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

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.  

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.

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

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


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.


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

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.



Innovation plan

Innovation Plan

Blended Learning is a term that is often misused. Classrooms with students using Ipads and/or laptops are being defined as a “blended learning” environment simply because there is consistent use, however blended learning emphasizes student-centered learning and ensures that students are in control of some aspect of their education (pace, time, location).  Blended learning must take place inside a classroom, must be in part online, and must provide an integrated learning experience, meaning the online component must connect to the face-to-face learning to deliver a superior learning experience.  I have witnessed several teachers use technology as a means of substituting a worksheet and then refer to themselves as a blended classroom. Once I began to dig deeper into blended classrooms, I discovered a new world of learning that I knew I wanted to be apart of.

This school year, I am fortunate enough to continue working with the same group of students from last year and will move up with them to 5th grade. My students and I have practiced using flipped learning last year, but unfortunately I introduced it later in the year so we only used this method a few times. Flipped learning is having students watch lecture videos outside the classroom and using valuable classroom time to actively work towards goals by using student centered learning activities. My plan is to effectively apply this model of learning throughout the school year in an effort to increase guided learning inside the classroom.

For 2-3 days a week, I will be switching homework time and lecture time for my students. They will be responsible for watching videos from home on those nights as a way to front load the information before applying it. Classroom time will become a time for active learning, which research show is far more effective than passive learning (Horn, Staker, p.43).

The goal of my innovation plan is to increase student success by measuring their growth during guided practice.  A flipped classroom increases individualized practice, collaboration, communication, creativity and critical thinking. Lectures will take place online for the students to view at home, respond, and reflect. When the students come together, they will be prepared to collaborate with their peers and apply their understandings with me in a small group rotation.

My guided practice table will be called “Evidence of Learning” station and I  will rotate with small groups until I have seen every student that day. It is extremely important to have a lesson plan prepared for guided practice to ensure that we are actively working towards progression. I will also be able to measure understanding, reteach concepts, support student weaknesses, challenge high achievers, and review data for effectiveness. Another component that is important to me is giving students an opportunity to reflect on their learning by posting questions, and giving feedback to their classmates’ posts after our guided time. I always welcome the opportunity for students to be in control of our group discussions because it truly is their classroom, I am merely a facilitator.

The flipped learning model is a great solution for increasing student success through an increase of active learning. I look forward to student progression as a result of implementing this style of blended learning. According to  Horn, M. B., & Staker (2015), an integrated learning experience is defined in Blended as the “online and face-to-face components work together to deliver an integrated course,” (p.35).  This layer of blended learning uses formal learning (teacher instruction) and an online component to create a student-centered experience.


Horn, M. B., & Staker, H. (n.d.). Blended: Using disruptive innovation to improve schools.

Flipped Learning · Innovation plan

Dare you to Flip

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



Reflection: The story behind the story

The Why –

I actually did not have a pleasant learning experience as a student in elementary school, specifically 5th grade. I never received one-on-one or small group time with my teacher. If I needed something retaught, chances are that she never knew because I became pretty good at being discreet about my weaknesses. She probably only retaught material if the majority of the class did not score satisfactory on the assessments. But I’m sure you’ve guess by now that I was definitely not apart of that majority.  I was raised by my single mother who was hardly available to help me with homework. A lack of higher education meant a lack of options for her, so mom had to work full time and sometimes work two jobs to support her family of five.

Today, technology gives teachers the chance to have an online presence outside of school  and a chance to work closely with them inside of school to guide their learning. Flipped learning is an excellent way to provide a support system for families.

The How –

I used Window Media Maker to create my video. I began by writing my script first, finding visuals to correspond with my script, and then I moved to recording. This was extremely trying and I needed several takes before I had a decent recording. My microphone also wasn’t cooperating because I had to configure it before it would let me record. I’m glad I was able to troubleshoot by myself during my first movie. This whole experience was definitely a “stretch” for me.