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Learning Manifesto Learning Manifesto “A good teacher can inspire hope, ignite the imagination, and instill a love of learning” -Brad Henry My Motivation Since I was little, I have been inquisitive, and I have always asked my parents, teachers, and friends questions. Thanks to my curiosity to learn, I love traveling and discovering unfamiliar places. Traveling has given me the opportunity to learn, dream and value what I have. I am passionate about traveling and learning about places I go, such as their typical food, clothing, music, culture, and traditions. Learning makes each day of my life different every day. As a teacher, I love to motivate my students to learn. I am passionate about creativity, constructivism, and authentic learning as a preschool educator. Working with children at this age is the best thing I have ever done as a teacher. I have been a teacher for over 20 years and have worked with children from first to sixth grade, but preschool is my passion. There are many reasons why I like working with preschool children, to name a few; it is the spontaneity and creativity that they have, but above all that, they are not afraid of making mistakes. At preschool is where we teachers could help children develop a growth mindset. Emerging Problems Unfortunately, some factors prevent our students from learning in a meaningful way. Despite the efforts made by our government to give money for education and that each child receives an education in an equitable and equal manner is not enough. Teachers and students lack the necessary access to digital learning. There are some areas at schools where the internet is not there or has a poor signal. In the same district, there is not the same access to technology. Teachers do not know how to use computers and electronic equipment. Shortage of teachers and teacher's assistant and currently we need teachers to supervise the children. Students need self-discipline; some students are not motivated to learn and are easily distracted. Teachers are afraid of change and do not have the skills to use electronic equipment. Traditional education needs to be complemented with technology. My Beliefs: “The about of education is to teach us to love what is beautiful” -Plato • Children must be educated with love and respect. • School should be a safe place for children to learn. • Children must be treated as people, and we must listen to their voices. • All students should have access to a quality education regardless of race, gender, religion, socioeconomic status, or ethnicity. • All students should have access to technology. • Receiving quality education and equality with love and respect is what children deserve to receive in schools. • The use of technology in the classroom allows a greater variety of tools to learn that keep students' attention. In this way, students are more excited to learn. • Blended Learning is an excellent method to motivate students to learn. Getting Experience My experience in the Channelview ISD in Texas has been one of great learning. The district has many wonderful things like offering education through modern technology like the iPad. It also provides opportunities for all students in different areas such as cultural, educational, and sports. Teachers have educational material provided by the district. Also, students receive backpacks, school supplies, and free food. However, I have seen a problem in the students who are not interested in learning, and it is repeated generation after generation. I wonder how I can motivate my students to learn. When I started the Master in ADL (Applied Digital Learning) at Lamar University, I understood that I could help both teachers and my students at the preschool level. I have learned that incorporating the blended learning approach into the classroom will help students grow their minds in their own time. Now, Digital learning is the way to teach and learn in the 21st century. The Master in ADL introduced me to applying the Cova + CSLE approach, and it is my choice to motivate my students. This approach consists of creating a significant learning environment that gives our learners CHOICE, OWNERSHIP, and VOICE through AUTHENTIC learning opportunities. CHOICE: With teacher guidance, students are free to choose how they want to learn. OWNERSHIP: When students own and control their learning process, they feel more motivated to learn. VOICE: Students have the opportunity to use their voices to share their ideas and knowledge. AUTHENTIC learning opportunities: students are given the opportunity to select and participate in authentic learning opportunities. My goal as a teacher is to create experiences to awaken the motivation to learn. Provide a meaningful education that has significance for the life of the student. Work collaboratively with other teachers and share ideas. Instill in students’ values such as effort, perseverance, and critical spirit. Adapt learning spaces. Be a guide and role model for children. Observe, ask, and listen to the children. CSLE+COVA Link Back

Contribution to Learning Community We Can Grow Together!!! ​ ​ ​ “Talents wings games, but teamwork and intelligence win championships” -Michael Jordan ​ My adventure in the ADL (Applied Digital Learning) program began with 5302 and 5305. I was out of school for over 20 years and felt anxious when I started this program These two classes have been challenging for me; changing from a fixed mindset to a growth mindset has not been easy, and I am still struggling with my mind. Innovating a project has not been as easy for me as a human being educated with a fixed mindset. With the help of my classmates and the teacher, I have been able to activate my dormant creativity. The sum of all the team's ideas and work helps achieve a better result. Likewise, teamwork increases motivation and stimulates creativity. Collaboration and teamwork have been excellent learning. I have enjoyed being in communication with my colleagues and sharing ideas, frustrations, fears, and they made me feel that together we can grow. Thanks, team!!! ​ ​ My reflections about Contributions to Learning community: 5302-5305 5303 5304 5313 5317

New Culture of Learning Creating a Significant Learning Environment (CSLE) with New Culture of Learning In terms of spaces, we need to develop classes to be friendly, respectful, and accessible to digital information and where the students feel comfortable being in the room. It should be an ally for the student's active learning. This teaching encourages us to put the student at the center of their educational process, taking an active role within it. As a preschool teacher, learning environments are essential in children's cognitive, emotional, and social development because they involve various playful activities, games, and learning styles. They allow students to discover and connect with the world around them by exploring materials with their senses, creating, imagining, reading, and learning through experience. According to Dr. Douglas Thomas, to create a significant learning environment, it is necessary to put the student at the center. Where teachers can create a context that cultivates the imagination, honor passion, and can help others connect their passion with things they need to learn. Make learning fun and easy. Blog 5313 CSLE+New Culture of learning My Learning Philosophy Scott Hayden "Teachers have three loves: love of Learning, love of Learners, and the LOVE of bringing the first two TOGETHER" My learning Philosophy I learned about Fink's guide regarding aligning outcomes, assessment, and activities during these three weeks. Using the guide, I created a course for my pre-kinder class: Interactive Read-Aloud and Literature Discussion. The course outcomes planning process and 3-column table helped me visualize the goal of my innovation plan as more specific and concrete. During creating my innovation plan, I felt a bit confused about how to implement specific activities to encourage students to read for pleasure. This goal has become my BHAG to promote reading for pleasure by reading comprehension . BHAG Read more about UbD The impact that my innovation plan had after learning about the learning approach and the creation of meaningful learning environments is that I reflect on how to implement and create a meaningful learning environment. One of the main things that I changed was the name of my innovation plan because it was extensive, and now I feel more clearly where I want to take my students. I changed some decorations in the room and began to give value to the students' efforts by placing their work on the wall, and I was able to see the pride they felt when seeing them stuck on the wall. With this activity, the children make an effort to do their jobs better and thus be able to see them as a triumph. The learning approach influenced changing one station for another where students can have a voice and freedom and feel comfortable expressing themselves. If you are free to express your ideas, the station will be "express your ideas" by drawing what you have learned or what you liked most about the story or the class. Having a growth mindset has many long-term benefits, such as having less stress and persevering until you reach the goal. Read More about Mindset

Self-differentiated leadership and bringing the organization change process together "If your actions inspire others to dream more, learn more, do more, and become more, you are a leader." John Quincy Adams. One of my goals is to become a leader who can bring positive change to my school to improve student learning by implementing blended learning. During the 5304 Leading Organization Change course, I learned about differentiated leadership and crucial conversations. I also acquired the necessary skills to be a good leader who acts from the heart. A key theme for Friedman is the idea that leaders need to be self-differentiated. That means, in short, that leaders cannot be overly identified with the groups they lead, or else they will not have the needed perspective to make hard decisions. In other words, leaders need to have clearly defined boundaries. (Friedman, 2010) A differentiated leader has well-defined boundaries, and they do not overly identify with their groups or team to make difficult decisions. The first part is to be unstuck and to start with ourselves. Once you are unstuck, start with the heart to know your why. Be authentic, assertive, and honest to build respect within your organization. Learn to look for turning points in the conversation, where others are turning to look for violence or silence. Sometimes we miss the bigger picture and fail to read the cues and signs. If this happens, slow down the conversation and restart with the heart in mind and control your emotions. Turn the negative situation into a favorable situation to make it safe for the conversation. The key is to step out of the content of the conversation. Do not be stuck on what is being said (Patterson et al., 2012). Apologize sincerely and create mutual respect. Stick to the facts and leave the emotions out to master your stories. Stories make connections by stating the truth by what you see, what you hear, how you feel, and how you act. If we take control of our stories, they will not control us. People who excel at dialogue can influence their emotions during crucial conversations (Patterson et al., 2012). Remember to STATE your path when you are facing others. Share your facts- start with the least controversial and most persuasive. Tell your story to reinforce trust, clarity, and simplicity. Share your facts Tell your story (i.e., meaning you are making of these facts) Ask for others’ paths/ story Talk tentatively Encourage testing The intent is to reach a shared meaning to the facts as a solid basis to agree on the next action steps. Time to listen! Explore others’ paths and ask them to share their stories. Understand and paraphrase their ideas. If others hold back, guess what they may be thinking and feeling. When you agree, agree. Ask to get things rolling Mirror to confirm feelings Paraphrase to Acknowledge the Story Prime when you’re getting nowhere Move to action by setting clear expectations and a follow-up plan. We will design and implement a plan for who does what and when, make sure commitments are deliverable and clear, and record commitments holding individuals accountable. We will use our compelling scoreboard to follow up with responsibilities. These steps will guide you towards having crucial conversations in your organization while keeping the heart in mind, bringing harmony in as you make changes to achieve your Wildly Important Goal. ​ ​ ​ ​ ​ ​ How can I lead change in my school? I need to start with my heart to change my behavior. By remembering our WHY, we motivate ourselves to stay focused and not get distracted by the whirlwind. The first thing I need to do is change my day-to-day routines within our organization. Once I start doing this, other teachers will see my changes and be inspired to implement them. I will respectfully value my colleagues as we implement crucial conversation strategies. A Crucial Conversation is a conversation between two or more people in which opinions are essential factors at stake. When a problem occurs, the determining factor between failure and success is the time from when the situation arises until the people involved find a solution. One way to minimize time and resolve issues more quickly is to hold meetings at least once a week. Give time for questions and doubts; respect and be sincere, provide answers, and clarify colleagues' concerns. As a leader, I must control my emotions to manage the crucial conversations in the weekly meetings with the teachers. During PLC meetings, I plan to implement my Innovation plan with the Influencer Strategy and involving the 4DX models as discussed. I will create a safe space where my colleagues feel comfortable participating in conversations and developing an understanding of the objectives and what is required of the Implementation project. This will make blended learning easier to operate than complicated for teachers using COVA+CSLE (Choice, Ownership, Voice, and Authentic) (Creating, Significant, Learning, Environment) To conclude, there are so many key factors to having a crucial conversation that we must practice every day because we have crucial personal and work discussions. To be a differentiated leader, we must adopt the crucial conversational skills to be successful when working as a team. Even with the best intentions in making excellent preparation, I am aware that I will be met with resisters. Therefore, I have a strategy for dealing with pessimists. All innovative ideas meet with resistance. After reading and studying Crucial Conversation, I feel equipped for the mission. ​ ​ ​ References: Callibrain. (2015, August 20). Video review for Crucial Conversations by Kerry Patterson [Video file]. Retrieved from https://www.youtube.com/watch?v=EFaXx3pgaxM&feature=youtu.be Camp, J. [Mathew David Bardwell]. (2010, November 10). Friedman’s theory of differentiated leadership made simple [Video file]. Retrieved from https://www.youtube.com/watch?v=RgdcljNV-Ew&feature=youtu.be Patterson, K., Grenny, J., McMillan, R., & Switzler, A. (2012). Crucial conversations: Tools for talking when stakes are high. New York: McGraw-Hill. Vital Smarts India. (2012, February 10). Crucial conversations explained in two minutes [Video file]. Retrieved from https://www.youtube.com/watch?v=ixEI4_2Xivw&feature=youtu.be Collaboration Leticia Cortez Self-Differentiated Leadership and Brining Organizational Change through Crucial Conversations - Leticiateach ​ Stacie Perez Curcial Converstations | Stacie Perez (asweettransformationwithmrsstacie.com) ​ ​ Lola Gatlin Self-differentiated Leadership and Bringing Organizational Change through Crucial Conversations – Learning through Discovery (wpcomstaging.com) Blog-5304

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Literature review ​ We cannot deny that education has been changing significantly. Decades ago, it was required to go to the library to look for information and read encyclopedias, books, and physical magazines. Currently, this is no longer necessary thanks to technology; we have the information in the palm of our hand. However, technology has not been used correctly. We need to effectively include technology and digital learning in schools since even the learning style is based on direct teaching. The teacher gives the information, and the student is the receiver. We cannot waste digital resources to promote learning. Reading is one of the habits that we must encourage in students. There are many strategies to encourage reading, but sometimes it is not enough for some children. So, we will implement a blended learning approach for learners to motivate them to read. This literature review aims to create familiarity with constructivism's theory and blended learning models of instruction, analyze the relationship between technology and reading and advantages and challenges of blended-learning model. Constructivism’s Theory and Blended Learning Constructivism is the theory that says that learners build their knowledge based on what they know, influenced by what surrounds them (Brau. 2018). The essence of Lev Vygotsky's approach considers the individual as the result of the historical and social process (First Discoverers, 2021). For Vygotsky, knowledge is an interactive process between the subject and the environment, but the environment is understood as something social and cultural, physical (First Discoverers, 2021). Lev Vygotsky states, "By giving our students practice in talking with others, we give them frames for thinking on their own" (Vygotsky, 2022) Piagetian constructivism argues that learning is an internal process through interaction with the environment, hence the importance of providing the child with spaces and resources necessary to promote their learning (Kurt, 2022). Jean Piaget says, "the main goal of education is to create men who are capable of doing new things, not simply repeating what other generations have done" (Kidadl Team, 2021). Piaget and Vygotsky agree "the child is actively involved in the learning and development process because they provide feedback to the adult or teacher about their level of understanding" (Hurst, 2021). Blended learning has its foundations in the theory of constructivism which Jean Piaget (1952) argues that learning is an internal process, which is carried out through interaction with the environment; “The subject interacts with reality, building his knowledge and, at the same time, his own mind; knowledge is never a copy of reality, it is always a construction” (Piaget, 2020). Horn and Staker (2015) define blended learning in three parts first, it is any formal education program in which a student learns at least in part through online learning, with some element of student control over time, place, path, and/or pace, second, it is that the student learns at least in part in a supervised brick-and-mortar location away from home and third it is that the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience. Also, in their research they found four main models: Rotation (which includes the station Rotation, Lab Rotation, Flipped classroom, and Individual Rotation models), Flex, A La Carte, and Enriched Virtual (Horn& Staker, 2015). Technology and Reading Reading is a beautiful interactive process in which a critical relationship between the text and the reader contributes to developing the cognitive areas of the brain and emotional development (By Auca Projects Educations, 2018). In reading for pleasure, a bond is created between the reader and the book capable of having fun, entertaining, developing the imagination, enriching the vocabulary, discovering new places (National Library of New Zealand). Dr. Seus wrote “the more that you read, the more things you will know, the more that you learn, the more places you will go” (Chegg, 2022). Joyful and engaging shared reading experiences help children reach their full language, cognitive, and social-emotional potential (Litwin, 2003). Reading experiences help develop the fundamental skills and knowledge children need to learn to read (Litwin, 2003). Currently, thanks to technology as a tool, we have changed the way we read. We have gone from physical books to digital books. Some advantages of using digital books in schools are that they can motivate and help learners with reading (The Journal, 2001). Audiobook tools can help in two ways: first, they can improve decoding skills, and second, comprehension (The Journal, 2001). Advantages and Challenges of Blended Learning Model As is well known, not all students learn in the same way; they are different; each learner learns differently (Dweck, 2006). “ Each child has different learning needs at different times” (Horns and Staker, 2015).T Horn and Staker state that there are two reasons we are different: we have different aptitudes; second, we all have different levels of background knowledge (Horn & Staker, 2015). Therefore, blended learning can help address their peculiarities (Weitzel, 2021). Blended learning has some advantages, such as allowing flexibility and individualization of each student's learning process; likewise, it respects the time and rhythm of the student, gives continuity to the objectives, and facilitates the evaluation of the contents and tasks by the teacher. (Weitzel, (2021). “Blended learning can personalized and competency-based learning; just as online learning can allow students to learn any time, in any place, on any path, at any pace” (Horn & Staker, 2015). Some challenges that blended learning has for teachers are that they are afraid of change, they are used to working traditionally, and teachers lack the skills to handle technology. Some students lack self-discipline and are easily distracted, losing motivation to learn. Plagiarism is another big challenge because it is tempting to copy and paste (Winstead, 2022). Conclusion Reading in conjunction with blended learning can help students and teachers have a better experience in the classroom, acquire the skills required to be a good reader, and develop the skills needed in this 21st century. Without a doubt, technology has brought a significant impact on Education. With all the advances that technology has made, we need to put it into practice in the classroom to train students who can be creative and innovative. Teachers need to continue training to educate students with the required skills to get better results implementing Blended Learning, first, identify the problem and state in a SMART way, specific, measurable, assignable, realistic, and time-related (Horn & Staker, 2015). ​ ​ ​ ​ ​ Blog-5305 ​ ​ Read more Back

My Learning Philosophy ​ "You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives." -Clay P. Bedford. According to my experience, the way of teaching and learning has changed. As a student, I was taught in a traditional way where the teacher gives information, and the student memorizes for an exam. On the other hand, as a student at the university to be teachers, they taught us the method of constructivism, and we were trained to implement this theory, where the student builds his knowledge through experience. As an apprentice, I consider myself an organized person who builds his knowledge based on experience and knowledge, so I consider myself a constructive and cognitive person. But the one I most identify with as a learner is the theory of constructivism. First, I must acquire literature, knowledge, and theory, then combine what I already knew and my experience with the new knowledge. If there is an opportunity, I put it into practice in my daily life. However, sometimes I know it, and that is it, but I do not put it into practice, and then what is the use of knowing if we do not practice it? Apart from studying to be a teacher, I also learned to be a stylist and what is the use of knowing the theory if I do not practice it. Learning is when you put the theory into practice in real life if you apply the knowledge in practice. Teaching is when you impart concepts, theory, and information through explanation and experimentation. Learning and teaching go hand in hand in our classrooms. Having diverse students with different experiences and prior knowledge, I believe that both the teacher and the students can learn and teach. I remember an anecdote from 21 years ago, in my year of social service in an elementary school in Mexico, a girl told me, "Teacher today the cabañuelas come out." I asked her, "what is that?" and she explained to me what the year's seasons manifest on a day in January. She taught me what cabañuelas are to her second-grade classmates and me. Based on my experience, I believe to being a good teacher requires that we have the vision to learn from our environment. This includes our students, they have nobility; they are sincere, loving, creative, and spontaneous and teach us that life is more beautiful than we think. A quote has inspired me and that I put into practice with the students: "Education is an act of love and thus an act of courage" by Paulo Freire. Love is my passion for educating. So as a teacher, I believe that creating a significant learning environment with love is an appropriate way to promote happy learning where creativity and play help lifelong learning. The student feels comfortable without the fear of being judged. We must change from traditional education to a more dynamic education with a good environment where the student can develop critical thinking skills and creativity and learn to work collectively. Students need a teacher to guide them to grow and learn. So, connecting learning theories and my experience, in class I like to ask why? And this generates reflection and connection in children. As teachers, guides, facilitators, and mentors, we can help children with technology use, as I mentioned in my learning manifesto . As a teacher, it is necessary to know how students learn and thus apply learning theories. My concepts about learning theories are: Behavioral learning is achieved when an appropriate response is demonstrated or exhibited after presenting a specific environmental stimulus. Knowing children's behavior is essential to direct their behavior and to find the best way to learn. Children's behavior is a concern for educators as some behaviors are challenging to manage. Cognitivism, learning is understood as the acquisition of knowledge; the student absorbs and processes information carrying out cognitive operations and then storing it in memory. In mathematics, science, and even in learning the rules of writing, we need children to learn rules and procedures, and therefore this theory is good to use as part of the learning process. Connectivism, knowledge resides in the human being and outside of it (databases), so learning is a process of connecting information sources. Technology has brought changes in the way of acquiring knowledge since we can find any information using the google application from a cell phone. So, this theory helps us understand that children have a lot of information and that we must guide them to connect the information and build their knowledge. The video connecting the dots clarifies the difference between connecting and collecting the dots. The theory that I implement the most in the classroom is social constructivism, which has the following principles: Students build their own knowledge on their previous schemas and their experiences Motivation is the key to learning Learning is an active process Learn collaboratively Four cognitive strategies are applied: questioning, summarizing, clarifying, and predicting. The teacher guides and supports students in the learning process By writing about my innovation plan and connecting with learning theories , I have been influenced to apply these theories in a combined way to have an optimal learning process. To start changing the classroom learning system, I would like to implement CSLE+COVA as it allows students more excellent freedom of learning and thus encourages learning responsibility. ​ References: Bates, T. (2019, March 17). Learning theories and online learning: Tony Bates. Tony Bates. Retrieved November 3, 2021, from https://www.tonybates.ca/2014/07/29/learning-theories-and-online-learning/. Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House. Harapnuik.org. (2019, February 20). Dwayne Harapnuik's Learning Philosophy.Harapnuik.Org. https://www.harapnuik.org/?page_id=95 Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). COVA: Choice, ownership, and voice through authentic learning. Retrieved from http://www.harapnuik.org/?page_id=7291 Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, Retrieved from http://www.itdl.org/journal/jan_05/Jan_05.pdf Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Lexington, KY: CreateSpace Independent. Annotated Bibliography The following is a list that I have learned from which have led to my belief on learning, although not cited in my learning philosophy. Bates, T. (2019, March 17). Learning theories and online learning: Tony Bates. Tony Bates. Retrieved November 3, 2021, from https://www.tonybates.ca/2014/07/29/learning-theories-and-online-learning/. In chapter 3 of the book "Teaching in Digital age," Dr. Bates explains theories and practices in teaching in the digital age that I am still learning. Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House. Dr. Dweck explains the power that having a growth mindset also, she explains how growth mindset influences learning and teaching. Harapnuik.org. (2019, February 20). Dwayne Harapnuik's Learning Philosophy.Harapnuik.Org. https://www.harapnuik.org/?page_id=95 Learning from my leader helped me write my learning philosophy, and it saved me time and cleared up doubts about the structure of writing it. Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). COVA: Choice, ownership, and voice through authentic learning. Retrieved from http://www.harapnuik.org/?page_id=7291 CSLE+COVA explains that learners learn through choice, ownership, and voice through authentic learning environment. And teachers need to create a significant learning environment. Page Break Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, Retrieved from http://www.itdl.org/journal/jan_05/Jan_05.pdf It explains the theory of connectivism; I learned about the principals, objectives, and implementation in the classroom. Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Lexington, KY: CreateSpace Independent. The authors explain the importance of integrating passion, imagination, and constraint into the classroom through play's main ingredient.

Last week I had the opportunity to create the Fink's 3 Column Table , where I incorporated elements, such as aligning outcomes, assessments, and activities. Having created Fink's 3 Column Table helped me clarify my ideas regarding the approach toward my students more precisely. During this week, I focused on the Understanding by Design template. During the creation, I focused on what I must do as a teacher so that the students can achieve the established goals and thus create an environment and specific activities where the children can develop their abilities. It is essential to know that questions and play are how we can guide and arouse curiosity to learn at the preschool level. These two approaches have their advantages and disadvantages. Fink's 3 Column Table is broad strokes and thus has an image of what is intended. Understanding by design is complete and detailed. I like both because of Fink's 3 Column Table I can use per month, and even in my two-year I nnovation Plan and Understanding by Design, I can use it per week and have a daily organization of what needs to be done. I can use both formats, and I like the organization to plan activities and design the room to have a learning environment where the children can feel comfortable and be themselves. References Fink, L. D. (2005). A self-directed guide to designing courses for significant learning. Retrieved from: A Working, Self-Study Guide on: (deefinkandassociates.com) ​ TEXAS Prekindergarten Guidelines (Updated 2015) Retrieved from: Table of Contents (texas.gov) Wiggins, G. & McTighe, J. (2005). Understanding by design (expanded second ed. ). Alexandria, Virginia: Association for Supervision and Curriculum Development.

Instructional Design in Online Learning Instructional Design in Online Learning class The primary assignment was to design an online course. At first, I was worried about how I would create an online course for 4-year-olds who cannot read. I didn't even know where to start, but I was sure that I wanted a fun, simple course that would involve parents to create communication between parents and children. Module 1 Designing my course Designing sounds exciting and fun, but when we start designing, we realize it's not easy. Creating an overview of my instructional design class was a challenge because I didn't know where to start, so I watched many videos and looked for additional information to give me ideas of what to say, how to create. Well, I already did it; I clarified it wasn't perfect. Still, I spent time on it and effort. The video referenced the Fink 3-column table I created in a previous course. Also, I made a Lesson Plan for Five weeks. Module 2 Implementation In this video, you will see the implementation of the online course, where you will be able to learn a little more about the Implementing Blended learning course. You will also know what you will be doing in class and online. This course is 50% virtual and 50% online. Module 3 Usability and Reflection Usability tests are essential to apply to improve this case in blended learning. Thanks to this test, I could reflect on what was right and what I needed to change in the course. I also understood that a course always needs to be changed because technology is changing, and students are different every year and have their ways of learning. So thanks to usability tests, we can improve the online course. Blog-5318 Contribution 5318-5389 References; Bates, A.W. (2019). Teaching in a Digital Age: Guidelines for ​Designing Teaching and Learning.​ https://opentextbc.ca/teachinginadigitalage/ ​ Harapnuik. D. (2021). Assessment Of/For/As Learning.​ https://www.harapnuik.org/?page_id=8900 ​ Harapnuik. D. (2020). Why I don’t use checklists, progress bars & other activity monitors.​ Harapnuik. D. (2019). Outcome-Based Education vs Competency-Based Education. (83) Outcome based Education vs Competency based Education - YouTube ​ Harapnuik. D. (2019). LMD EP17 CBE VS OBE.(83) LMD EP17 CBE vs OBE - YouTube ​ Frog Street. (2022).Early childhood Education. Early Childhood Education Programs, Curriculum & Materials | Frog Street

Media Project Link Publication Rough Draft References: Harapnuik, D. (2021, January 14). CSLE+COVA . Retrieved July 7, 2021, fromhttp://www.harapnuik.org/? page_id=6988 Harapnuik, D. (2017, November 14). Piaget’s Key Implications for Learning . Retrieved November 14, 2017 from: Piaget’s Key Implications for Learning | It's About Learning (harapnuik.org) Harapnuik, D. (2017, June 5). Why authentic learning converts into lifelong learning. It’s About Learning Creating Significant Learning Environments. https://www.harapnuik.org/?p=6921 Horn, M., & Staker, H. (2014). Blended: Using disruptive innovation to improve schools. John Wiley & Sons. ISBN 1118955153 ​ Blog ADL-5317

Usability and Reflection The purpose of this video is to explain the results of the usability test implemented in the Blended learning Read-aloud course in prekindergarten classrooms. Blog-5318 ADL-5318

Implementation outline ​ Blended Learning-Reading for Pleasure Step 1 Preparation –at the beginning of the year- 1.1- Learning Observe the students Educate yourself on the subject (Literature review) Define the model to use Define for whom the project is focused Define what the purpose is How will it be implemented? 1.2-Technology and apps to use: Frog street A to Z ClassLink I-station Seesaw Starfall Computers Personal advice for using it at home iPad 1.3-Set the goals: Create lifelong learners by encouraging reading For preschool students who do not like to read. To promote reading for pleasure. Implement Blended Learning approach, Station Rotation, Lab Rotation, and Flipped Classroom. Step 2 Planning –At the beginning of the year- 2.1-How Blended learning enhances reading? 2.1.1- Rotation Center Small Group center (with the teacher) Technologies center (iPad) Writing center (draw any part that students like) Dramatization center 9pretend to be a character) 2.1.2- Flipped Classroom Students log in at home on the ClassLink app and log into Seesaw at least once a week. 2.1.3- Lab Rotation Students will use the computer lab one day a week for 45 minutes. Step 3 Present Proposal –Two weeks- Letter Proposal Share the proposal with managers and colleagues and motivate interest in the project's development. Explain how the Station Rotation, Lab Rotation, and Flipped Classroom of Blended Learning works. Meet with the parents to inform them about the project. Step 4 Implementation in classroom with students and collecting data –at the beginning of the year- Week one implementation Develop the project according to the pre-kinder Texas and Frog Street curriculum guidelines. It must have a sequence with the topics according to the planning of the preschool. Students can select the book to read and enjoy reading, whether in class, computer lab, or home. Students can use ClassLink, I-station, Starfall, Frog Street A to Z, and Seesaw. They will also have the flexibility to read it as many times as they wish. The images presented in the books help develop reading comprehension and motivate them to read more dynamically. Evaluation The Teacher collects data each week and learns about student progress. Applying C.O.V.A, the teacher will make a formative assessment through questions. After collecting data and doing a formative assessment for each student, readings can be assigned depending on the needs of each student Time This project is designed to be implemented week after week throughout the school year; keep changing the Texas preschool guidelines and Frog Street curriculum. Week two Implementation We continue the project based on the preschool Texas and Frog Street curriculum guidelines. Students continue to read and use the platforms mentioned in the first week. During this second week, the students will be motivated to continue reading since they are in an environment where the Blended Learning approach is used based on Station rotation, Flipped Classroom, and Lab computer rotation. Students will share all the books they have read in the classroom, computer lab, and home. The teacher as a guide will help students identify characters, places, the beginning, the after, and the end of a story; children will also determine if they liked it or not and why. Activate the creativity and imagination of the students through questions guided by the teacher. Evaluation The Teacher collects data each week and learns about student progress. Applying C.O.V.A, the teacher will make a formative assessment through questions. After collecting data and doing a formative assessment for each student, readings can be assigned depending on the needs of each student. Time This project is designed to be implemented week after week throughout the school year; keep changing the Texas preschool guidelines and Frog Street curriculum. ​ Step 5 Coordination with the team –at the end of the scholar year- Show the team the collected data and explain the benefits of this project 5.1- In collaboration with my colleagues and the team leader, we agreed to: Link the Texas Prekindergarten Guidelines to Frog Street curriculum. Prepare the centers each week with the necessary materials and link them with the pre-k Texas guidelines and Frog Street curriculum. Create teams for each class according to academic level. Create the rotation center schedule for each class. Create the schedule to go to the Lab Center for each class once a week. Inform parents about the project and make them aware of the importance of supervising and helping their children with reading at home. Provide support to parents who do not have technology at home, such as iPad and hotspots. Step 6 Implementation, Evaluation and Time – at the beginning of the next year- Implement implementation and evaluation throughout the school year. Week One ​ Implementation Develop the project according to the pre-kinder Texas and Frog Street curriculum guidelines. It must have a sequence with the topics according to the planning of the preschool. Students can select the book to read and enjoy reading, whether in class, computer lab, or home. Students can use ClassLink, I-station, Starfall, Frog Street A to Z, and Seesaw. They will also have the flexibility to read it as many times as they wish. The images presented in the books help develop reading comprehension and motivate them to read more dynamically. Evaluation Teachers collect data each week and learn about student progress. Applying C.O.V.A, the teacher will make a formative assessment through questions. After collecting data and doing a formative assessment for each student, readings can be assigned depending on the needs of each student. Time This project is designed to be implemented week after week throughout the school year; keep changing the Texas preschool guidelines and Frog Street curriculum. Week Two Implementation We continue the project based on the preschool Texas and Frog Street curriculum guidelines. Students continue to read and use the platforms mentioned in the first week. During this second week, the students will be motivated to continue reading since they are in an environment where the Blended Learning approach is used based on Station rotation, Flipped Classroom, and Lab computer rotation. Students will share all the books they have read in the classroom, computer lab, and home. The teacher as a guide will help students identify characters, places, the beginning, the after, and the end of a story; children will also determine if they liked it or not and why. Activate the creativity and imagination of the students through questions guided by the teacher. Evaluation Teachers collect data each week and learn about student progress. Applying C.O.V.A, the teacher will make a formative assessment through questions. After collecting data and doing a formative assessment for each student, readings can be assigned depending on the needs of each student. Time This project is designed to be implemented week after week throughout the school year; keep changing the Texas preschool guidelines and Frog Street curriculum. Step 7 Data collection Each week the teacher reviews the data collection of the platforms used and will analyze to adjust the program so that all children have optimal results. In collaboration with teachers and the team leader, once a month, we will review the results obtained from each class and make the corresponding modifications to improve the program. Every two months, administration staff will review the data collected, and teachers will have a meeting to determine the progress and weaknesses of the program so that we can make changes. Read More Back