From the time I was conceptualizing this blended learning innovation plan, I know that the approval, support and assistance of the whole school community is imperative. For the plan to be even considered, accepted, implemented and eventually be successful, the administration, faculty and other support staff need to be ALL on board. The core of this innovation plan is to improve overall student performance and achievement, and that is all our responsibility as a TEAM.

 

     As I gradually set some goals in place, having the opportunity to implement it in my Kindergarten class, I have gathered some significant data I can share with my colleagues as part of advocating the program. The intention of this innovation plan is to introduce it in each and every classroom across all grade levels. In line with this, I am also developing a learning environment opportunity intended for my administrators, co-teachers, and other support staff. Aside from communicating the details of the innovation plan, the primary goal of this series of professional learning sessions is to give us all the opportunity to exchange ideas, do vertical planning, at the same give the participants the chance to work with each other, give feedback, and even express their concerns. The end goal is to hopefully be all agreeable and supportive to implement the program for the upcoming school year.

 

     There are several supporting documents that will guide this instructional design, including the existing 3 column-table (Fink), and the Understanding by Design (uBd) framework based on the model developed by Wiggins and McTighe. A detailed plan of action, using Gulamhussein’s 5 Principles of Professional Development, will also be used in designing the PLCs. This learning opportunity also aims to meet required professional learning credit hours and certifications.

 

     As the innovation plan is geared towards improving overall school performance, and the participants were invited to seek their support to adopt blended learning in their respective classrooms, it is considered an outcome-based education opportunity. Participants are not expected to receive a score, grade or rating to measure their understanding or learning after, instead, their future success in implementing the program will indicate the effectiveness of attending the PLCs.

 

     The instructional design will utilize my BHAG (Big Hairy Audacious Goal) that was formulated based on data (student performance and needs). This has led to the development of the 3-column table and UbD to organize learning goals, learning activities and assessment activities. It still remains relevant in preparing the agenda and objectives of the professional learning series.

 

     Assessment will be kept valid, reliable and generally balanced by constant checking and follow-up with the participants, during and even after the PLCs are completed. Participants are able to give feedforward, feedback, and other comments throughout the session, and will be acknowledged and addressed immediately. Routine and scheduled team meetings will be conducted as the teachers plan or start implementing the program. Participants will be supported and assisted especially during the pilot implementation, as the success of this project depends on everyone’s contribution.

 

     This instructional design is intended to be long-term. It is projected to be part of the school’s improvement plan to incorporate more technology-based innovative approaches, like blended learning, so all participants will have the opportunity to have continuing education, regular updates, training and workshops. This will enhance existing skills, and address areas needing improvement, promoting more comprehensive and progressive learning

 

     The facilitator or program proponent is not able to solely control the overall learning, instead all participants will be mainly accountable for their own learning. All information, resources and other supporting references will be provided to them, but they will be responsible on how they will utilize and develop it as they implement blended learning in their classrooms. Assistance and consultation will be provided to them throughout the PLCs and even when they launch the program in the classrooms.

 

References:

 

Christensen, C.M., Horn, M.B., & Staker, H. (2013). “Is K-12 blended learning disruptive? An Introduction to the theory of hybrids. The Christensen Institute.

https://www.christenseninstitute.org/publications/hybrids

 

Digital Learning Now’s “Blended learning implementation guide” Create conditions for success:Plan, implement, improve. (2013)

https://gettingsmart.com/wpcontent/uploads/2013/09/BLIG-2.0-Final-Paper.pdf

 

Duarte, N. [Stanford Graduate School of Business]. (2013b, February 19). Nancy Duarte: How to create better visual presentations [Video file]. Retrieved from

https://www.youtube.com/watch?v=so9EJoQJc-0

 

Duarte, N. [Stanford Graduate School of Business]. (2013a, March 21). Nancy Duarte: How
to tell a story [Video file]. Retrieved from https://www.youtube.com/watch?v=9JrRQ1oQWQk

 

Goodwin, B. (2015). Research says/does teacher collaboration promote teacher growth? educational leadership, 73(4), 82–83. Retrieved from

http://www.ascd.org/publications/educational-leadership/dec15/vol73/num04/Does-Teacher- Collaboration-Promote-Teacher-Growth%C2%A2.aspx

 

Gulamhussein, A. (2013). Teaching the teachers effective professional development in an era of high stakesaccountability. Center for public education. Retrieved from

http://www.centerforpubliceducation.org/system/files/2013176_ProfessionalDevelopment.pdf

 

Fink, L. (2003) A self-directed guide to designing courses for significant learning. retrieved November 26, 2021.

 

Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. John Wiley & Sons.