Flipped Learning · Innovation plan

6 sources of Influence

Before we can prepare our students to be successful in a technology integrated world, we must first take a look at ourselves and ask if our behavior and learning philosophy supports this target? We cannot become an overnight success as coaches of learning unless we are conscious about the shifts that need to take place within us. Vital behaviors are repeated significant actions that take place at crucial moments in time, that lead to your desired results. I have outlined the changes that need to take place in order for my innovation plan to be successful.

Focused and measurable goals:

Increase small group/guided instruction by 3 hours per week. This can be achieved by implementing a flipped classroom style of learning so that students receive their content taught online before receiving support and practice in the classroom

My organizational influencers are myself, our school administration, and teachers.  

Motivation Ability
Personal:  

Teachers are in a consistent need of more small group time with students who are performing below grade level. Administration is implementing daily interventions inside the classroom.

I will model an example of flipped learning with my students to demonstrate this style of learning in station rotations.  
Social:

Focusing on the opinion leaders in my school as my cohort members. These teachers will be the first to incorporate the flipped learning stations in their classroom. They will have me as their coach to support them with planning and implementing, as well as practicing the same learning styles with them.  We will also discuss ways to give their grade level teams updates and support.  

Cohort members will meet with me at the end of the week to reflect, train, and discuss. We will watch examples from the week’s highlights. We will also reiterate our professional goals and document our progress towards these goals. I will record their efforts and follow up to receive feedback.
Structural:  

Teachers are able to perform higher according to the new evaluation system which emphasizes integrated technology.

Growth on assessments

Teachers will have the skills to transform their classrooms and coach others for the purposes of integrating technology.
Vital Behaviors Desired Results
Teacher will create a system for rotating stations Familiarize students with working independently and in small groups
Teachers will integrate technology into the daily workstation rotation students will be exposed and have access to technology regularly
Students watch videos to introduce specific content Students will be prepared for guided instruction. (discussing questions or concerns,check for understanding.)

Patterson, K., & Grenny, J. (2013). Influencer: The new science of leading change, Second Edition. McGraw-Hill Education

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Continued Learning · Innovation plan

Purpose, Process, Results…

This semester I am digging deeper into leading organizational change, and we began with an analysis of my purpose for wanting to influence a change in my professional environment. Along with identifying my WHY (purpose), I am also identifying the process or how I wish to accomplish my goals, and what I am trying to achieve.

Here is the breakdown….

Why -To provide public school students with a quality education that prepares them to live in a technology integrated world.

How – Design lessons and classrooms to support a student-centered learning environment. 

What – Use new tools to provide new experiences for students. This will also promote higher level thinking that stretches beyond the classroom. 

Most of my colleagues do not have a sense of urgency in regards to changing their classroom culture. Change is a very difficult concept. Even when people understand that change is necessary, putting the concept into motion is a challenge. Before I can even think about getting to that point, I have to remind myself that I am starting from scratch. Right now, my focus is how do I establish a sense of urgency within my professional environment? It’s an environment where so much is already asked from the teachers. Every day we are faced with more demands, yet the hours in our day stay the same. Teachers feel over worked and underappreciated. Creating the sense of urgency without increasing their level of anxiety will not be an easy task. Thankfully I know that the head won’t go where the heart hasn’t already been.

At the heart of every teacher is their passion to make others aware of their full potential. Reminding teachers of our WHY, will not be difficult because this already lies within them. I know this is step 1 to establishing a sense of urgency. We all have the desire to provide all students with a quality education, regardless of their disadvantages. Integrated technology falls within that definition as well and I believe my colleagues have never had this perspective before. If I can find a way to communicate that integrating technology will prepare our students to live in a technology driven world then, I know they would see the urgency.

Previously designed lessons that include student samples, video tutorials, and teacher reflections will be significant in reducing the amount of anger or frustration that comes along with new ideas. Modeling HOW to use modified lessons to create a learner-centered environment should also help ease any negativity.

A system for continuous PD will be a great way to demonstrate WHAT to use inside the classroom. New tools can provide new experiences for students in a way that will allow them to make meaningful connections in the real world. Dr. John Kotter’s video Leading Change:Establish a Sense of Urgency is an excellent resource for creating a solid foundation for organizational change.

 

Dr. John Kotter. Leading Change: Establish a Sense of Urgency [Video file]. (2013, August 15). Retrieved from https://www.youtube.com/watch?v=2Yfrj2Y9IlI&feature=youtu.be

 

Continued Learning

Power of a Growth Mindset

Having a growth mindset is pretty significant for me. Unlike other professional learning ideas, I actually agree with this way of thinking wholeheartedly. Perhaps I have already been practicing this without even knowing. A mindset has the ability to build or destroy a person’s success. It’s all about the perspective that you have. It sounds pretty simple but in reality it can be challenging to sustain.

The growth mindset is important because it is the pathway to becoming a life learner. It’s about seeing situations as learning opportunities. Where growth and success are interchangeable. According to Dr. Carol Dweck, the most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point.

I realize the impact this will have on my learners and coworkers, which is why I feel a tremendous amount of pressure to plan and develop my approach. This idea has the capacity to revolutionize public education.

I see an opportunity to develop a UbD lesson plan for teaching the Growth Mindset to my students. It is imperative to introduce this at the beginning of the year to give my students a good foundation in preparation for an innovative classroom. I originally thought that actions were key to creating a culture of significant learning, but now I understand that the mindset is the most important factor. Familiarizing my students with the growth mindset will ensure success for my innovation plan

My Plan for adopting a growth mindset at my school:

Step 1: Introduce the Growth Mindset

Initiating a discussion from this Khan Academy video which describes how our brains are like muscles. We are capable of increasing our intelligence when we are faced when we expose ourselves to new challenges.

Step 2: The Power of Choice

This entails recognizing that with each obstacle, criticism, or setback comes a choice of how to respond.  Communicating to my learners that they actually have a choice with how to respond to each challenge.

10-growth-mindset-statements-1024x768

Step 3: Making a positive connection to the growth mindset.

As mentioned in my learning philosophy, learning is an active process which must be endured over time. This is why modeling or “thinking out loud” will be practiced heavily for the first few months. I will share a story with my learners about when my perspective shifted from fixed to growth. It is imperative for learners to recognize the different mindsets in their own lives to form a positive connection.

“Think about a time when you might have had a fixed mindset perspective.(Failing a test, practicing for basketball but still losing a game, struggling with math problems). If you could go back in time, how could you change your way of thinking?”

Step 4: Practice What we Preach

Presenting learners with opportunities to practice the language of “not yet” and thinking of a growth mindset will be ongoing. As we approach challenges with our flipped learning model, I will use those opportunities to guide students when they begin to react in a fixed mindset way. I will guide them into reflecting on their responses to the new challenges which will allow them to build grow in their abilities.  By the end of the year, learners will create videos (learning environment outline) to inform other about the benefits of adopting a fixed mindset. 3bdd1d2143b1f2aa0b144fd676e3cefb

 

MINDSET. Dweck, Carol (2006). Retrieved September, 2016, from http://mindsetonline.com/whatisit/about/index.html

https://www.mindsetkit.org/static/files/YCLA_LessonPlan_v10.pdf

 

Innovation plan

Understanding by Design- Backwards Planning

My innovation plan has taken many shapes and forms recently as I continue to stretch myself to become a creator of significant learning environments.   I recently used Finks 3 column table (2003) to design a lesson connected to my innovation plan. This design was completely new to me, not necessarily bad or good.  I was learning this model and trying to apply it at the same time, which may have been the reason for me not favoring it so much. If I were to try for a round 2, I’m sure it would go more smoothly. In retrospect, I probably had a harder time trying to adapt to this design because it lacked the components that I like to consider when planning. Essential questions and desired results are pretty important to me when I am designing my lessons.

My district uses the backwards design model for planning instruction. Specifically for this task, I used Wiggins and McTighe’s Understanding by Design template. Although I am familiar with backwards design, this was still a bit challenging for me because I am keeping my BHAG in mind and want to stay true to my long term goal. This lesson will help me with my innovation plan because it still gives me an opportunity to grow small group learning during instructional time and allows students to produce at a higher level of thinking.

Stage 1 – Desired Results
Content Standard(s):

·                  5.3 Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding

Understanding (s)/goals

Students will understand:

·                  How to create and develop videos demonstrating key concepts to help students with learning gaps with identifying theme

Essential Question(s):

How do readers use the information in the text to infer the moral lesson of a story?

Student objectives (outcomes):

Students will be able to:

  • Learners will be able to make a connection with reading strategies that are being modeled by the teacher/facilitator. (How to infer the author’s moral lesson/theme of a story)
  • Learners will design and create a video, still image/illustration/animation to reteach the objective and demonstrate understanding
  • Learners must communicate the steps needed to infer the theme of a story.
  • Learners will partner with one of their peers to provide feedback on their presentation.
  • Learners will develop a knowledge of resources/tools and will understand the functions and benefits of each tool.

 

Stage 2 – Assessment Evidence
Performance Task(s):

·                  Flipped classroom lecture, respond to questions about the process of inferring the theme of a text.

·                  Brainstorming, drafting, and scripting the learning process.

·                  Illustrating and creating visuals to support the information they wish to represent.

·                  Feedback/Peer Review

·                  1-suggestion

·                  1-compliment

·                  1-questions

·                  Maintain a learning journal or contribute to the classroom blog

Other Evidence:

Google slides, Explain Everything

Assessing their ability to communicate the learning process effectively

Formative feedback with Google Docs

Seesaw Journal entry

Stage 3 – Learning Plan
Learning Activities: (duration is 2-5 days)

·                  T will have students activate prior knowledge and access any information relating to the weekly learning objective.

·                  With the most current read aloud, students will discuss and practice looking for the text evidence to support their understanding of what they think the moral lesson of the story would be.

·                  Students will begin drafting their design and script the steps needed to infer the lesson of a story

·                  T will have students work with a partner for peer review/feedback on the progress of their video

·                  Students will record and design their projects, then submit the videos on YouTube before submitting their video on Google Classroom

·                  Students will also post their project on their learning journal and reflect on their learning process.

References

Fink, L.D. (2003) A Self-Directed Guide to Designing Courses for Significant Learning.San Francisco: Jossey-Bass.

Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

Flipped Learning · Innovation plan

My First Design for Creating Significant Learning Environments

This is my first attempt at designing a course for significant learning. I feel extremely privileged to have the opportunity to design learning goals for my students. I am always in search for the “next BIG thing”. When I take the time to invest in goal setting for my students, I am also investing in… Continue reading My First Design for Creating Significant Learning Environments

Continued Learning

My Learning Philosophy

I have always been intrigued by the reality of my non-traditional means of “learning”. What I really mean by “learning” is being able to master a test on the first try. As a high school student, I remember everyone around me preparing for final exams by participating in late night cramming sessions. This seemed like the norm at the time so I also carried on this tradition for many years. One of my most kept secrets is that even though I’d crammed for a test for a few nights in a row, I would never really earn an “A”. Can you imagine my frustration? Surely I wasn’t alone. This formula seemed to serve others well, yet almost every time I went through the intense studying process I would be just borderline successful; (meaning B’s-C’s).

Was I not studying as long?  Was I not a fast enough reader?  Or perhaps I was a horrible test taker? Yes, I entertained these thoughts for several years until I almost accepted the idea of just not having what it takes to be a high achieving student. Until I encountered my algebra II teacher in high school. She noticed that I was a struggling math student and decided to collaborate with me daily. At the end of a lesson, she would sit with me and initiate a conversation about my math struggles. We would practice strengthening these shortcomings together.  We did this daily for months and soon I began to notice that every assessment I took in her class resulted in an “A”. Never did I once study for an exam yet I managed to always be prepared. The only explanation for me being able to excel on these assessments for that entire year is that I was actively engaged and learning.

I would like to introduce my abstract definition of learning based on my experiences and then break this down further.

Learning is a short, precise moment in time where barriers, walls, and reservations are suspended and true engagement holds the door open for information to convert into new skills, experiences, and impressions which spark a purpose within a student and gives them a desire to want to remain invested and inspire others.

How do I apply this philosophy?  Well my career in education began in 2011 and since then I have tried to formulate a recipe for successful learning. If I can create an environment for students to be invested in the information that I am helping them discover, then I would be facilitating genuine learning.  Here are the categories that I believe need to take place in order for learning to be successful.

  • Learning is a process, not a product. Progress and ability are more significant than a numeric grade.
  • Learning must be active and not passive. Creating, manipulating, collaborating is essential.
  • Learning endures over time: new information must be distributed and practiced over time in order for it to be effective.
  • Learning is not always predetermined, it can take place anywhere.

 

Clark, R. (2002). Six principles of effective e-learning: What works and why.The e-Learning Developer’s Journal, 1-10.

Learning theory: Models, product and process. (2015). Retrieved September 01, 2016, from http://infed.org/mobi/learning-theory-models-product-and-process

Montell, G. (2007). What’s Your Philosophy on Teaching, and Does it Matter?. Chronicle, 11, 14.

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons.

Schunk, D. H. (1996). Learning theories. Printice Hall Inc., New Jersey.

 

Innovation plan

Connecting and Communicating my Plan

In a rapidly changing society we can choose to be active or passive learners. I choose to embrace the shifts around me because when I am in control of my learning, and not just responding to the effects of change, I am at the forefront of innovation. Public schools in the 21st century are not a direct reflection of our changing society. Students are not making connections between the content taught inside their classrooms to their everyday lives. How can we, as educators, continue to reach students if learning seems so disconnected?

I am on a mission to help fill this gap between our public school system and the current world we live in. There is no longer the question of whether integrating technology in the classroom will have a positive impact.  Technology is here, technology is current. It is time for an investment not in just the tools, but for a purpose. I must stress that tools are not what creates innovated learning, it’s the plan for using these tools.

Change is a process and to become of agent of change, we must find others who are willing to help pave the way. Consistency and communication will play a role in how others learn about digital learning. Sharing these plans with as many people that are willing to add digital learning and leading to their classroom is my strategy.

My innovation plan discusses my goals on a broader level.  This plan also gives a brief description about how I will approach a flipped classroom this school year.

My implementation outline describes in detail, how I will introduce my students to a flipped classroom and successfully maintain this style of blended learning. This template also includes the steps I must follow before I can introduce flipped learning.

My literature review is an elaborate list of research to support my argument about the significant benefits of blended learning.

My innovative video:

 Integrating technology is more than just substitution. Giving students a voice, increasing collaboration, and allowing more time for guided application are pretty significant benefits.

 

A list of resources to share with my colleagues to better understand disruptive innovation:

The Differentiated Flipped Classroom: A Practical Guide to Digital Learning by Eric M. (Mason) Carbaugh, Kristina J. Doubet

This book serves as a guide to identify the needs of students in a flipped classroom.

Google Apps Meets Common Core by Michael J. Graham

I want to read this book because it will help me meet and exceed common core expectations while using the latest Google apps. Google has several easy to use tutorials that will be shared with my colleagues.

The Highly Engaged Classroom by Robert J. Marzano, Debra J. Pickering

This book is equally important because I want to be sure to always provide an engaging environment for my students.