Connecting to Communicating Your
Innovation Plan
 

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

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

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Publication Final Draft Compilation 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 with very young children with different academic needs represents a challenge. Motivating them to achieve the miracle of good knowledge (learning) and appropriate values that will serve them for life is a significant 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, attainment of the targeted aims, such as opinion, informative, and narrative writing, is not that easy. It has, over the years, been a nagging problem that we have to battle in our classrooms year in and year out, one that we have to dip ourselves into in the quest for new looks and alternatives, bearing in mind the traits of children of this age. The vast majority more enjoy video games, YouTube videos, and digital whiteboards than traditional games or writing letters with pencil and paper. Why blended Learning: 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 important benefits in kindergarten classrooms is its 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? When we talked about education before, we immediately thought of the physical classroom. However, when discussing education today, we must also 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 education. Technology advances at a compromise level in every aspect of human life. Therefore, it is necessary to constantly update to keep up with the significant changes in the world and its development. Platforms such as HMH Program , Seesaw , Imagine Spanol , and Learning A-Z have been essential elements in transforming the educational system, minimizing disruption to learning, and ensuring that students can continue. 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 in a visual and attractive way that 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. The implementation of 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. 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. References 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. Tapscott, D. (1997). Growing Up Digital. White, J. (2019). Blended Learning Models. Blended Learning Universe. https://www.blendedlearning.org/models/#stat Compilation Posts

UbD Design Template Comparing and contrasting Fink’s 3-Column Table with the UbD Template. Although I would not say I like to make direct comparisons, exploring the similarities and differences between the 3-column table and the UbD model can enrich my understanding of both approaches and improve my educational practice. Analyzing these tools from different perspectives gives me a complete view of designing and evaluating compelling learning experiences. Furthermore, during the realization process, I have identified strengths and areas of improvement in my lesson plans, where the best starting point would be to integrate elements of both to create a personalized approach that best suits the needs of my students. Both approaches are instructional design tools that share a common goal: To help educators plan and develop practical learning experiences for students. However, they present some differences in terms of their structure and approach. Planning Design : Fink's 3-column table focuses on planning across three main dimensions and their objectives: learning goals, teaching activities, and assessment. It focuses on clearly aligning objectives with corresponding activities and assessments. The UbD template is based on a reverse design process, starting with the end, that is, with the desired learning outcomes and working backward to the teaching and assessment activities. 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. Adaptability and versatility. Fink's model designs lessons and activities that align with students' learning objectives and interests without being limited by a rigid structure. The UbD template is a practical tool that provides a flexible framework for educators to design coherent lesson plans, ensuring a clear focus on desired learning outcomes. The 3-column table and the UbD template could be practical for teaching students to write informational texts after researching and appropriately using sources such as books, websites, and experts. However, in this aspect, I would use the 3-column table since it allows me to plan each stage of the writing process in detail, from the initial research to the final presentation of the informative text. This allows the activities and resources to easily adapt according to the student's needs. Clarity and simplicity. The 3-column table is characterized by its simple and visually organized structure. The UbD template also provides a more detailed format and requires a deeper understanding of design principles. Focus on practical application . The UbD model highlights the importance of applying learning in diverse situations, helping teachers create experiences that allow students to use their knowledge in various new contexts. In conclusion, choosing between Fink's 3-column table and the understanding by design (UbD) approach will depend on educators' goals, preferences, specific context, and the learning environment. While Fink's table stands out for its simplicity and flexibility, UbD offers a more detailed and organized framework, focusing on practical knowledge transfer. How the two different design processes have contributed to my ability to design learning environments and how this will help me with my innovation plan. Reflecting on my experience designing innovative learning environments, Fink's 3-column table and Understanding by Design (UbD) processes have been fundamental pillars in my ability to create effective and engaging instructional blueprints. In the context of my Innovation Plan , focused on "Learning to write in early childhood education through Blended Learning," these frameworks have helped me develop a student-centered approach tailored to their individual needs for teaching and learning. Planning a class is like creating a detailed map for a trip. The starting point to the final destination is taken into account. This implies that you must consider a series of elements such as a journey map, destinations and objectives, routes and sequences, and flexibility and adaptability. Immersed in the analysis and development of both designs, the 3-column table and the Ubd temple, I discovered some essential elements that I should have considered when rethinking and planning the development of a class. He planned highly structured class lessons, guided and followed by a set program considering kindergarten grade standards. Today, I have a different vision of planning a class. The development of the Ubd temple allowed me to understand that regardless of whether we have to follow a study program, the teacher must design a class where the student's individualities and the group's characteristics are considered. It is going beyond the standards and study programs since it is not a rigid process but rather a changing and adaptable one. It considers the study programs designed with creativity and purpose in each element you establish. For example, I had never considered how to introduce a new topic to my students. I only followed the study program that, although very well structured, only attracts the attention of a small group of students, leaving those with kinesthetic learning and others with concentration deficits inconsolable. Today, I am more open and less rigid, and I can be more creative in my planning, creating different types of activities such as role-playing and character imitations, something that kindergarteners need to do: learning by playing. The UbD framework has encouraged me to consider the depth of understanding and application of knowledge in various situations, aligning perfectly with the objectives of my innovation plan. On the other hand, the 3-column table has allowed me to break down the learning objectives into specific components, stories such as activities, evaluations, and resources, which has helped me to have a detailed vision of the purpose and look for the why of each aspect of my teaching plan. This has been especially useful so everything is apparent between the activities, evaluations, and learning objectives. It has been beneficial in ensuring that I consider the broader context and situational factors when designing my innovation plan. It has encouraged flexibility in my planning, allowing me to adapt the design to our specific educational context. In summary, the combination of Fink's 3-column table and the principles of Understanding by Design have significantly impacted my ability to create effective learning environments. I was teaching the importance of beginning with the end. These approaches will likely be crucial to student success by fostering flexibility, meeting educational objectives, and promoting lasting learning among our students. References Fink, L. D. (2023). A self-directed guide to designing courses for significant learning. Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. San Francisco: Jossey-Bass. Hawker, B. (2023). What is Understanding by Design? Author Jay McTighe explains. Houghton Mifflin Harcourt Publishing Company, H. (2020). https://www.hmhco.com/classroom-solutions/literacy. Texas Kindergarten ELA Pacing Guide. (2023). https://docs.google.com/spreadsheets/d/1ujCVMeg-HSPgmuHi7DDKfe9fdqiYvipl5BSDnCIXzkY/edit#gid=0. The Universal Sandpit. (2024). theuniversalsandpit.org/universal-design Related Posts Go back to 5313 Why blended learning? My new vision for teaching writing in kindergarten. Executing Change 4DX. Influencer Strategy. Media that Engages. Audio and Visual Digital Tools Change Behavior. 1 2 3 4 5

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

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

15% Off All Items Not yet means a second opportunity to empower someone with their capabilities, confidence, vision, and leadership to drive positive changes in the situations in which they live. Carol Dweck About Me Posts Why blended learning? My new vision for teaching writing in kindergarten. Being a teacher in Texas, I imagine that, like in any primary school in the United States, starting the teaching and learning process... 5 min read Executing Change 4DX. Learning at an early age is the very moment in which the foundation should be laid for further academic and personal development. In this... 4 min read Influencer Strategy. Discuss how the model is divided into the two domains of motivation and how it is subdivided into personal, social, and structural... 6 min read Media that Engages. Discuss ways that the media can engage the audience to influence their thinking? We can reach more recipients with a single message... 3 min read Audio and Visual Digital Tools I would like to start by discarding or leaving aside the fact that I do not have enough experience in using or managing tools or... 3 min read Change Behavior. Being exposed to Jane's story was an experience because, through the feelings generated at that moment, I can explore how we touch... 3 min read Why? My New Vision. Why: We believe that children's learning is most effective when motivated; integrating changes, innovation, and technologies can... 4 min read Perusing and Sharing Publications. Many authors and educational influencers have visualized and promoted the idea of a revolution in education, which others call reform... 3 min read Digital Tools in Digital Environments. There is a strong belief that the education system is broken. It is not broken. It is merely constructed. It is just that we no longer... 3 min read Contribution to Your Learning and the Learning Community EVERYTHING started to change! When I started the Master's of Education in Applied Digital Learning (ADL), my schedules were compressed,... 3 min read

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

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

Leading Organizational Change What's your Finding What's your WHY makes much sense in all life manifestations, not just the educational aspect. In my opinion, that inner strength springs from all sides when you do something you like and are passionate about. It is the conviction that you will achieve your goals no matter what. That aptitude makes you move from A to B regardless of the risks and difficulties. It is when you get involved and identify with the process. It is when people feel like they are doing something worthwhile! Moreover, at that point, we realize we are doing something to change the world. 4DX Strategy/Plan Model The influencer Model change model focuses on changing behaviors to achieve measurable results. The model leverages the principles of motivation and ability across three dimensions of influence, personal, social, and structural, to create six sources of influence. Self-Differentiated Leadership / Crucial Conversations "The most important thing in leadership is to differentiate oneself from others, to maintain one’s principles while staying connected to the group.” Peter Steinke Recent Posts Why blended learning? My new vision for teaching writing in kindergarten. Executing Change 4DX. Influencer Strategy. Media that Engages.

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

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

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

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

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

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

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. 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... Joyce T Perez Recent Posts

Instructional Design “Change Is The End Result Of All True Learning Leo Buscaglia When all is said and done, it’s all about making an impact and facilitating change within your online learners. The learning process should encourage them to evaluate their own cognitions and work toward bettering themselves. Even if that means challenging assumptions and beliefs that are holding them back. Push online learners past their comfort zone without making them feel too uncomfortable. Subject: Biliteracy Writing (Research Writing). Level of instruction: Kindergarten Intended audience: Students enrolled in the Dual Language Program (the goal is to foster language proficiency, cultural awareness, and academic excellence in English and Spanish through the combination of two languages and culturally rigorous instruction) in the kindergarten classroom (5 years old) come from diverse Latin American countries, especially Mexico, El Salvador, Honduras, Venezuela, and Cuba. Sometimes, they had minimal prior knowledge and experience about the writing process, depending on whether they were enrolled in a Pre-K course. Key institutional documents influencing the design process: District Biliteracy Writing Curriculum: It provides guidelines, standards, and essential TEKS for what students should learn and how they should be taught, ensuring alignment with state educational goals and benchmarks. Houghton Mifflin Harcourt Publishing Company (HMH) provides educational content and related services for Kindergarten through a set of online learning platforms, including, but not limited to, our ThinkCentral, HMOF, Write Source, Seesaw, and ClassZone platforms (the "K-12 Learning Platforms" or the "Platforms"). Biliteracy Writing (Research Writing) Are you using competency-based education (CBE) or outcome-based education (OBE)? Why? While we do not ignore outcome-based education in teaching writing in kindergarten, competency-based education allows us to be specific in the skills and competencies we instill in the student. Progress is then measured by the ability of the student to show he has mastered those competencies. It is the level at which fundamental competencies could be basic literacy, fine motor, and social skills. Allowing them to go at the child's pace, therefore, ideally helps diversity in their development. Some examples of this are being able to write their names, recognizing shapes, and sharing with others. Another ingredient would be flexibility on the teachers' part to change the teaching procedures according to the competency shown by the child so that more timely and expressly provided help may be practical. Mastery of some competency gives them a feeling of achievement, raising their intrinsic motivation to learn to write even more. What design approach have you chosen? Why? The chosen design approach is blended learning, which combines face-to-face teaching with online learning components. Blended learning is an approach that responds to a new social context in which the need for a renewed pedagogical model that links technological and social change with 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 for writing in kindergarten. Specifically, the station rotation model will significantly improve students' writing skills. The focus on interactive, adaptive, and dynamic blended 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, especially at the primary level (White J, 2019). Flexibility is one of the most essential benefits to teachers and their students in virtual kindergarten classrooms. The teacher can decide how they want to show the learning material, and children can access the course material from any place that may be comfortable with them, depending on the model type. It also fosters parental involvement through online resources and insights about teaching methodologies for better collaboration between home and school. How will you balance assessment Or/For/As learning? Assessment balance "For" the kindergarten writing process was achieved by integrating these three assessment strategies to develop children in writing. Assessing Learning in the Writing Process We use within our classrooms to determine if students have mastered specific competencies of writing upon completion of this unit, such as being able to write their name, properly form letters, and utilize sources such as books, websites, or experts to gather new information to include in their work The balance is based on using Assessing Learning to understand each child's progress and adjust future planning according to their abilities and needs. However, we use the Assessing Learning in the Writing Process to guide real-time instruction to improve writing skills while students are learning. This is simplified in activities such as observing how children hold their pencils and form letters and offering immediate corrections and suggestions for improvement. Use hands-on games and activities, such as tracing letters in sand or clay, and provide verbal feedback on their attempts and achievements. Balance this with activities that allow children to receive ongoing feedback, which will help them to improve their writing skills progressively. Assessment "As" Learning in the Writing Process encourages self-reflection and self-assessment, so students become aware of their writing process and development. This involves engaging children in simple self-assessments, such as using a happy face or a thumbs up to indicate how well they think they wrote something, encouraging awareness of their progress. Are you moving your learners into deeper learning? If not, why not? Deeper learning is facilitated by combining intrinsic motivation, personalization of learning, active teaching, effective technology integration, continuous feedback, and a supportive environment. We must inspire subsequent generations to create changes based on their beliefs and feelings. Establish connections that last a lifetime. Children's learning is more effective when they are motivated. Integrating change, innovation, and technologies can transform the writing process in kindergarten, making it more challenging and stimulating. It is critical to highlight that implementing change, innovation, and technology is not a whim but necessary to significantly improve the educational experience, making it more relevant and engaging. The urgency lies in the fact that if we do not adopt a more dynamic and personalized approach now, we will continue to have year after year in our classrooms students who, even in fourth and fifth grade, still struggle to think of an idea and write it down. This leaves a generation ill-equipped to conquer the future they once dreamed of. Our vision, with the implementation of blended learning as described in the previous paragraphs, has been to prepare generations who, from an early age, develop the ability to accept the challenge of change in an ever-changing world so that they thrive as critical and independent collaborators, thinkers, and writers. It is a powerful inspiration and calls for innovation, change, and transformation. By awakening the passion of those who dream of a model where educational progress is measured by acquiring practical skills and competencies rather than time in the classroom or traditional exams, we are instilling a deep sense of hope and optimism for the future of education. We also aim to show the dangers of continuing with the status quo and highlight the opportunities our students would miss if we do not embrace this revolutionary change. Therefore, I firmly believe that today, my classroom looks different and that our learning is taking us deeper into the development of our children as we have been empowered by the theories of Carol de Week, Michael Horn, John Kotter, and many others along this journey we have come to know and put into practice. Who controls the learning? The blended learning model sometimes provides students with much more agency over their particular aspects of learning, such as pace and topics, within a set framework and choice of digital tools. This helps them develop more autonomous capabilities and allows students to decide how to learn better. Students learn to set goals, progress, and reflect on their learning. This particular aspect of control is crucial in developing lifelong learning skills since learning usually begins early in life. Although learning is more autonomous, teachers are crucial as guides and facilitators. They design the curriculum and select the digital tools and resources that best support student learning. They also provide guidance, supervision, and ongoing support. Teachers can differentiate instruction based on the data collected from digital learning platforms. They can quickly intervene when a student needs additional help or adjust activities to be more challenging or accessible based on individual needs. It is a model where control of learning is shared between students and teachers, giving a leading role to the use of technology and guided by the curriculum and the school institution. Outline for a Five-Week Research Writing Project. Module 1: Exploring Digital Resources and Understanding Research Day 1: Introduction to Research Explain to students what it means to research: “Research is like being a detective to learn more about something you’re interested in.” Read a simple non-fiction book about an interesting topic to show how we learn new things. Day 2: Choosing a Topic Brainstorm as a class about topics of interest (animals, plants, places, etc.). Allow each student to choose a topic for research. Use pictures and words to help them decide. Day 3: Research Questions Help students formulate simple questions about their topic. Example: “Where do pandas live?” or “What do butterflies eat?” Use graphic organizers (drawings and labels) to visualize their questions. Day 4: Introduction to Sources of Information Discuss different sources of information (books, internet, interviews). Visit the school library to explore books about the chosen topics. Day 5: Planning the Project Create a simple plan with drawings or charts showing the research steps (explore books, learn from videos, make drawings) Module 2: Finding Idea. Day 1: Finding Information in Books Provide time for students to explore illustrated and non-fiction books related to their topics. Help them identify key images and words. Day 2: Finding Information in Videos and Educational Websites Watch short, age-appropriate videos about the selected topics. Discuss what they learned from the videos. Day 3: Group Activity – Sharing What They Learned Organize small groups for students to share what they have learned so far. Use a shared chart to collect and visualize the information. Day 4: Collecting Additional Information Continue exploring books and videos. Help students jot down or draw their discoveries in their graphic organizers. Day 5: Reflection and Adjustment of the Research Plan Review what they have learned and see if there are any new questions. Adjust the research plan if needed. Module 3: Organizing Our Information Day 1: Organizing Information Help students organize their notes and drawings into simple categories (habitat, food, appearance, etc.). Use colors or symbols to identify different categories. Day 2: Writing the Draft Introduce the structure of a simple report (introduction, details, conclusion). Guide students in writing a draft using drawings and keywords to express their ideas. Day 3: Continuing the Draft Provide additional time for students to continue working on their drafts. Offer individualized support as needed. Day 4: Reviewing the Draft Review the draft in small groups with the teacher’s help. Ask questions to help students add more details or clarify information. Day 5: Final Draft Review Do a final review of the draft. Make minor corrections and add additional details as needed. Module 4: Revising and Helping Our Friends Day 1: Preparing the Final Presentation Help students transfer their final draft to a “published version” using detailed drawings and clear words. Day 2: Creating a Class Poster or Book Assist students in creating a large poster or a class book with their research. Include drawings, photos, and key facts from each project. Day 3: Practicing the Presentation Practice how to present their research to the class. Teach them to speak loudly and clearly and to use their poster or book as a visual aid. Day 4: Project Presentation with others grade level and parents. Host a “research fair” where students present their projects to the class and, if possible, to other classes or parents. Day 5: Reflection and Celebration Reflect on what they learned about their topic and the research process. Celebrate everyone’s hard work with a small party or recognition. Module 5: Sharing and Celebrating Our Work. Module Objective: Students will share their research writing projects with their peers, teachers, and families. The goal is to foster pride in their work, practice presentation skills, and celebrate the achievements made throughout the course. Day 1: Preparing to Share Activity 1: Final Review Students will review their research work using the editing checklist provided in the previous module. Teacher-led activity to make final adjustments in spelling, punctuation, and format. Duration: 20-30 minutes. Activity 2: Presentation Practice Each student will practice reading or presenting their project in front of a partner or small group. Peers will give positive feedback and suggestions to improve clarity. Duration: 15 minutes per student. Day 2: Creating Visual Materials Activity 1: Creating a Poster or Visual Aid Students will create a poster or visual map to accompany their presentation. It will include images, key words, and relevant facts to help tell the story of their research. Materials: Poster boards, markers, printed images or cutouts. Duration: 45 minutes. Activity 2: General Rehearsal Students will perform a full rehearsal of their presentation using the posters or visual materials they have created. Duration: 10 minutes per student. Day 3: Sharing with Peers Activity 1: Presentation Day in Class Students will present their projects to their classmates. Each presentation will be followed by a brief question-and-answer session and comments. Duration: 5-10 minutes per student. Activity 2: Reinforcing Positive Feedback After the presentations, students will practice giving positive feedback to their peers, highlighting something they liked or learned from the presentation. Duration: 15 minutes. Day 4: Virtual or Family Presentations Activity 1: Sharing with Families (In-Person or Virtual) Students will present their work to their families, either in a virtual event or in-person. Parents will have the opportunity to ask questions and celebrate their children’s achievements. Duration: 1-hour event. Activity 2: Reflection Journal After the presentation, students will reflect on how they felt about sharing their work and which parts of their research they are most proud of. Duration: 15-20 minutes. Day 5: Final Celebration Activity 1: Celebration Party A small classroom celebration will be held to commemorate the students’ hard work. This could include a “showcase” of the research projects so that everyone can view their peers’ work. Duration: 45 minutes. Activity 2: Recognition Certificates Students will receive a certificate or acknowledgment for completing their research project. The teacher will publicly recognize the efforts of each student. Duration: 15-20 minutes. Syllabus Kindergarten Research Writing Project Syllabus Course Title: Kindergarten Research Writing Project. Duration: 4 Weeks Teacher: Joyce Torres Perez Contact Information: joycetorresperez40@gmail.com Course Description: This four-week project is designed to introduce kindergarten students to the basics of research and writing. Through guided exploration, students will choose a topic of interest, gather information, and create a simple research project. The focus will be developing curiosity, understanding simple research processes, and expressing ideas through writing and drawing. Module Description: In this module, students will compose informational texts after conducting their own research. Students will learn about the appropriate use of sources like books, websites, and experts to gain new information that can be included in their work. Teachers will explicitly model all components of the writing process, emphasizing revising and editing work in preparation for sharing with others by using various delivery modes. The teacher introduces students to an editing checklist. (Research Editing Checklist ) For this module, teachers may provide a more formal opportunity for the students to share their work with other grade levels, teachers, administrators, or parents. Misconceptions: The students may make the following mistakes: Focus more on conventions than ideas. Confusing editing with revision. Adding transition words without purpose. Failing to use the editing and revision process and depending on draft writing only. Course Goals: Encourage curiosity and interest in learning about new topics. Introduce basic research skills appropriate for kindergarten. Develop early writing skills through simple sentences and drawings. Foster collaboration and sharing of knowledge among peers. Build confidence in presenting information to an audience. Plan by generating ideas for writing through class discussion and writing. Weekly Breakdown: Week 1: Introduction to Research and Topic Selection Week 2: Gathering Information Week 3: Organizing Information and Writing the Draft Week 4: Publishing and Presentation Materials Needed: Non-fiction books (library access) Drawing and writing supplies (paper, markers, crayons) Access to a computer or tablet for videos Graphic organizers (simple templates for young children) Poster board and art supplies for the final presentation. Assessment: Participation: Active engagement in discussions and group activities. Research Process: Ability to ask questions, gather information, and organize findings. Writing and Presentation: Clarity and creativity in the final project and presentation. Classroom Expectations: Be curious and ask questions. Share and listen to others. Try your best in all activities. Respect materials and classroom rules. Conclusion: In conclusion, our Kindergarten Research Writing Unit offers a dynamic and engaging learning experience combining traditional and modern instructional methods. By focusing on curiosity, critical thinking, and creativity, we aim to cultivate a lifelong love of learning and research in our students, setting them up for success in literacy and beyond. UbD/Design Template

Alternative Professional Learning Main Objectives

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.

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.

5320 Synthesis of Applied Digital Learning Every day, everywhere, our children spread their dreams beneath our feet. We should tread softly. Ken Robinson COVA & CSLE Reflection and Application. All this learning promoted a strong feeling that transformed my thinking, leaving my comfort zone to discover new opportunities. It will take the COVA and CSLE approach to develop significant skills such as critical thinking, problem-solving, and collaboration necessary to meet the demands of a professional in this and future times. Innovation Project Update As I reflect on my My Innovation Plan Update : The impact that implementing blended learning will have on student motivation during the writing process in kindergarten, I can see how, even though my goals remain the same, the how to do or teach approach has had a bit of an update. The biggest revelations dealt with intrinsically motivating students and how blended learning can be a handy tool. I had initially confirmed that the focus would be solely on writing activities but immediately pointed out the need for a holistic component that would integrate the whole school community, from students and families. Applied Digital Learning Journey Synthesis 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 Applied Digital Learning Journey Synthesis. 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...

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.

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.