers Are Liars," Godin echoes the power of visual storytelling through videos that capture attention and convey messages. Publication Final Draft Compilations Posts In a time of so much technology, it is necessary to establish bridges of emotions and feelings of love between men to mitigate the gap between ignorance and knowledge. This is the basic condition for saving the human species. This Publication Final Draft addresses why Blended Learning and how we could show the way in this scenario. It will reveal the benefits of the station rotation model in the kindergarten classroom by reflecting on students' writing progress and motivation. Contribution To My Learning One of the most transformative aspects of my journey through EDLD 5304 and EDLD 5317 has been forming a vibrant learning and C ontribution To My 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. Recent Posts Why blended learning? My new vision for teaching writing in kindergarten. Executing Change 4DX. Influencer Strategy.

Executing Change Learning at an early age is the very moment the foundation should be laid for further academic and personal development. In this context, I propose an innovation plan focusing on "Learning to write at an early age through Blended Learning," which aims to transform the process of teaching writing in kindergarten. To ensure effectiveness and success, I will execute 4DX, proposed by Chris McChesney, Sean Covey, and Jim Huling. The 4 Disciplines of Execution principles will help an organization execute the most important goals. These disciplines are: Focus on what is crucially important (WIG) : This means intrinsic motivation and the use of innovative technologies to make it more challenging and stimulating for children to learn writing within the given context. Predictors : These will identify indicators that predict students' motivation and performance success, such as active participation in technological activities and progress toward writing skills. Keep a results board: This can be any visual, accessible system that enables us to track student progress and the impact of new strategies. It will help us make continuous adjustments to realize improvements. Establish a cadence of accountability : Hold regular meetings with the faculty and staff to review progress, discuss challenges, and plan the next steps. Disciplines within the 5 Stages of Change, recognizing the need for change, clarifying the change, launching the plan, adopting new practices, and optimizing and maintaining habits, will enable us to apply this innovation plan in orderly and sustainable ways. We will work towards a continuous learning/growth culture in kindergarten through systematic and collaborative improvement of student writing skills. How do the 4 Disciplines of Execution work with the 5 Stages of Change? How do the Influencer Model and 4DX complement/supplement each other? In the short time I have been a Kindergarten teacher, I have been able to visualize how students have a low motivation towards writing and how to apply this to opinion, narrative, and poetic writing. A problem that, in discussions with my team of more experienced teachers, reveals a recurring problem year after year. This implies the search for new ways to teach and have results. Implementing blended learning in kindergarten represents an innovative strategy to improve writing skills in children. This innovation plan promotes intrinsic motivation, integrating changes, innovations, and technologies that transform the writing process. To ensure the success of this plan, we have combined two powerful strategies that we consider crucial to change. The 4 Disciplines of Execution (4DX) with the Influencers Model allow effective and sustained execution of the desired changes. When I think about how these proposals (Influencer Model and The 4DX) complement each other, my graphic mind becomes concave and convex . From top to bottom, they have strong connections around their analysis and practical proposals. The 4DX encourages us to identify and focus on a crucial objective: Increase the intrinsic motivation of students towards writing, something that the Influences Model does very well since it allows teachers and students to be mobilized and motivated towards the objectives (WIG) using influences personal and social. The second discipline focuses on identifying and acting on measures that predict success, which the Influencer Model gives us a foundation to analyze the influences that affect these. Creating a scoreboard is a visual and motivating tool that keeps everyone focused on goals. The Influencer Model guides us to use structural and social influences that encourage and motivate students and teachers. Adapting and adopting new changes in kindergarten could not work without routines and monitoring. The fourth discipline encourages routine responsibility and monitoring. Here, the Influencer Model highlights the importance of personal and social influences in holding regular meetings to review progress and adjust strategies. So, integrating the 4 Disciplines of Delivery with the Influencer Model provides an effective strategy for implementing blended learning in kindergarten Conclusión: Throughout my journey through The Four Disciplines of Execution, many passages left an imprint on me and a terrible desire to put them into practice. One of the messages the authors leave in the book is inspiring and motivating for me, which I make available to you as a conclusion to this work. “Consider spending the future in a relentless whirlwind where everything is always urgent and truly important priorities are forever postponed. The great management scientist Peter Drucker observed: “I have seen many people who are great at doing unimportant things. They have an impressive track record of achievements in trivial matters.” But you don't want to be magnificently trivial. You want to make a real difference. Want to make a high-value, high-impact contribution? The 4 Disciplines of Execution can take you there (McChesney et al, 2012)” More about my work References: Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The New Science of Leading Change. McChesney, C. (2016). Introduction to 4DX OS. YouTube. https://youtu.be/KOhF6T5D8X8?si=iUJ39RM_WvkVP1gp McChesney, C. (2017). The 4 Disciplines of Execution in a Nutshell. Youtube. https://youtu.be/mP7sq_tGZj8?si=UCbGUZRbQKWqTE60 McChesney, C. (2020). Move Your Middle Chris McChesney. Youtube. https://youtu.be/cbQfozH2KxM?si=wxk-jMSZlRS8H7XC McChesney, C., Covey, S., & Huling, J. (2012). The 4 Disciplines of Execution.

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

Planning the Alternative PL outline/blueprint Change the game Change the game Change the game Change the game Connect, Collaborate, Grow Connect, Collaborate, Grow Connect, Collaborate, Grow Connect, Collaborate, Grow Video At each turn of history, man had been inspired by stories that spoke to their hearts. Chief among these must be the life stories, which allow an individual to connect with real life and provide a glimpse of our own lives reflected in other people's coming-of-age stories, defeats, or triumphs. The life stories permit the individual to feel it is possible to be in a different place than where one presently is, and this transformation can be actively engendered by oneself rather than imposed without it in personal or professional life. One of those moments of change has been my journey, harnessed through Professional Learning meetings in my school; I have come to learn through frustrations, challenges, and discoveries how to bring about better meetings to drive educators' professional growth. My call to action evolves from this context: Change the Game: Connect, Collaborate, Grow. Implementing " Change the Game: Connect, Collaborate, and Grow" can be a game-changer in taking PLCs from a routine experience to a little more meaningful and powerful for educators. It's about slowly moving from a meeting-based culture toward meeting spaces where authentic interaction, professional learning, and increasing capacity are the focus of continuous growth. It intends to build a community where every educator is empowered and allowed to share their ideas, enabling them to enhance others, hence creating an environment to elevate teaching practices for improved student outcomes. The process has overcome some weaknesses that have characterized traditional forms of professional development: a system of one-off events that inspire or motivate little actual change in the classroom. Integrating these 5 Principles of Professional Learning, Modeling, Time, Support, and engagement into a professional development plan for our Kindergarten Teacher's PLC will significantly improve the associated benefits. In this way, the level of learning will be more profound. Shallow exploration of concepts cuts off reflection, practice, and internalization of new approaches by educators. This leads to a fuller understanding and practical application in the classroom. In addition, planning to pilot the initiative in the first year with our kindergarten teachers is a strategic way of implementing the initiative. This will offer a promising avenue that we can use to obtain some helpful feedback and effectiveness assessment and make necessary adjustments before scaling up into other grade levels. Who will lead what components? PLC Lead Facilitator Professional Learning Meetings : The lead facilitator conducts the PLC meetings, which occur every week. They ensure that the sessions' objectives are met and the discussions are guided. Collaboration Leader: The leader will be fronted by an experienced collaborative-work teacher. His main tasks will include planning and organizing activities that enhance effective teacher interaction, holding brainstorming sessions in control, and running joint projects. Leadership of Technology Support : An experienced leader in digital tools and educational resources will provide technology support. Professional Growth Mentor : An experienced mentor will provide individualized coaching and feedback to teachers who need additional support. He/she will also follow up on ongoing support to assist the teachers. Evaluation and reflection leader : This leader is supposed to manage the development of an evaluation tool that would possibly estimate the outcome of PLC meetings on teachers' 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. Fostering Collaboration. Several strategies may be utilized to effectively create an atmosphere where it is comfortable for the teachers to work with and share ideas with colleagues. We use the first 10-15 minutes of the meeting to go around and share what's currently working and not working in the classroom. The objective is to inspire others by sharing your successful strategy and opening the conversation to solve the challenges together. We will have quick presentations. Teachers take 5-minute turns sharing a strategy, activity, or resource that has worked well in their classroomThe objective is to inspire others by sharing your successful strategy and opening the conversation to solve the challenges together. We will have quick presentations. Teachers take 5-minute turns sharing a strategy, activity, or resource that has worked well in their classroom. The objective is to introduce new ideas with multiple approaches to teachers briefly. We will establish small groups and devise at least three concrete, practical solutions to a teacher's challenge. The aim here is to facilitate collaborative problem-solving and generate valuable ideas. Also, each educator brings in one resource, book, or tool that worked for them in their teaching and shared it with the group. The objective is to build a shared library of valuable resources. Other activities that we will take into account would be those mentioned below. Shared Feedback Circle : Teachers bring a lesson plan or example of student work and share it with the group. Each team member offers constructive feedback following a structure: first, something positive, and then, a suggestion for improvement. Objective: Promote continuous improvement in a supportive environment the intention is to provide practical, constructive feedback regarding teaching practice in real time. Specific Feedback Workshop : Teachers learn specific constructive feedback techniques, such as the “feedback sandwich” (positive comment, area for improvement, positive comment). They then practice giving feedback using these approaches. The objective is to teach teachers how to give and receive feedback effectively. Celebrate Team Accomplishments: At the end of the PLC meeting, we will have a small, short ceremony where we give the teachers certificates or symbolic awards for their accomplishments, such as introducing new strategies that worked or improving some field in the classrooms. Sample of some possible rewards: Innovator of the Month" for trying a new technique. Inspirational Teacher of the Month" for helping a colleague with his/her challenge. Creative of the Month" for an outstanding activity carried out with students. Team Accomplishment Video . A small video, photos, and videos that compile the most important moments of the team. It's good to add teacher quotations regarding achievements or critical moments of the school year, showing them at a special meeting or the end of the month. The objective is to celebrate more vividly and emotionally reached milestones and achievements. Victory Cup: We will generate a "victory mug" passed on among teachers. Whoever the teacher receives it will keep it on his desk every week or month for some particular achievement to be decided by him, and he will pass it on to whomever he chooses next month. Goal: To ensure rotation in recognition and continuous celebration of accomplishments throughout the year. Instructional Design Professional Learning will be organized using BHAG Big Hairy Audacious Goal and a 3-Column Table instructional design model. Professional Learning will be designed using BHAG- Big Hairy Audacious and the 3-Column Table instructional design model. It provides a dynamic and organized format where the BHAG sets ambitious but achievable goals, while the 3-column Table gives a practical means of organizing content, activity, and assessment. It combines these two approaches so that information flow becomes coherent, objectives are clear, and learning outcomes align with learning outcomes, thus developing professionalism holistically and effectively. Resources To successfully undertake the alternative professional learning plan "Change the Game: Connect, Collaborate, Grow," we will need materials and human resources. First, we will require a well-thought-out schedule that efficiently employs meeting times within the existing PLC sessions. We shall iron out a time that will enable all teachers to be present without adding to the workload of teachers. We would use platforms such as Google Calendar or Trello for meeting organization and providing discussion topics and technologies or strategies actively involving teachers during meetings, for example, real-time survey applications: Mentimeter and Kahoot. During the coaching sections, workshops, or particular pieces of training, training materials will be used to enable facilitators to support teachers in their growth. Furthermore, we will implement checklists, guides, and manuals so that teachers can easily follow the procedure and have access to digital platforms for continued support. Learning materials: Articles, studies, videos, research, and manuals referring to the betterment approach in PLC meetings and professional teachers' growth. We would look for support from school leaders and management so this plan has sound backing and adequate monitoring. Professional Learning Outside. We made a clear outline regarding structure, logically supporting the organization of the topics and ideas. In such a way, one can pay attention to the main objectives, avoid deviation, and consider everything about the project. This is done in Google Sheets, a platform that allows it to be adapted during the process, thus embedding new ideas or changes without losing the overview. Please refer to the Professional Learning Outline for PL for more information regarding the leadership for each component, target audience, assigned tasks, and schedule, among others. 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.pdf Horn, 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. Joyce T Perez 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... Joyce T Perez 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... Joyce T Perez Influencer Strategy. Discuss how the model is divided into the two domains of motivation and how it is subdivided into personal, social, and structural... Joyce T Perez 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... Joyce T Perez 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... Joyce T Perez 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... Recent Posts

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

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

Download Top Create a Significant Learning Environment 5303 Some elements of my training as a professional have influenced my closeness to the topic of teaching and learning. Although I did not study pedagogy, I was very close to working as a professor at the university in my town. There, I had some ideas about teaching methods, such as the theory of Latin American psychologist David Ausube l , which maintains that learning is most effective when new knowledge is significantly related to the student's existing cognitive structure. Through teaching practice, I experienced some pedagogical approaches and challenges in classrooms. As a teacher, I participated in continuing professional development programs such as workshops, conferences, and online courses to broaden and deepen my understanding of the teaching and learning process. In the fall of 2024, I enters the Master of Education in Digital Learning (ADL). Advancing through these courses has been a UNIQUE experience. It has allowed me to interpret the vision of the natural world differently and adopt innovative and contextualized tools to create efficient and contemporary learning environments. It has helped me grow professionally and spiritually. The relevance of working together and supporting each other on my Distance Learning team has been extraordinary. This ePortfolios course has been a transformative experience that has trained me to select and present my work effectively. By creating this e-portfolio, I have brought together my achievements and deeply reflected on my personal and professional growth. This process has been instrumental in helping me develop a unique voice, presenting my skills and experiences coherently and engagingly. This ePortfolio represents my learning journey and demonstrates my ability to adapt and evolve in an ever-changing environment. Top Evolution of My ePortfolio I started this journey with ePortfolios without a clear vision of an ePortfolio and why I should have one. Today, I am deeply excited to be able to share a powerful tool that everyone who has something to show the world to improve it should have. Here, I show you my evolution over time. I adapted it to represent my educational experiences and personal development as I progressed. I invite you to explore it, hoping you find something that inspires and motivates you to make it yours if you haven't already in my ePortfolio. Growth Mindset Plan Reflection In Growth Mindset Plan Refection, you can investigate how reflecting on my excursion with the “Growth Mindset Plan” has helped me take critical steps toward developing a developmental mindset both in my profession and its impact on my students. Learning Manifesto Reflection Learning Manifesto Reflection , you see how it has benefited me. After several months of reflecting on it, I am amazed at how these principles have influenced my development and evolution. Plan of Innovation Reflection Plan of Innovation Reflection explains how adopting a growth mindset has impacted my innovation plan through established actions. Contribution To My Learning Community. The relevance of working together and supporting each other on my Distance Learning team has been extraordinary. Contribution to My Learning Community: I recognize everyone's contribution, and the collaborative environment is crucial to my achievements. T ePortfolio: Why it works! What is an ePortfolio Why Use an ePortfolio Who Owns the ePortfolio Botton Checking In Home About Me Blog ePortfolio Changes Growth Mindset Reflection Learning Manifesto Reflection Innovation Plan Contribution to My Community. ePortfolio Redesign Check-in I learned about “The ePortfolio” for the first time in EDLD 5302 Educational Technology Concepts. From that moment on, a door to creation, innovation, and authenticity was opened that captured my full attention. At first, I was reluctant to accept the challenge. I spent long hours and countless days researching how to do something that, in my eyes, was almost impossible. Then, due to urgent needs, I started creating my first homepage. At that moment, I felt a deep emotion. Although moments of despair and anguish due to the helplessness of ignorance constantly invaded the space, I HAD ALREADY PREPARED my first page on a website! The EDLD 5303 course has given me a Why? Why do you need to have one? Should you have an ePortfolio? The quality of the elements included, the structured analysis, and the visual style have gradually improved in each section of the work and study. While I continue in this process of constant discovery, I focus on learning and finding my thoughts and feeling proud that what I have created reflects my OWN SELF. Up Foto Wix 2024 Related Posts Why blended learning? My new vision for teaching writing in kindergarten. Being a teacher in Texas, I imagine that, like in any primary school in the United States, starting the teaching and learning process... Executing Change 4DX. Learning at an early age is the very moment in which the foundation should be laid for further academic and personal development. In this... Influencer Strategy. Discuss how the model is divided into the two domains of motivation and how it is subdivided into personal, social, and structural... Media that Engages. Discuss ways that the media can engage the audience to influence their thinking? We can reach more recipients with a single message... Audio and Visual Digital Tools I would like to start by discarding or leaving aside the fact that I do not have enough experience in using or managing tools or... Change Behavior. Being exposed to Jane's story was an experience because, through the feelings generated at that moment, I can explore how we touch... Go To ePortfolio

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

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

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

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

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

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

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

Final Compilation Part B A New Culture of Learning. Resistance to change would be my first challenge in my learning environment. Some people may see the change as threatening their identity and how they have learned and been taught. Although it is evident that the educational process in my work environment is changing in search of updates, the idea that the existing culture and structure can hinder the implementation of this more flexible and student-centered learning approach should be considered. My Philosophy Learning My learning philosophy would be to look for a why constantly. Why does it make so much sense in all life manifestations, not just the educational aspect? That inner strength springs from all sides when you do something you really like and are passionate about. In the classroom, most students want the opportunity to learn. They want a teacher with an authentic desire to stimulate knowledge in new and effective ways. "Children are more like their time than their parents." Each era produces new men who, as a natural process, bring new social relationships and ways of thinking with them. Technology has played a tremendously important role in our lives, seeing it as a GREAT OPPORTUNITY to include knowledge. Although it is evident that the educational process in my work the environment is changing in search of updates, and the idea that the existing culture and structure can hinder the implementation of this more flexible and student-centered learning approach should be considered. I could see my work colleagues, management, and leadership lacking support or commitment. The teacher continues to be the guiding figure of the educational process. He does not see himself as a tutor but as the person who organizes and directs the entire process. Fink's 3-Column Table Fink's self-directed guidance has empowered me in designing meaningful learning outcomes, ensuring alignment with course objectives and activities. This approach has allowed me to reflect on and update my innovation proposal and provided a comprehensive vision for implementing student-centered teaching and learning processes. By defining the content and learning methods, I can offer diverse teaching and assessment modalities, catering to the various ways students learn and demonstrate their understanding. A 3-column table is a collaborative tool that helps us plan objectives, activities, and assessments. Read More Understanding by Design Evaluating each design and considering my learning context and the objectives aligned with my Innovation Plan, I consider the Understanding by Design (UbD) template the most effective because it allows me to have a comprehensive approach that considers not only the content. Specific. What I teach, as well as the general learning objectives and the overall development of the student, are not limited to the acquisition of knowledge but also include the development of skills, attitudes, and positive dispositions towards learning. Revised Growth Mindset In the universe of education, there is a magical and exciting world inhabited by little beings full of energy, overflowing imagination, and an insatiable thirst for knowledge: kindergarten children. On their initial journey through formal learning, these young explorers invite us to immerse ourselves in their fascinating universe, where curiosity is the compass and creativity is the engine of learning, where there is an invaluable opportunity to sow the seeds of mentality. Of the growth in the hearts and minds of the youngest. It is easy for them to create activities, projects, and games where we often fall into the trap of focusing only on the final results. However, it is essential to remember that authentic learning occurs in the process. In my classroom, to develop a growth mindset, I try not to exclusively praise the end product, such as a finished piece of art or a completed puzzle, but rather to highlight the effort, perseverance, and progress children demonstrate along the way. I recognize and praise hard work, creativity, and the strength of the idea that learning is a continuous journey of growth and development. I provide opportunities for them to direct their learning through research in writing projects. On many occasions, they can choose exploration activities in the Science subject where they can make decisions about their learning and control over their development. By providing these opportunities, they are empowered to develop confidence in their abilities and a belief in their ability to grow and learn, developing the skills and mindset necessary to face future challenges confidently. How does focusing on learning and creating significant learning environments impact or influence your innovation plan? Focusing on learning and creating meaningful learning environments is crucial to addressing the persistent challenges students face in developing writing skills in kindergarten, as reflected in my Innovation Plan. By adopting this approach, the need to adapt to the characteristics and preferences of the contemporary child, immersed in an environment of technology and digital media, is recognized. The proposed innovation plan seeks to solve a common problem in kindergarten classrooms: the difficulty students have in generating ideas and expressing them coherently and effectively in writing. This difficulty is compounded by the fact that most children prefer digital activities, such as video games and online videos, over traditional pen-and-paper writing activities. To address this situation, the plan proposes implementing new technologies that motivate students to delve deeper into the writing process. Combining in-person classroom instruction with virtual and online components allows us to take advantage of the best of both worlds. This blended methodology, inspired by Michael B. Horn's proposal, offers ease, flexibility, and accessibility, allowing it to be adapted to each child's individual needs and celebrate her growth. Focusing on learning and creating meaningful learning environments in this innovation plan has a profound and transformative impact. First, using new technologies and digital resources provides students with a more engaging and relevant learning experience that aligns with their interests and preferences. This increases their intrinsic motivation to engage in writing activities and allows them to explore and experiment creatively with language and written expression. Additionally, combining in-person instruction with virtual components creates a more dynamic and flexible learning environment that adapts to each child's individual needs. This allows students to learn independently and receive the support necessary to achieve their learning goals. At the same time, teachers can use digital tools and resources to personalize instruction and assess student progress more effectively. In summary, focusing on learning and creating meaningful learning environments is critical to the success of the proposed innovation plan. By using new technologies and digital resources, students are provided with a more relevant learning experience tailored to their needs, allowing them to develop writing skills effectively and meaningfully. At the same time, a more dynamic and flexible learning environment is created, promoting each child's growth and comprehensive development. Go Back To Revied Growth Mindset

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

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

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

5320 Applied Digital Learning Journey Synthesis Throughout this (ADL) Apply Digital Learning program, my works have been influential and shaped both professional and personal growth: work on an Innovation Plan to explore Blended Learning's impact on motivating kindergarten students in a writing process, collaborative projects, reflections on my blog, etc. This has been more than just the fulfillment; this has been a transformation. This program has taken me way out of my comfort zone to inspire new approaches in education. This challenge to balance creativity, research, and application has been an asset in shaping my vision toward meaningful classroom change. Finally, I close this chapter in my life with renewed vigor for teaching, a clearer understanding of blended learning strategy execution, and a more significant commitment to empowering my students by making the learning process fun. Thank you for being my accomplices through this journey! When I started the Apply Digital. The Beginning When I was six years old, I had a dream. To learn how to ride a bike. I soon had many experts on the subject at my side. My dad, my cousin, my sister, and even my neighbors. All of them have a theory and way of riding a bike. However, despite many instructions, I needed help to get very far. One morning, I looked out the window of my house and began to observe all the people passing by on bikes. I noticed how people held the steering wheel, braked, and moved their feet to achieve balance. In a hurry, I went outside and began to imitate what I had seen, and, to my surprise, I got further than I had ever managed before at that moment. I didn't understand what had happened. How had I not worked on it before, with so many instructions around? Today, after finishing my Master's in Digital Learning, I have many answers to what happened that magical morning. I feel like I grew up reinventing myself and learning from my mistakes. Learning (ADL) program, I felt like that little girl who couldn’t ride a bike. I came from a very traditional education, where classes followed a rigid, compliance-focused schedule and where creativity and flexibility didn’t have much room. Entering a program that valued autonomy, authenticity, and innovation was like swapping training wheels for a bike without them: exciting but also scary. The first few days were filled with frustration: connection issues, tools I didn’t understand, and that constant feeling of being out of my comfort zone. However, like with the bike, every fall taught me something new. I soon began to see those challenges not as barriers but as opportunities to learn and grow. I learned to let go of fear, trust in my abilities, and enjoy discovering a new approach to learning that I now apply in my profession and daily life. I invite you to see BELOW a story about a genuine transformation through the ADL program to learn more. Video Description. Balance, Fall, and Innovation" is a storytelling video that parallels my personal journey of learning to ride a bike with my professional growth through the ADL program. It explores resilience, overcoming challenges, and embracing innovation in education. From finding balance to navigating falls, this video reflects on the transformative lessons that have shaped my journey, culminating in my Innovation Plan: enhancing student motivation through blended learning in kindergarten writing. It celebrates growth, determination, and the power of reimagining education. Who was involved? Throughout my journey, several key people were involved in this transformation process. First, my professors and mentors had a fundamental impact. They provided me with the technical knowledge, emotional support, and motivation needed when technology-related frustrations made me doubt my abilities. Their patience and willingness to answer my often technical questions were crucial to helping me overcome the obstacles that arose. It was also a fantastic team. My peers, who shared the same passion for learning, were always willing to collaborate, share resources, and solve problems. Every conversation and every team meeting was an opportunity to grow together and learn from each other. They inspired me to keep going when I felt lost or overwhelmed. It is essential to mention that it is not only about my professors and team in the academic field. In the context of my personal development, my greatest strength came from the unconditional support of my family. My husband and children were my refuge in the most challenging moments. There were days when there weren't enough hours when studying meant sacrificing time with them or leaving household chores unfinished. But they never made me feel like I was alone in this process. My husband took on additional responsibilities, constantly reminding me that this effort was for a better future. My children, although small, understood that Mom was learning something important. Their words of encouragement, their patience, and even their drawings telling me, "You can do it," filled me with energy on the most challenging days. Valuable Professors. Dr. Dwayne Harapnuik TIMELINE Throughout my journey in the Applied Digital Learning program, each stage in the graphic symbolizes a crucial step in my development as an educator. I started by focusing on developing myself, strengthening my growth mindset and openness to change. Then, I moved on to creating my Innovation Plan Proposal , which began a more strategic approach to integrating technology into my teaching. The design of my ePortfolio solidified my learning, while the Literature Review allowed me to dive deeper into theoretical foundations to support my ideas. As I progressed, I worked on Creating Organizational Change , imagining how these ideas could impact my classroom and educational community. Creating the Implementation Outline and developing strategies for a Significant Learning Environment helped lay the foundation for more dynamic and meaningful learning. Simultaneously, I focused on improving Instructional Design and Effective Professional Learning Development , ensuring that these tools and strategies were accessible and practical. Finally, I learned to assess the impact of digital learning through Assessing Digital Learning and closed this cycle by publishing my findings, which allowed me to reflect on and share my growth. This entire journey not only transformed my teaching practice but also gave me renewed confidence in my ability to innovate and face challenges. To learn more about the impact of Blended Learning on kindergarten students’ motivation during the writing process, explore detailed implementation strategies, examples of blended activities, key research that shaped this initiative, and the educational principles driving its development in the sections below. Home About Me ePortfolio Blog Networks Blog 5315 Action Research Design Outline Action Research Literature Review Action Research Plan Contribution to my Community 5320 COVA Reflection & Application Innovation Project Update ADL Journey Synthesis 5389 Alternative PL / Call to Action Planning the Alternative PL Connecting and communicating your ideas 5318 Instructional Design Implementation Usability & Reflection Contribution to my Learning 5318-5389 5317 Publication Outline Rough Draft Media Project Final Draft & Compilation. Contribution to My Learning Peer Assessment 5304 What’s your Why Influencer Strategy 4DX Strategy Plan Contribution to your Learning Self-Differentiated Leadership & Crucial 5303 Growth Mindset Plan Reflection Learning Manifesto Reflection Contribution to My Learning Communities Plan de Innovation Reflection. 5313 UbD Design Template Contribution To My Learning ... Aligning Outcomes, Assessment and Activi Revised Growth Mindset Plan Final Compilation A New Cultural of Learning My Philosophy learning 5302 Growth Mindset Contribution to Your Learning Learning Manifesto 5305 Innovation Proposal Literature Review Implementation Outline Connecting and Communiting What Have I to Create? This fantastic journey has almost come full circle, and I am filled with much gratitude and inspiration. This ADL program at Lamar University has truly changed me in many ways, both as a teacher and a learner. It was not just any academic achievement goal but about change in the personal and professional realms. In this chapter, I reflect on the growth, resilience, and creativity nurtured by this journey. As I revisit the steps from the very foundational courses into the now-realized dream that hopes to empower students and inspire fellow educators, join me. 5305-Disruptive Innovation in Technology In this course , I explored technology innovations and viewed them as opportunities instead of challenges, using these changes as catalysts to enhance my institution’s learning environment. 5302-Concepts of Educational Technology I took charge of my learning journey during this course , incorporating choice and voice in designing authentic projects. I leveraged technology innovations to drive change within my organization. 5303 -Applying Educational Technology ePortfolio Throughout this course , I created an ePortfolio to share my work, reflect on my growth, and develop my voice. 5313-Create a Significant Learning Environment I identified and incorporated constructivist theories in this course to develop and implement meaningful digital learning environments. 5304-Leading Organizational Change During this course , I applied leadership theories and practices to become a self-differentiated leader capable of addressing the resistance to change that inevitably arose when launching innovative digital learning initiatives. 5317-Resources Digital Environments Throughout this course, I explored various digital environments and resources to effectively communicate with others about the practical implementation and pedagogical value for educational use. 5318-Instructional Design Online Learning In this course , I applied constructivist learning theories and instructional design principles to develop and deliver an online course, using significant learning environments and selected course management tools. 5389-Developing Effective Professional Leadership During this course , I effectively applied an innovative teaching practice by collaborating with colleagues to assess its impact on learners and design and demonstrate authentic professional learning (PL) activities that were active, substantial in duration, and tailored to our discipline. 5315-Assessing Digital Learning and Instruction Throughout this course, I was able to assess the instructional impact of implementing my innovation plans on creating effective digital learning environments. 5320-Synthesis of Applied Digital Learning In this course, I synthesized my knowledge, skills, beliefs, and values gained through digital learning and leadership experiences. I presented a comprehensive plan on how I developed into a digital learner and leader capable of identifying and promoting innovation, creating significant digital learning environments, and leading organizational change Contribution to My Community & Learning Community In this reflection , I explain the reasoning behind my self-assessment by focusing on my commitment to self-driven learning and personal growth. Throughout this process, I have put much effort into improving my skills and contributing to the learning community. Whether through sharing ideas, participating in group discussions, or helping others, I have been dedicated to ensuring we all learn and grow together. This reflection captures how I’ve developed individually and as part of a supportive community. References: Christensen, C.M., Horn, M.B., & Johnson, C. W. (2016). Disrupting class: How disruptive innovation will change the way the world learns (2nd ed.). McGraw Hill. Dweck, C. (2016). Mindset: The new psychology of success. Ballantine Books. Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). Choice, Ownership, and Voice through Authentic Learning. Creative Commons License. Horn, M. B., Staker, H., & Christensen, C. M. (2015). Blended: using disruptive innovation to improve schools. Jossey-Bass. Pink, D. H. (2009). Drive: The surprising truth about what motivates us. Riverhead Books. Sinek, S. (2009). Start with why: How great leaders inspire everyone to take action. Retrieved from https://www.youtube.com/watch?v=u4ZoJKF_VuA. Canva Infographic. https://static.wixstatic.com/media/e69ee5_a3fe6b67a2dd40dfa9e9a4577d8622e6~mv2.png Google's Imagen. https://static.wixstatic.com/media/e69ee5_da031f26c6424c5fa64d0522c056ebf2~mv2.png Lamar University's Imagen Professor Imagen https://luonline.blackboard.com/ultra/institution-page WIX's Imagen. An image of Globe And Hand.jpg Blue binary background. Computer language matrix. Multiple exposure photos of LED screen displaying information codes. Cyberwar and digital. .jpg Cloud computing concept. Group of businesspeople in the office. Communication network..jpg Visual contents concept. Social networking service. Streaming video. Communication network. _Video version available in my portfolio..jpg https://static.wixstatic.com/media/e69ee5_1cc92b26c6a14ce39d10637f13cc3975~mv2.png https://static.wixstatic.com/media/e69ee5_d04d4bf738f342ceab1df4cf61ffe40c~mv2.png New ways of working: The differentiation strategy concept is a symbol on wood blocks. Providing uniqueness, different and distinct from competitors,..jpg Audiovisuals I Created. Call Action Why Blended learning Research Writing Kindergarten Course Instructional Design Research Writing Kindergarten Course Implementation Research Writing Kindergarten Course Usability & Reflection Transform Professional Learning Communities COVA approach Choice, Ownership, Voice, and Authenticity A Journey in Apply Digital Learning

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

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

Action Research Literature Review Being a kindergarten teacher has exposed me to developing early writing skills in young learners through various challenges. I looked into the Blended Learning model to address these challenges creatively and to instill in them an appreciation for writing by merging the traditional classroom instruction with digital engagement interactively. This literature review explores how Blended Learning could provide the spark for intrinsic motivation for young writers by building writing skills and offering worthwhile involvement in the process. Below is my discussion on how this can bring a transformative turn into early literacy education. Why blended learning? My new vision for teaching writing in kindergarten. Executing Change 4DX. Influencer Strategy.

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