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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

The 4 Disciplines of Execution The best strategies fail if it is not accompanied by a correct execution to implement the plans and systems that ensure the transformation and sustainability of the organization. As we know that no strategic result is achievable unless team members change their behavior. For this to happen, we will need to get commitment from the team amid the daily grind, which is not easy as there will always be a whirlwind to deal with: urgent activities required to keep things running on a day-to-day basis. This whirlwind will consume the team's time and energy, preventing future strategic plans from being executed. Sean Covey, Chris McChesney, and Jim Huling solve this problem of strategic execution in the company, proposing the method of The 4 Disciplines of Execution. The 4 Disciplines of Execution (4DX) is the training that provides the keys to generating habit and commitment in meeting objectives and getting teams and individuals to commit to executing what is most important. D-1 Focus on the Wildly Important WIG Implement Blended learning to Increase daily reading from 10 to 20 minutes by December 10, 2023. Innovation Plan Reading for Pleasure D-3 Keep a Compelling Scoreboard Teacher 1 Teacher will share their data every week. The Scoreboard will be visible to everyone, so it will be posted in the teacher's lounge. This will encourage the participating teachers to stay on task to meet goals.Here is an idea for a Scoreboard to track each student's reading time daily and weekly. Weekly D-2 Act on the Lead Measures Lag Measure: Increase 10 to 20 minutes of daily reading. Lead Measures: 1-Ensure that 98% of teachers implement Blended learning environment in their classroom. 2-Ensure that teachers Implement Blended Learning two hours a day. D-4 Create a Cadence of Accountability Weekly teachers will have a 25 minutes WIG conference to: Review the scoreboard from the previous week. Report on the success of our engagements of the prior week. Make commitments for the following week. Member of the team makes personal commitments to drive the lead measure. The Five Stages of Change 1:Getting Clear During this stage, the teachers: will set the WIG Will identify Lag and Lead Measures will develop a compelling Scoreboard will commit to attending weekly WIG sessions for 25 minutes will hold each other accountable Key Actions in implementing 4DX ​ Be a model of focus on the Wildly Important Goal(s). Identify high-leverage lead measures. Create a players' scoreboard. Schedule WIG Sessions at least weekly and hold them. Key Actions to a successful launch: Recognize that a launch phase requires focus and energy -especially from the leader. Remain focused and implement the 4DX process diligently. You can trust the process. Identify your Models, No Yets, and Nevers (more on these groups below). 3: Adoption During this stage, the teachers: will make commitments will track results on the Scoreboard will make modifications depending on the needs that arise during the process. will give training to those who are not ready yet will provide support to those who are reluctant to change. 2: Launch After everything is clear, it is time to hold a formal kick-off meeting and launch our WIG into action. It is essential to identify "models" (entirely on board), "resisters" (not wanting to get on board), and "potentials" (struggling but still on board). Keys to successful adoption of 4DX: Focus first on adherence to the process, then on results. Make commitments and hold one another accountable in weekly WIG Sessions. Track results each week on a visible scoreboard. Make adjustments as needed. Invest in the Not Yests through additional training and mentoring. Respond straightforwardly to issues with Nevers, and clear the path for them if needed . 4:Optimization At this stage, the teachers: will shift to a 4DX mindset will more be engaged in their work will start looking for new ways to optimize their performance will take ownership of the process during the WIG meeting, they will focus on the results will make weekly precise and clear commitments if necessary, they will move the Lag Measures and Lead Measures to continue to rise Key actions: Encourage and recognize abundant creative ideas for moving the lead measures, even if some work better than others. Recognize excellent follow-through, and celebrate successes. Encourage team members to clear the path for one another and celebrate this when it happens. Recognize when the Not Yets start performing like the Models. 5:Habits At this stage, the teachers: will develop habits of execution that would ensure future success will celebrate accomplishments will help struggling team members will create a new goal Keys to help the team make 4DX habitual: Celebrate the accomplishment of the WIG. Move immediately to new WIGs in order to formalize 4DX as your operating system. Emphasize that your new operating standard is sustained superior performance on lead measures. Help individual team members become high performers. Influencer Model and 4DX Model The 4DX and Influencer Model focus on changing behaviors to achieve goals. 4DX Model is based on focus, leverage, engagement, and accountability principles. The Influencer Model is as it focuses on personal, social, and structural motivations and abilities. Also, it is about changing behaviors to achieve measurable results. The main difference that I could notice is that in the 4DX Model, all the members of the team participate in the creation of the objectives, especially in the WIG, and this makes the members obtain ownership and thus responsibly commit themselves to make changes in the behaviors for reach the WIG and feel like winners. On the other hand, the objective of the Influencer model is broader; therefore, some members could see it as more work to do. It is also focused on influencing what is around to make changes in behavior, which, I consider, does not help to acquire ownership in their decisions; therefore, it is more difficult to achieve changes in behaviors. These two Models would be of great benefit to combine them to guarantee changes in the schools and thus work in a comfortable environment, to work happily. Influencer Strategy References: Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The new science of leading change. New York: McGraw-Hill Education. McChesney, C., Covey, S., & Huling, J. (2012). The 4 disciplines of execution: Achieving your wildly important goals. New York, NY: Free Press.

Photo by Lorena Rodriguez Photo by Lorena Rodriguez Photo by Lorena Rodriguez Photo by Lorena Rodriguez Photo by Lorena Rodriguez Blended Learning with Station Rotation to motivate the Lecture for Pleasure ​ Rough Draft Reading is crucial for all students. Reading is a fundamental part of academic training because it helps improve critical thinking, complex reasoning, and writing skills. In my experience, the problem that is seen year after year with the students is that they do not like to read even though the students practice reading daily at school. For this reason, why My innovation plan is to promote reading for pleasure by applying a mixed learning environment. I believe that by using Blended Learning with Station Rotation, we can encourage students to read for pleasure as they will be in an environment where they feel comfortable and free to choose what to read. Blended learning has its foundations in the theory of constructivism which Jean Piaget (1952) argues that learning is an internal process that is carried out through interaction with the environment; "The subject interacts with reality, building his knowledge of him and, at the same time, his own mind of him; knowledge is never a copy of reality, it is always a construction" (Harapnuik, 2017). 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, the student learns at least in part in a supervised brick-and-mortar location away from home. Third, 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). ​ Benefits of implementing Blended Learning with station Rotation The benefits of incorporating blended learning with Station Rotation are based on the educator's purposeful planning and planning strategies. By creating a meaningful blended learning environment, children will be able to feel comfortable. They will be able to learn at their own pace where they have choice, ownership, and voice in an authentic learning environment, all with the guidance and supervision of the teacher. Implementation: Create an environment where the learner can have choice, ownership, and voice in an authentic learning environment, so they feel free to learn at their own pace and feel comfortable expressing their creativity without fear of criticism. Adapt stations with a blended learning environment with Pre-K guidelines. Collect data, observe students, and track children's attitudes to modify strategies and improve learning. We must remember that when using technology as a catalyst to enhance learning, it is the main objective of using technology and not as a tool. (Harapnuik, 2016). In his Real Learning article, Real Memory, Roger Schank says that "all humans begin to have a dynamic memory, one that changes in response to new experiences." Also, in the article Teaching Minds: How Cognitive Science can save our school, Roger Schanke suggests that schools need to organize around cognitive processes. For this reason, I feel inspired to change more behaviors when it comes to educating students. The implementation process is based on a conscious process that consists of four steps: prediction, modeling, experimentation, and values. To begin with, we need to predict outcomes to select and develop the appropriate strategies. Second, we must know how each station works and its usefulness. Third, explain to students the operation and proper use of technology; after practicing it, we make conclusions in a formative evaluation. Finally, we collect data, check the usefulness of the apps, and make changes according to the needs of the students. Necessary for the implementation of Blended Learning in the classroom: Develop the project according to the pre-kindergarten Texas and Frog Street curriculum guidelines. It must have a sequence with the topics according to the planning of the preschool. Prepare the centers weekly 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 group. Inform parents about the project and make them aware of the importance of supervising and helping their children read at home. Provide support to parents who do not have technology at home, such as iPad and hotspots. Set the goals: Create lifelong learners by encouraging reading For preschool students who do not like to read. To promote reading for pleasure. Implement a Blended Learning approach, Station Rotation . Blended learning with station rotation consists of four stations: -Rotation Center, Small-Group center (with the teacher) Technology center (iPad) Writing center (draw any part that students like) Dramatization center pretends to be a character. Students can select the book to read and enjoy reading, whether in class or at home. Students can use ClassLink, I-station, Starfall, Frog Street A to Z, and Seesaw. They will also be able to read it as often as they wish. The images in the books help develop reading comprehension and motivate them to read more dynamically. Assessment: The teacher collects data each week and learns about student progress. Applying C.O.V.A , choice, ownership, and voice in an authentic learning environment 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. Duration: This project is designed to be implemented weekly throughout the school year; keep changing the Texas preschool guidelines and Frog Street curriculum. Experience: During this school year, I had the opportunity to implement Blended Learning with station rotation, and I could see that my students were motivated to learn. What they liked the most was changing the station; they even looked at the clock to say it was time to change. The station they did not like that much was the technology station, so I opted to put them on for just 10 minutes a day, and it worked because time went by fast, and so did every week if they met the required time for school. Awakening creativity in children and seeing the happiness with which they come to school to have happy learning inspires me to continue implementing blended learning where they feel safe and comfortable expressing their ideas without fear of feeling criticized. At the beginning of the school year, I remember a boy named Miguel, who was reserved and shy. I could perceive that he was afraid and felt insecure when speaking. After the first month, with my patience, dedication, and personalized teaching, he could socialize with his classmates, even raising his hand to participate in circle time. I learned that by creating a meaningful blended learning environment, children would be able to feel comfortable being themselves and expressing themselves without fear. During the implementation of blended learning with station rotation, I observed how the children adapted easily and quickly, and I was surprised how the days went by so quickly. Also, some colleagues observed my class and would like to implement blended learning strategies in their class, so I am working to give them all the information and help them work as a team with the same purpose. The following school year will be based on the cognitive process in the Social area Processes. I think it will be fascinating. Conclusion: I hope to inspire and motivate others to incorporate different activities by applying the Blended Learning environment with Station Rotation to encourage reading for pleasure and thus enhance learning. The COVID 19 pandemic has taught us that we must work collaboratively with our colleagues and students by using technology as catalysts to improve student learning. 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 Pfiester, A. (2022, January 31). Self-Paced Learning in the Early elementary grades. Edutopia. Retrieved January 31, 20022, from: How to Implement Self-Paced Learning in the Early Elementary Grades | Edutopia Roger Schank. (2022). Teaching Minds: How Cognitive Science Can Save Our Schools. Retrieved January 2022, from https://www.rogerschank.com/teaching-minds-how-cognitive-science-can-save-our-schools Roger Schank. (2011, September 15). Roger Schank on Invisible Learning Real learning; real memory. Retrieved September 15, 20011, from Roger Schank on Invisible Learning - Education Futures Selwin, M. (2022, April21). Incorporating Montessori Practices in Station Rotation. Edutopia. Retrieved April 21, 2022, from: Incorporating Montessori Practices in Station Rotation in Non-Montessori Schools | Edutopia Photo by Lorena Rodriguez Blog ADL-5317

Power of the Growth Mindset The mindset is an important part of every human because it is part of our personality, but we can change it.​ Individual videos Video #1 4 Steps to a developing a Growth Mindset Video #2 Luca-Silenzio Bruno Video #3 3 Choice story Video #4​ Lessons on Grit for your classroom Video #5​ The Magical Yet ​ ​ ​ Back Blog-5302

Photo by Lorena Rodriguez Photo by Lorena Rodriguez Photo by Lorena Rodriguez Photo by Lorena Rodriguez Photo by Lorena Rodriguez Blended Learning with Station Rotation to motivate the Lecture for Pleasure Final Draft Reading is crucial for all students. Research shows that reading is a fundamental part of academic training because it helps improve critical thinking, complex reasoning, and writing skills. The problem seen year after year is that students do not enjoy reading even though they practice reading daily at school. Comprehensively, My innovation plan promotes reading for pleasure by applying a mixed learning environment. By using Blended Learning with Station Rotation, educators can encourage students to read for pleasure as they will be in an environment where they feel comfortable and free to choose what to read. Blended learning has its foundations in the theory of constructivism which Jean Piaget (1952) argues that learning is an internal process that is carried out through interaction with the environment; "The subject interacts with reality, building his knowledge of him and, at the same time, his own mind of him; knowledge is never a copy of reality, it is always a construction" (Harapnuik, 2017). 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, the student learns at least in part in a supervised brick-and-mortar location away from home. Third, the modalities along each student's learning path within a course or subject are connected to provide an integrated learning experience. Thoroughly, 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). ​ Benefits of implementing Blended Learning with Station Rotation The benefits of incorporating blended learning with Station Rotation are based on the educator's purposeful planning and planning strategies. By creating a meaningful blended learning environment, children will be able to feel comfortable. They will be able to learn at their own pace where they have choice, ownership, and voice in an authentic learning environment, all with the guidance and supervision of the teacher. Implementation: Create an environment where the learner can have choice, ownership, and voice in an authentic learning environment, so they feel free to learn at their own pace and feel comfortable expressing their creativity without fear of criticism. Adapt stations with a blended learning environment with Pre-K guidelines. Collect data, observe students, and track children's attitudes to modify strategies and improve learning. We must remember that when using technology as a catalyst to enhance learning, it is the main objective of using technology and not as a tool. (Harapnuik, 2016). In his Real Learning article, Real Memory, Roger Schank says that "all humans begin to have a dynamic memory, one that changes in response to new experiences." Also, in the article Teaching Minds: How Cognitive Science can save our school, Roger Schanke suggests that schools need to organize around cognitive processes. For this reason, educators should be inspired to change more behaviors when it comes to educating students. The implementation process is based on a conscious process that consists of four steps: prediction, modeling, experimentation, and values. To begin with, we need to predict outcomes to select and develop the appropriate strategies. Second, we must know how each station works and its usefulness. Third, explain to students the operation and proper use of technology; after practicing it, we make conclusions in a formative evaluation. Finally, we collect data, check the usefulness of the apps, and make changes according to the needs of the students. Necessary for the implementation of Blended Learning in the classroom: Develop the project according to the pre-kindergarten Texas and Frog Street curriculum guidelines. It must have a sequence with the topics according to the planning of the preschool. Prepare the centers weekly 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 group. Inform parents about the project and make them aware of the importance of supervising and helping their children read at home. Provide support to parents who do not have technology at home, such as iPad and hotspots. Set the goals: ⭐ Create lifelong learners by encouraging reading ⭐ For preschool students who do not like to read. ⭐ To promote reading for pleasure. Implement a Blended Learning approach, Station Rotation. Blended learning with station rotation consists of four stations: -Rotation Center, Small-Group center (with the teacher) Technology center (iPad) Writing center (draw any part that students like) Dramatization center pretends to be a character. Students can select the book to read and enjoy reading, whether in class or at home. Students can use ClassLink, iStation, Starfall, Frog Street A to Z, and Seesaw. They will also be able to read it as often as they wish. The images in the books help develop reading comprehension and motivate them to read more dynamically. Assessment: The teacher collects data each week and learns about student progress. Applying C.O.V.A , choice, ownership, and voice in an authentic learning environment 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. Duration: This project is designed to be implemented weekly throughout the school year; keep changing the Texas preschool guidelines and Frog Street curriculum. Experience: During this school year, I had the opportunity to implement Blended Learning with station rotation, and I could see that my students were motivated to learn. What they liked the most was changing the station; they even looked at the clock to say it was time to change. The station they did not like was the technology station, so I opted to adjust the time to just 10 minutes a day, and it worked. Since adjusting the time limit the students met the required time for school. Awakening creativity in children and seeing how eagered they are to come to school, inspires me to continue implementing blended learning where they feel safe and comfortable expressing their ideas without fear of feeling criticized. At the beginning of the school year, I remember a boy named Miguel, who was reserved and shy. I noticed that he was afraid and felt insecure when speaking. After the first month, with my patience, dedication, and personalized teaching, he began to socialize with his classmates, even raising his hand to participate during circle time. I learned that by creating a meaningful blended learning environment, children would be able to feel comfortable being themselves and expressing themselves without fear. During the implementation of blended learning with station rotation, I observed how the children adapted easily and quickly, and I was surprised how the days went by so quickly. Also, some colleagues observed my class and would like to implement blended learning strategies in their class. They asked for my assistance and now I am working to give them all the information and help them work as a team with the same purpose. The following school year will be based on the cognitive process in the Social area Processes. I think it will be fascinating. Conclusion: To conclude, my aspiration is to inspire and motivate others to incorporate different activities by applying the Blended Learning Environment with Station Rotation to encourage reading for pleasure and thus enhance learning. The COVID-19 pandemic has taught us that we must work collaboratively with colleagues and students by using technology as catalysts to improve student learning. ​ 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 Pfiester, A. (2022, January 31). Self-Paced Learning in the Early elementary grades. Edutopia. Retrieved January 31, 20022, from: How to Implement Self-Paced Learning in the Early Elementary Grades | Edutopia Roger Schank. (2022). Teaching Minds: How Cognitive Science Can Save Our Schools . Retrieved January 2022, fromhttps://www.rogerschank.com/teaching-minds-how-cognitive-science-can-save-our-schools Roger Schank. (2011, September 15). Roger Schank on Invisible Learning Real learning; real memory. Retrieved September 15, 20011, from Roger Schank on Invisible Learning - Education Futures Selwin, M. (2022, April21). Incorporating Montessori Practices in Station Rotation. Edutopia. Retrieved April 21, 2022, from: Incorporating Montessori Practices in Station Rotation in Non-Montessori Schools | Edutopia Blog-5317 Publication Academia.edu

Growth Mindset Plan Perception of the Growth Mindset The mindset is an important part of every human because it is part of our personality, but we can change it. Changing from a fixed mindset to a growth mindset is not easy. It requires a process and a constant struggle in mind. Every day we have to make decisions and face the consequences either with a fixed mindset or a growth mindset. Acting with a growth mindset, we must consider failure as part of our learning. As a teacher, I feel I need to model my students by acting in a way that represents a growth mindset. In my family, these eight weeks that I have been learning about growth mindset, I have shared with my children the importance of changing from a fixed mindset to a growth mindset. How do I see the growth mindset, failing forward strategies, and the COVA learning approach impacting my learning as I continue in the program? I FELT OBSOLETE when I started learning about the growth mindset, failed strategies, and COVA approach. I feel that I have begun to learn from a different perspective. The first personal impact has been continuous work and, above all, many fights in my mind because I had two little voices, one of a fixed mindsets and another of a growth mindset. With all the knowledge acquired, I still need to learn more and feel motivated to continue with the program. To be honest, I didn't particularly appreciate having mistaken in my work and having to do it again, but when I see the new result, I feel happier, even though the grade I received is already in place. But I learned that grades are important, but what counts is the learning acquired, which will help me during the rest of the program. Blog-5302 Read more Learning Manifesto My learning manifesto shares my passion for being a preschool teacher; my belief that children deserve an education with love and respect. It also shows my goals as a teacher and the use of technology as a tool to strengthen student learning. Read more Learning Network Communication must also be clear to facilitate the exchange of information between members. The sum of all the team's ideas and work helps achieve a better result. Likewise, teamwork increases motivation and stimulates creativity. Ryunosuke Satoro "Individually we are one drop, together we are an ocean" Read more Blog-5302

Contribution to Your Learning and the Learning Community ​ Grades: 5318: 95/100 5389: 95/100 During the class 5318 Instructional Design in Online Learning, I had the opportunity to design, create and evaluate the Blended Learning course. In 5389 class, Developing Effective Profesional Learning, in 5389 I had the opportunity to learn how to have an effective PL. These classes brought me significant challenges in understanding how to communicate and promote the need for effective and alternative PL and use digital resources, such as creating a video and design an online course. During these eight weeks, they have been full of challenges, but they are full of dedication, perseverance, and heart. Reflecting on what I did in the last module and these eight weeks, I realized that my perspective had changed considerably. One of the challenges I had in my first classes was to acquire the habit of reading reflectively, and I think I have achieved it and love being motivated through reading. During these eight weeks, I read all the recommended reading. I have read a book Teaching in a Digital Age. Also, one of my purposes was to start reading before class and to do my discussions before class. I think I improved on the readings, I was ready for the course, and the discussions were on time to give feedback to my peers. Another critical point for success in these two classes is that I completed all my assignments on time and attended all classes. If I had any questions, I would watch the class video sent by the teachers again, or I would ask in the group with my classmates through GroupMe, text message, and zoom. Every week we had a conference to do projects together like the one Call the action. My 5389 team: Leticia Cortes Lola Gatlin Stacie Perez Lorena Rodriguez My team 5318: Brandy Dinkins Christine Glenn Dricka King Jenny Howard Kristin Mahurin Every week through the Zoom application Lola, Stacie, Letty, and I clarified the work to be done, and thanks to them, these eight weeks in this class have passed very quickly, and thanks to their contributions, the work became more precise and more accessible for me. One of the challenges I had in class 5318 was creating videos with my voice. I am not a person who likes to make videos, and if you see them, you will realize how nervous I was; I think my voice even trembled, but I did it, and I feel happy with myself since every little step counts in these new challenges. Key contributions: Every day, I checked GroupMe and text messages and helped my colleagues. I gave feedback to my peers respectfully and constructively. I read and reflected on all the feedback I received about my work. I made the corrections that I received from my colleagues and teachers in the e-Portfolio. I have attended all sessions of both classes. I've read all the required readings, watched the videos for each class, and researched and reviewed other sources outside the course suggestions. I Turn in all my assignments on time for both subjects, 5318 and 5389. I reviewed all the discussions. I also gave at least two comments to different colleagues in the discussion forum. I have shared and learned with my work team. Supporting contributions: Regularly during these eight weeks, we had conferences through the GoTo app. We were also in contact daily through GroupMe, where we discussed some readings and clarified doubts regarding the work. We were in constant communication and gave each other support. And we also maintained communication through GroupMe when we had doubts, and we sent each other the works to give feedback. I am pleased with my two groups. I have learned a lot from them. Areas to improve: Have the discussions one day before each class. Begin to create the drafts of each work and thus have time to be modified. During the course, ask questions. Do my tasks at least five days before the due date to share them with my colleagues and receive feedback and modify the work. Again, I need to improve my APA citation form. ​ References Harapnuik, D. (2021, August 16). Assessment OF/FOR/AS Learning. Harapnuik.org. Retrieved April 8, 2022, from https://www.harapnuik.org/?page_id=8900

My literature review is based on my literature review of my innovation plan. Click on this button to read about my previous literature. 5305

Power of the Growth Mindset The mindset is an important part of every human because it is part of our personality, but we can change it.​ Individual videos Video #1 4 Steps to a developing a Growth Mindset Video #2 Luca-Silenzio Bruno Video #3 3 Choice story Video #4​ Lessons on Grit for your classroom Video #5​ The Magical Yet ​ ​ ​ How can you help your learner develop a growth mindset? While reading the book Mindset by Dr. Dweck, I reflected on the type of mindset that exists mainly in me. Sometimes I act with a growth mindset but other times with a fixed mindset. Also, reflect on how students with a fixed mindset and sometimes with a growth mindset act. There are many factors to consider to develop a growth mindset in students. The first is to know and understand the growth mindset. Dr. Dweck says that we can develop the skills and get better every day with hard work even if we have failed to reach a specific goal. Another factor to consider is the teaching style of the teacher. According to my experience and what I read in these 16 weeks, I believe myself to be of the constructivist model because I consider that everything around us helps us to create and build our learning. When writing my learning manifesto , I had the perspective about learning that it is essential to know styles and theories to find different didactic resources to teach and learn. ​ ​ We cannot teach students to have a growth mindset, but we can model the growth mindset to children. As an educator, there are many moments where we can model a growth mindset, and one way is to praise the children where each student's effort is praised, and thus we do not hurt the students' feelings. By honoring the students' efforts, we can develop a growth mindset in the apprentices. Understand that learning is a process that requires effort, dedication, failures, and successes. We can develop abilities and skills during this path called " YET " to achieve or acquire learning or goal. We can teach students the power of " YET " during book reading to students, and through teacher-guided questions during circle time, we can teach students the power of "YET." I believe that a growth mindset can help students accept feedback positively and change their attitude toward cheating in their actions and will make them reflect on making good decisions and reflect on the consequences in the short and long term. When children have certain attitudes such as cheating, it is because of their environment, and we cannot change it, but we can help them by modeling a growth mindset and the power of "YET." As an educator, I am committed to ensuring that all my students have access to an equitable education where they are treated with love and respect in an environment where COVA+CSLE exists to feel comfortable and thus have a happy learning experience. ​ I believe that having a growth mindset can help students feel less stressed and have a positive attitude towards learning. Although the educational system continues to implement grades to measure knowledge and academic level, the educational system must have a reform where grades are just a number. After reading Dr. Dweck's Growth Mindset book, I reflected that we could achieve everything through perseverance and effort and that each failure is a sign that we keep working. I can relate a growth mindset to passion and long-term determination and that everything requires effort and dedication. I believe that when we acquire and develop a growth mindset, we can no longer stop thinking that way and consciously reflect because I adopted a growth mindset, which helped me have less stress. Everything requires small changes and starting to act with a growth mindset. It is a good start, and I know it is not enough, but with the perseverance and passion we put into changing every day, I can model it to the people close to me. As an educator, I can help my students reactivate the learner's mindset in many ways. First, modeling a growth mindset; second, reading books during circle time; and last, asking questions where the students reflect on their actions. Blog ADL References: ​

Instructional Design Online Learning 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. Lesson Plan Five Weeks 3 Column Table Blog-5318 5318 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 ​

Developing Effective Professional Learning Call to Action Call to Action Every organizational field has some form of professional development, whether healthcare, hospitality, business, or education. Corporate leaders are always trying to find ways to help develop their employees. However, unlike in other fields, an educator's purpose is to educate and inspire students to learn. A truly effective teacher must create a significant learning environment where students can develop as learning as they use their imagination and explore their passions. Students are not the only ones who must learn. Teachers also need an opportunity to build and grow in a significant learning environment. PLC Outline During the creation of the PL outline , I was able to clarify the idea about activities, objectives, time, and date, and put everything that is needed to be successful in PL meetings. Also, create 3 column table and BHAG to clarify the learning outcomes. Learning about the 5 principles of effective professional learning was surprising for me since knowing how to carry out PL meetings is valuable. Connecting and Communicating Ideas Connecting and Communicating the Ideas Professional Learning is part of the field of education. Despite the effort the principals put in, and it has been verified that they do not have the expected success and that a change is needed. To have a change, we need, in this case, all teachers, principals, and administrators to work together to be successful. We need to learn about The Key Principles of Effective Professional Learning to have meaningful Professional Learning. It is essential to find The "Why" that I want to change PL at my school.

Contribution to Your Learning and the Learning Community “Many hands make light works” -John Heywood Grades: 5303: 95/100 5313: 95/100 During classes, 5303 Appling Educ Teach: portfolio and 5313 Create Significant Learning Environment, I understood how to apply technology as a classroom tool to help to learn development. Creating the portfolio brought me challenges such as changing my mind from "I can't make a digital notebook; a notebook and a pencil is better" now to I have to try it. My perspective has changed because my digital notebook doesn't break; it doesn't get lost and doesn't get wet. I can't lie that I spent a week learning, experimenting, browsing, deleting, changing, and redesigning to understand how to use the WIX platform. I'm still working on it because I learned that the portfolio is endless, and there is always something to modify. I had never created a portfolio, and it fascinated me; one purpose I have for this summer with my children is to help them develop their portfolios. Reflecting on what I did in the last module and these eight weeks, I realized that my perspective had changed considerably. One of the challenges I had in my first classes was to acquire the habit of reading reflectively, and I think I have achieved it and love to feel motivated through reading. During these eight weeks, I read all the recommended readings. I read several books, Understanding by Design and A New Culture of Learning: Cultivating the imagination for a world of constant change. Also, one of my purposes was to start reading before the class started and do my discussions before class. I think I have improved in the readings, and I was ready for the course, and the discussions were on time to give feedback to my classmates. Another critical point for success in these two classes is that I turned in all my assignments on time and attended all the classes. If I had any questions, I returned to watch the class video sent by the teachers or ask in the group with my classmates through GroupMe. My Team 5303: Deena Boland Dawn Short Jose Velarde Varela Lorena Rodriguez My Team 5313: Brandy Dinkins Elda Mancha Erika Montroy Staci Thomas Lorena Rodriguez One of the challenges I had in class 5313 was to focus more on the student, although I believe it is essential for teachers to ask ourselves how they will teach their students? Since each child is different. I am working on this point to complement teacher and student adequately and optimally where learning is enjoyable for both the student and the teacher. Because we teachers also need to enjoy our work and be happy. Key Contributions: Every day I checked GroupMe and helped my colleagues. I gave feedback to my peers respectfully and constructively. I read and reflected on all the feedback I received about my work. I made the corrections that I received from my peers made to me in the e-Portfolio. I have attended all the sessions of the two classes. I read all the required readings, watched each class's videos, and researched and reviewed other sources outside of the course suggestions. Submit all my assignments on time for the two subjects, 5303 and 5313. I reviewed all the discussions and responded to all the feedback I received. I also gave at least three or five feedbacks to different colleagues in the discussion forum. I have shared and learned with my work team. Supporting contributions: Regularly during these eight weeks, we had conferences through the GoTo app. We were also in contact daily through GroupMe, where we discussed some readings and clarified doubts regarding the work. We were in constant communication and gave each other support. Areas to improve: Have the discussions one day before each class. Begin to create the drafts of each work and thus have time to be modified. During the course, ask questions. Do my tasks at least five days before the due date to share them with my colleagues and receive feedback and modify the work. Again, I need to improve my APA citation form. ​ References Harapnuik, D. (2021, August 16). Assessment OF/FOR/AS Learning. Harapnuik.org. Retrieved April 8, 2022, from https://www.harapnuik.org/?page_id=8900 ​