Innovation
Project
Updates
Who would have thought that this whole journey was actually an aftermath of the pandemic? As I have previously shared on one of my blog posts, my ADL adventure was inspired by the experiences we all had switching to virtual teaching and learning. It was unprecedented, we were all unprepared, we all struggled, but thankfully survived.
Since we were assigned to develop an innovation project, as unfamiliar as I was to it, I was surprisingly very eager to plan and start my research. I read articles, reviewed case studies, watched presentations and videos, and decided to consider implementing blended learning in my kindergarten class. As I continue to develop the foundation of the project, I have already completed several significant stages prior to its full implementation. I have written an Innovation Proposal, addressed to my school administrator presenting my project, along with a Frequency Asked Questions (FAQ) piece to summarize all important information about the project. I am also constantly into research and development, wrote a Literature Review during the early stages, and just recently revisited it for updates. As the vision of the project/proposal is getting more vivid, backed up with the research and documentation, I was also able to focus on planning for its implementation. This is the time when I was learning to design an Implementation Outline that is both practical and realistic. The biggest consideration was how to encourage my colleagues to give the proposal a chance. Creating an effective Influencer Strategy along with the 4DX (Four Disciplines of Execution) Model will be my tools to secure their support and hopefully get them on board. The ADL program aims to provide us all the information we need to make our respective innovation plans a reality. We were also guided on preparing for the most crucial part of the project, leading the change, and that is by example. I was able to design an Organizational Change Plan that encapsulates the “why” the “how” and the “what”, including strategies to advocate, practice and sustain change. Following it with the Action Research Plan has paved the way to provide updates on the project, reevaluate some factors that may affect the outcomes, and continue to plan for its full implementation next school year.
Practice never makes perfect, instead practice makes progress. At present, I am given the opportunity to implement (at least partially) blended learning in my Kindergarten class. With the permission of my administration along with constant collaboration with our Reading Instructional coach and my grade-level team, a group of my students are receiving supplemental lessons and enrichment activities via district-approved learning management systems. The intention is to gather data, record observations, and collect information to document the overall outcomes of the implementation. The select group of students participating with the blended learning program are following the station rotation model while also receiving the traditional in-person instruction with the rest of the class. Data collected will be used to analyze and compare student performance (progress) and patterns of learning behaviors (engagement, motivation and independence). Both qualitative data (assessment and test scores), as well as quantitative data (student and parent survey; observations; anecdotal records) has been collected since November 2021 (baseline) and before the school year ends, all final assessments will be administered. With all this information and data, I plan to continue developing the innovation project over summer and hopefully be able to present these initial outcomes to my colleagues as part of our professional development. My goal is to fully implement it in my class for the upcoming school year, and hopefully have another class or two adopt it as well.
What started out as a random idea became a challenge that I accepted half-heartedly, and now is a journey I have fully committed to. The adventure of discovering the wonders of innovation in itself is mind-blowing. The learning was and is still a continuous process of research, collaboration, and self-reflection. Initially, it was overwhelming. Coming from a different background, I was completely clueless on where to start. But the first few courses of the ADL program (EDLD 5302, 5303, 5304 and 5305) not only gave me the foundations of what I really need to know, but it has also become my confident booster and source of encouragement that today I have an innovation project to contribute to my school. The process of developing the plan did not happen overnight. There were several factors that paved the way for this project to be almost ready for implementation. With every course, I was able to develop and add important sections to validate the benefits of considering the project. The way the ADL program was designed allows the learners to build the framework of their respective innovation projects by scaffolding the assignments, connecting each lesson to lead to the next, and encouraging us to revisit previous work to guide with present and future requirements.
Personally, what and who have kept me going amidst the demands of this so-called life was realizing that I am sharing this journey with an amazing group of individuals that I now call my friends. Establishing learning networks where we discuss assignments, share resources and give each other feedforward and feedback have been instrumental for me to accomplish most for my innovation project. Constant collaboration with our professors and other educators has kept me abreast with how I can improve my plan. Within our ADL community, we have learned how to look for relevant resources, such as peer-reviewed journals, case studies, and other related articles. I can also say that it worked for me that I am more open to consider and take others advice, opinions and recommendations constructively. It was also a very humbling experience to admit that I do not know everything, that I need help, and asking others is not a weakness. I have learned to accept my shortcomings and be more realistic in setting my goals.
This learning adventure has definitely taught me heaps of new knowledge on technology and other aspects in becoming a better teacher and student. But it has also given me the chance to learn more about myself. I had a lot of realizations and if I can improve or change anything with all my experiences, I would have spent more time talking to other professionals, observing their classes, especially those already implementing blended learning. I also want to explore other ways to have my colleagues, even the students and their families more informed and involved with the project. I will also work on finding more time for research, attend more workshops and trainings on blended learning or other innovative learning models in and out of my school district.
With this endeavor, I continue to learn lessons not only to comply with every assignment, but also with improving my perception about education and life in general. The most valuable lesson that has influenced me immensely was choosing to have a growth mindset. Maintaining a growth mindset has created a positive impact on almost every decision I have done so far. I have also learned that change is good, technology is not at all intimidating, learning is a process, time equates to opportunities, and when one’s skills and knowledge are coupled with hard work and perseverance, success is most likely to happen.
Communication has never been as easy, accessible and efficient as how it is now. I have started sharing information and promoting my innovation project. Word of mouth is still reliable. I constantly talk about blended learning to my colleagues during grade-level meetings, professional developments, and even mention it during casual conversations. I am also exploring sharing updates and future plans through our campus social media accounts (Twitter, Smore, Facebook) and even requesting for a bulletin board in the school hallway designated to this innovation project. At present, this initiative is already being considered to be part of the school improvement plan, that hopefully it will receive more exposure and attention.
They say experience transforms to true learning once you reflect on it. With every new discovery and learning I have acquired, I will make sure I can use it as inspiration to all my future projects. I will continue developing my planning and organizational skills to build a strong foundation for the project. I will likewise apply the importance of documenting, collecting and analyzing data as a valid basis to reconsider, restructure and improve existing plans. This blended learning project is intended to be a long-term venture, so I will continue the research and development. I have also realized how collaboration is imperative with the success of any undertaking. Looking forward, I will apply the same principle of not only inviting others to adopt the learning model, but also encourage them to work together while we align our goals, creating and building something for the benefit of many, if not all.
This traveler’s journey is still ongoing, a work in progress, taking strides, meeting milestones, but so far has brought me endless discovery of new beginnings. I am now looking forward to what else lies ahead for all of us, not discounting the possibility of another challenge, but now equipped and skilled, more confident and able.
References:
Chan, P., Graham-Day, K. J., Ressa, V. A., Peters, M. T., & Konrad, M. (2014). Beyond involvement: Promoting student ownership of learning in the classroom. Intervention in School and Clinic; 50(2):105-113.
http://isc.sagepub.com/content/early/2014/05/30/1053451214536039
Macaruso, P., Wilkes, S., & Prescott, J. E. (2020). An investigation of blended learning to support reading instruction in elementary schools. Educational Technology Research and Development; Volume 68, Issue 6, Page 2839-2852 ; ISSN 1042- 1629 1556-6501. https://doi-org.libproxy.lamar.edu/10.1007/s11423-020-09785-2
Thibodeaux, T. Learner’s Mindset Retrieved April 5, 2022, from