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We need to talk. Those four little words can be some of the scariest that another person speaks to you or that you must speak to someone. Crucial conversations are a part of everyday life, whether in our personal relationships or professional ventures. These conversations are called "crucial" for a reason – they involve high stakes, strong emotions, and differing opinions. Mastering the art of crucial conversations can make the difference between success and failure. Fortunately, there is a structured approach that can help you navigate these difficult discussions with confidence and success. (Grenny et al., 2022) Start with the Heart Every crucial conversation should begin with you. Before addressing the issue at hand, take a moment to reflect on your own intentions and feelings. Starting with the heart Skilled people maintain focus in two ways. First they are smart when it comes to knowing what they want and two, they are don’t make either/or choices. Ask yourself what you really want to achieve from this conversation and be open to change. What do I really want for myself? What do I really want for others? What do I really want for the relationship? Starting with a clear heart and positive intentions can set the tone for a productive dialogue. Learn to Look When we are caught up in a difficult conversation it is hard to see what is fully happening. During a conversation, we should watch for three conditions to change: The moment a conversation turns crucial: emotions change (scared, hurt, angry) or behaviors change (raising voice, pointing a finger, becoming quiet) Signs that people don’t feel safe: when it is safe you can say anything, when people feel unsafe in the conversation that's where you start to go blind. Two main reactions when people do not feel safe is: silence or violence. Your own style under stress: most people have trouble pulling themselves away from their emotions in a high stakes conversation. We need to become a vigilant self-monitor and watch what we are doing that has an impact on the conversation. Make it Safe We need to step out of the content of the conversation. Safety is crucial for any conversation to be productive. In order to do this it must be a place that is free of judgments or jumping to conclusions. To move forward in a crucial conversation, find common ground and establish a mutual purpose and respect. Identify shared goals or objectives that both parties can agree upon. This helps shift the conversation from a confrontational stance to a collaborative one, where you work together to achieve a positive outcome. Make it clear that you value their input and are willing to work together to find a solution. Master my Stories Recognize that your interpretation of events may not align with reality. Get back to the facts and separate them from your judgments and emotions. Once the facts are stated and agreed upon, it is important to note that an infinite number of stories can be created from the same facts (watch out for victim stories, villain stories and helpless stories). We need to master our stories by retracing our path. Act: notice your behavior Feel: get in touch with your feelings Tell story: analyze your stories See/Hear: get back to the facts S.T.A.T.E. my Path To move forward in a crucial conversation, we should speak persuasively and not abrasively. To do this we can follow the S.T.A.T.E. acronym. Share your facts Tell your story Ask for others' paths Talk tentatively Encourage testing The first three skills describe what to do, while the last to tell how to do it. Explore Others' Path Understanding and hearing the other person's viewpoint is important in resolving conflicts. Ask open-ended questions to encourage them to share their perspective and feelings. Be genuinely curious about their experiences and motivations. Use the AMPP listening tools to help make it safe for other people to speak without fear. Ask to get things rolling. Mirror to confirm feelings. Paraphrase to acknowledge the story. Prime when you're getting nowhere. Move to Action Now that you've explored each other's paths, it's time to determine a path forward. Collaboratively brainstorm solutions and agree on actionable steps. Clearly define responsibilities and timelines, ensuring both parties are committed to following through. Having a dialogue is not decision making. The four most common ways of decision making are: command, consult, vote and consensus. We need to decide how we will decide. Whichever way is chosen there needs to be clearly defined roles and expectations about who does what by when and then set a follow up time. Applying these steps as a teacher leader on my campus can help me navigate those hard conversations that will inevitably arise. By recognizing the need for crucial conversations and employing a well-prepared mindset and environment, I can proactively address issues. When I start with the heart and utilize the S.T.A.T.E. method it empowers me to express my perspective effectively while encouraging others to share theirs. When I am able to create a safe environment and master my story it enhances trust and understanding. When I can explore others' paths it helps me appreciate diverse viewpoints and see there are always more stories with the same facts. Finally, when I move to action it ensures that issues are not just discussed but also resolved, leading to real improvements within our organization. Remember, the key to success in crucial conversations is not just about talking but about really understanding and working toward a positive resolution together. Falk, S. (2022, October 2). . . - YouTube. Retrieved September 30, 2023, from https://www.youtube.com/watch?v=ixEI4_2Xivw Grenny, J., Patterson, K., McMillan, R., Switzler, A., & Gregory, E. (2022). Crucial conversations: Tools for talking when stakes are high (2nd ed.). McGraw Hill. Kaufaman, A. (2013, August 24). Friedman's Theory of Differentiated Leadership Made Simple. YouTube. Retrieved September 30, 2023, from https://www.youtube.com/watch?v=i9H-i9lHr28 Video Review for Crucial Conversations by Kerry Patterson. (2015, August 20). YouTube. Retrieved September 30, 2023, from https://youtu.be/EFaXx3pgaxM

Those four little words can be some of the scariest that another person speaks to you or that you must speak to someone. Crucial conversations are a part of everyday life, whether in our personal relationships or professional ventures. These conversations are called "crucial" for a reason – they involve high stakes, strong emotions, and differing opinions. Mastering the art of crucial conversations can make the difference between success and failure. Fortunately, there is a structured approach that can help you navigate these difficult discussions with confidence and success. (Grenny et al., 2022) As a leader in many different aspects of my life (parent, work/school, church) or in high stakes relationships (spouse, parent, friends), I have a "motto" that a friend once spoke to me: "run to the tension". Essentially, have the crucial conversation. As much as I really do not like confrontation, I am way more confident when I go into a crucial conversation. And with these new skills I've learned from this text I can be even more confident and intentional. Start with the heart: check to see what my intentions are for myself and others involved Learn to look: do people feel safe in this conversation? (silence or violence emerging) Make it safe: Step out. Make it safe. Step back in with mutual purpose and mutual respect. Master my stories: see and hear - tell a story - feel - act. STATE my path: share, tell, ask, talk, encourage (S.T.A.T.E.) Explore other paths: ask, mirror, paraphrase, prime (AMPP) Move to action: 4 common decision making ways are command, consult, vote and consensus Applying these steps as a teacher leader on my campus can help me navigate those hard conversations that will inevitably arise. By recognizing the need for crucial conversations and employing a well-prepared mindset and environment, I can proactively address issues. When I start with the heart and utilize the S.T.A.T.E. method it empowers me to express my perspective effectively while encouraging others to share theirs. When I am able to create a safe environment and master my story it enhances trust and understanding. When I can explore others' paths it helps me appreciate diverse viewpoints and see there are always more stories with the same facts. Finally, when I move to action it ensures that issues are not just discussed but also resolved, leading to real improvements within our organization. Remember, the key to success in crucial conversations is not just about talking but about really understanding and working toward a positive resolution together. Falk, S. (2022, October 2). . . - YouTube. Retrieved September 30, 2023, from https://www.youtube.com/watch?v=ixEI4_2Xivw Grenny, J., Patterson, K., McMillan, R., Switzler, A., & Gregory, E. (2022). Crucial conversations: Tools for talking when stakes are high (2nd ed.). McGraw Hill. Kaufaman, A. (2013, August 24). Friedman's Theory of Differentiated Leadership Made Simple. YouTube. Retrieved September 30, 2023, from https://www.youtube.com/watch?v=i9H-i9lHr28 Video Review for Crucial Conversations by Kerry Patterson. (2015, August 20). YouTube. Retrieved September 30, 2023, from https://youtu.be/EFaXx3pgaxM Photo "friendly conversation? by Media by Wix

In just my short time in this program I have already started incorporating the COVA approach into my own classroom. I sat down just last week and as I was sorting through some of my old stations and looking for new ones I was holding it against the COVA standards. When reading about the Learner's Mindset, I came across a blog post of Dr. H's. He stated that "Learner’s Mindset – a state of being where people act on their intrinsic capacity to learn and respond to their inquisitive nature that leads to viewing all interactions with the world as learning opportunities." This gets me thinking about my kindergarten students. They are at the prime of their questioning and ability to learn. Young children are innately curious and are constantly asking "why". Often times a traditional school setting unfortunately squashes their curiosity and desire to learn. Thankfully I have a unique opportunity as a kindergarten teacher because my students have most likely come into my classroom with a learner's mindset and it is my job to nourish it. References Harapnuik, D. (2022, September 23). Using the Learner’s Mindset – How and Why This Works. It’s About Learning. September 16, 2023, https://www.harapnuik.org/?p=9279 photo: "DIY Children's Activity" by Medis by Wix

In 2020 I was thrust into the world of virtual teaching just like many of you, however, I stayed there not only for those short few months to finish out the school year, but the entire next school year. As many of you know I teach kindergarten and when I volunteered to be the one to teach virtually I had no idea what I was getting myself into fully. Sure, I was deemed the most "tech savvy" of my teammates and I knew my way around PowerPoint to create a few things but had no clue how I was going to engage 5 year olds over the computer. It's a huge feat to keep them engaged in a typical classroom setting so I knew I was going to have my work cut out for me. This is where I truly believe that my mindset started to shift. When I first began teaching online I was met with obstacle after obstacle. I had no real training in how to record and produce asynchronous lessons and I shed more tears that I would like to admit over videos that didn't save or audio that didn’t work. At any point during this I could've given up, and if I'm being completely honest I almost did. But with each obstacle and set back, I used it as an opportunity to grow and learn. During that year as a virtual teacher I learned more than I have in my years prior combined. Not did I only learn more about technology, that's a given, but I learned more about who I am as a teacher, how to use my voice to advocate for my needs and the needs of my students. I learned how to better differentiate, scaffold and integrate technology and hands on into the curriculum. That was the hardest year of my teaching career to date, but one of my most memorable. It helped me build up a resistance to failure, because I failed then more times than I can count. It helped me develop skills that I never would have otherwise. It helped me see who I am and who I want to be. Because of this one year, this one experience I am forever changed. photo: "online teacher" by Media from Wix

Change is inevitable or so they say. But in my experience people are resistant to change and that is why influencing it effectively is a skill worth mastering. The six sources of influence offer a concise roadmap to navigate and inspire change where ever you are. 1. Personal Motivation: Start with a compelling "why" and help others love what they hate. 2. Personal Ability: Equip yourself with the necessary skills and knowledge to bring about the change you desire. Then help others do what they cannot by teaching them what you know. 3. Social Motivation: Peer influence can be key in promoting influence. It can literally help you succeed or fail. Find opinion leaders that can rally around your cause and help encourage vital behaviors. 4. Social Ability: Collaboration is key. We rarely have everything that we need to succeed all on our own. We need help from others; their brains, their hands and their resources. 5. Structural Motivation: Create an incentive system that aligns with your vital behaviors that is done through personal and social motivation. Use caution when incentivizing and punishing. You run the risk of relying on incentives if done incorrectly. Punishing when desired behaviors are not met is risky too, you do not know what the outcome will be. 6. Structural Ability: Change the environment to facilitate your goal. You may need to redesign processes or systems to support the desired outcome. Putting It into Practice: Incorporate these six sources to approach change, and see how they influence and help you achieve your desired outcomes more effectively. Using just one or a two of the strategies can still influence change, however using multiple strategies or all six greatly increases the likelihood of success. References Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The new science of leading change. New York, NY: McGraw-Hill. photo: "Change" by Media by Wix

I have watched so many videos and read many articles on the growth mindset before. And every time I think I've come to a place of real growth mindset, I see something new and realize I am still stuck in my fixed mindset in so many ways. There are definitely areas and aspects of my life that I have grown in and see challenges as an opportunity, but then when I get overwhelmed with my workload I get thrown right back in to my "all is lost" mentality and get discouraged and want to give up because I am not confident I can succeed. There is a huge difference between confidence and a growth mindset. I am very confident in a lot of things; things that I am good at. However, when it comes to things I am not skilled in or have trouble mastering, that's where I shy away from it. For example, I am confident in my technology skills. At work, I am the one everyone on my teams comes to ask for help with their technology. I am usually able to help them and if I don't know, I typically can easily figure it out or know where to find the answer. However, when it comes to anything physical activity related, like sports, count me out. I have terrible hand-eye coordination, I'm clumsy and overall uncoordinated. Athleticism doesn't come natural to me and puts me out of my comfort zone. WAY out of my comfort zone to be honest. But what I have learned, this is where the biggest growth can happen. When I get uncomfortable, that's when I can really start to grow. There really is nowhere but up from where I am. What do I have to lose? Nothing, only improvement can happen when I start to see every challenge as an opportunity to learn a new skill. Only improvement can happen when I don't give up and finally make progress in a goal. Only improvement can happen when I don't see my failure as the end all be all. Maybe this is my cue to finally start that workout program I've been avoiding... maybe. I definitely have some work to do to grow my growth mindset more, but thankfully that's just it... it CAN grow. It just hasn't fully YET! photo: "sports plan" by Media from Wix

Why: We believe that learners should own their learning and take the lead to make impactful change in their educational career and beyond. How: Through a blended learning environment students will utilize the station rotation model to take charge of their learning to engage in hands-on stations, age-appropriate technology and STEM opportunities. What: We will promote a growth mindset for students to work towards self-selected goals that are both meaningful and productive in helping them to be successful learners. As I step into this role as a leader for change on my campus, I am beginning to see more and more that change is not something that is easily done. We have been programmed by our society and education as a whole, to collect the data, present the data and plan according to the data. And while this is not innately bad, statistics show that it doesn’t work. Simon Sinek (2009) tells us that people don’t buy what you do they buy why you do it. This got me really thinking, as educators how many times have we sat in a staff meeting or data meeting and been introduced to a new initiative to implement in our classrooms? Countless times right? And how many times were we super eager and ready to jump on board with it? Probably less than a handful if we’re honest. Why? Because we didn’t see the why. We were given the data and presented with the facts, but we already knew those. We needed the affective side of it; we needed the “why” it was important. As Sinek said, we needed to take a step back and have a shift in focus. John Kotter (2011) says that we must start with the heart. We don’t need to just get people to think differently, we need them to feel differently. When we start with our “why” we give our stakeholders a direct emotion to emotion connection and that is what changes behavior. Appealing to the heart also shows a sense of urgency in the situation. It gives the audience the feeling that if we don’t act and make a change nothing will get better. When you appeal to the heart and others can see and feel your motivation for why you are doing something they are way more apt to follow you and support you. I believe all learners are should take ownership of their learning and are capable of becoming self-directed learners. Implementing blended learning through the station rotation model in my classroom will allow my students the opportunities to be self-directed learners that are goal oriented and become successful in the classroom and beyond. I want my students to be able to leave my classroom with not only the knowledge of the required curriculum, but the skills to set them up to be successful, life-long learners. Resources: Kotter, J. (2011, March 23). Dr. John Kotter - The Heart of Change. [Video]. YouTube. https://youtu.be/1NKti9MyAAw Kotter, J. (2013, August 15). Leading Change: Establish a Sense of Urgency. [Video] YouTube. https://youtu.be/2Yfrj2Y9IlI Sinek, S. (2009, September 28). Start with why: How great leaders inspire action. YouTube. [Video]. https://www.youtube.com/watch?v=u4ZoJKF_VuA. Photo: "Kids with capes" by Media from Wix

When I first sat down to begin this post and started reflecting on where I am as opposed to where I began this program in May. I was honestly so surprised at the amount of progress I have made already. I came in feeling overwhelmed and quickly became defeated when I did not know how to do something (especially creating an e-portfolio). In my blog post Am I Finally Getting the Hang of This? I talk about my shift in mindset and what I attribute to this. Looking back even to when I wrote that post only four short weeks ago, I believe that I have shifted even further into the growth mindset and really see myself as willing to face a challenge head on as an opportunity rather than a setback. Growth mindset is so important for students, but even more so for educators. We can expect our students to grow a mindset that they can improve upon if we do not foster an environment that does. In my post Why Growth Mindset is so Important I reference Nigel Holmes graphic with a fixed mindset side by side with a growth mindset. I’ve really thought back on this graphic multiple times during the course of this class and have seen where my mindset has shifted. When presented with the task of blogging I had never blogged before and had no idea where to begin. Would I blog about something no one had interest in? Would my writing style be appealing to others? Initially my fixed mindset told me to give up because I didn’t know what I was doing and didn’t want to look uneducated. However, over the course of the last eight weeks my mindset has shifted. I now enjoy blogging and can really put my real voice into my posts because they are mine, for me. Visit my blog page here. My collaborative group (Ashley Lee, Amanda Mask, and Lindsay Krueger) have all given me feedback over the weeks and instead of ignoring their thoughts, I have learned from them and adapted. I truly believe Collaboration is Key (also see my Stop, Collaborate and Listen! post). Probably one of the biggest and most valuable things that I have learned through this program so far is that my voice and ownership matters. I plan to take this new learning and understanding through the rest of the ADL program and beyond. As I continue to work through my Innovation Plan, I will continue to foster my growth mindset and learn from the feedback. I will take what I learn and apply it to make adjustments, spawn new ideas and persevere to learn even more. References Dwayne Harapnuik, Tilisa Thibodeaux, & Cynthia Cummings. (2018). Choice, Ownership, and Voice through Authentic Learning COVA. Creative Commons License. https://doi.org/https://gallery.mailchimp.com/1bdbac4d4fbdff334a642eb11/files/8b18ae2 a-8696-4d58-9b80-192f4cc6624c/COVA_eBook_Jan_2018.02.pdf Dwayne Harapnuik. (2015, May 9). Creating Significant Learning Environments (CSLE) [Video]. YouTube. https://youtu.be/eZ-c7rz7eT4 Harapnuik, D. (2013, April 5). Fixed Vs Growth Mindset = Print Vs Digital Information Age. Harapnuik.org. https://www.harapnuik.org/?p=3627 Horn, M. B., Staker, H., & Christensen, C. M. (2015). Blended: Using disruptive innovation to improve schools. Jossey-Bass. Photo: "Long Train Ride" by public domain image- Media from Wix

When I first began the Applied Digital Learning program in May I was quickly overwhelmed and thought I had jumped into something that was way over my head. I remember thinking “what did I get myself into?” and “why did I think this was a good idea?” In my post Stop, collaborate and listen! I talk about my reservations about group work. I was very apprehensive to be told we had to participate in a group, much less form one on our own. Not to mention there wasn’t a definite “this is how you do this” but was left up to us. I replied to a couple of posts in the student/faculty lounge about forming groups and was so thankful when Ashley Lee reached out to me and asked me to join their group. These three core ladies that I have formed a group with (Amanda Mask, Ashley Lee and Lindsay Krueger) have really been a God send and I highly value their input. We have spent hours on Zoom meetings discussing both classes as we are all in the accelerated ADL program, as well as, exchanged numerous emails, texts and feedback on assignments and discussion posts. We have also occasionally had Mikeela Pittman and Samantha Jimenez join in on some of our zoom meetings as well to offer their point of views. (Top row: Lindsay, Amanda, Ashley. Bottom row: Samantha, Me, Mikeela) Our group communicated in several different ways (weekly zoom meetings, text messages and through shared Microsoft documents). We have really divided and conquered throughout this summer class (5305). Amanda created a document that we used to divide and conquer the reading and note taking for the literature review. I created a document that is set up for the rest of the ADL program since we all plan to follow that course. This document is used to link our rough drafts/assignments so that they can be proofread and then be given feedback and feed-forward to one another and make adjustments as needed. I have read through each of my group members innovation proposal, literature review, and implementation plan and made comments and gave feedback/feed-forward to each of them, as they have done for me. I have posted and commented on every discussion board often multiple times. Specifically in 5303, I have posted my e-portfolio to have other students rather than just my group to be able to give me feedback. Again, see my Stop, collaborate and listen! post. I have also looked at so many different e-portfolios. I have carefully taken into consideration each given suggestion and feedback and modified and adjusted my e-portfolio. Getting and giving feedback on the e-portfolio is crucial as it helps the owner know how user friendly and appealing it is to the audience. I want my site to be inviting and easy to navigate and without the feedback from my peers I would have overlooked some of that. I have done all the course readings and watched all the videos, repeatedly. I refer to Dr. Harapnuik’s tip and perspective page often, as well as, his other pages that he points to for examples and references. When I have received feedback from Creighton or Dr. Harapnuik, I have gone back and revised my work just I have done with my collaborative group. While at first, I was frustrated and again a little overwhelmed to begin group work, I am now so thankful that we were not just placed in groups at random. I am thankful that we were able to choose who we grouped with because these three ladies have been so helpful and even more encouraging. I really cannot imagine getting through this program without them. I am reminded of my Why Growth Mindset is so Important post, I came into this program with what I now know as a fixed mindset. But through a lot of hard work, encouragement, feedback and feed-forward I have had a change in my thinking. I now have a growth mindset and believe that I can do this: that I will do this. We have all talked about our plan to stay on the accelerated path and plan to stay the course and finish with the accelerated timeline. I wholeheartedly believe that without these ladies I don’t think that I could do this. Collaboration is so important! In just a few short months I have made a lot of progress, however, I always think that there is room to grow. I have posted in every discussion and replied to several people within the discussion boards, however I would like to task myself to take more initiative and reach out to others that are not in my group. I have attended most class meetings and participated in class; however I would like to be more participatory in my class meetings offering more to the conversations. I think it is important to get insight from a variety of people to challenge myself to do and be even better. So, when examining how I contributed to the learning of others and myself I give myself a 48/50. (5305) So, when examining how I contributed to the learning of others and myself I give myself a 94/100. (5303) References Dwayne Harapnuik, Tilisa Thibodeaux, & Cynthia Cummings. (2018). Choice, Ownership, and Voice through Authentic Learning COVA. Creative Commons License. https://doi.org/https://gallery.mailchimp.com/1bdbac4d4fbdff334a642eb11/files/8b18ae2 a-8696-4d58-9b80-192f4cc6624c/COVA_eBook_Jan_2018.02.pdf Harapnuik, D. (2022, October 13). EDLD 5320 Examples. Harapnuik.org. https://www.harapnuik.org/?page_id=7530 Harapnuik, D. (2013, April 5). Fixed Vs Growth Mindset = Print Vs Digital Information Age. Harapnuik.org. https://www.harapnuik.org/?p=3627 Harapnuik, Dwayne. (2021, August 16). ADL Tips & Perspectives. Harapnuik.org. https://www.harapnuik.org/?page_id=8544 photo: "Keys on a ring" by WixMedia

When I first began this program, I had no idea what to expect or what I should do for my innovation proposal. It was suggested that if you don’t know where to start, start with blended learning. So that is what I did. Quickly I began reading and researching what exactly blended learning was and quickly I began to understand that I had already started some of that in my classroom without knowing. As I dove further into my research, I realized just how passionate I truly am about blended learning, specifically through the station rotation model. Many teachers (especially elementary) use station rotations and have for years, but my newfound passion was to help level up what we have already been doing to support our students even more. I want to cultivate an environment in which my students’ needs are being met by allowing them to have choice, ownership, and voice through an authentic learning environment (COVA). To make this a reality in the classroom will require that I give up some control so that students are permitted to make mistakes that they can ultimately learn from. Students will be able to choose from a variety of different stations including curriculum-based hands-on stations, age-appropriate technology stations and STEM opportunities. I truly believe that embracing blended learning through the station rotation model can radically enrich the learning of my young students and provide them with the capacity to become life-long learners. View my whole innovation plan here. References Dwayne Harapnuik, Tilisa Thibodeaux, & Cynthia Cummings. (2018). Choice, Ownership, and Voice through Authentic Learning COVA. Creative Commons License. https://doi.org/https://gallery.mailchimp.com/1bdbac4d4fbdff334a642eb11/files/8b18ae2 a-8696-4d58-9b80-192f4cc6624c/COVA_eBook_Jan_2018.02.pdf Dwayne Harapnuik. (2015, May 9). Creating Significant Learning Environments (CSLE) [Video]. YouTube. https://youtu.be/eZ-c7rz7eT4 Horn, M. B., Staker, H., & Christensen, C. M. (2015). Blended: Using disruptive innovation to improve schools. Jossey-Bass.

Lisa Nielson says that an innovative educator is one that inspires and encourages students to share their ideas and projects outside of the classroom. As I read her article and think about what I do in my own classroom I am left wondering if I am an innovative educator or just a "interesting/relevant" one. When thinking about my own classroom filled with kindergarten students I am also wondering what does a true innovative teacher look like. They are still very young at this age and looking at some of the examples given on Nielson's site I don't think it would be age appropriate. However, this left me starting to brainstorm and think through some ideas of what I can do with my students to actually be innovative. In my classroom we do a lot of hands on learning guided by goal setting. Could this be an entry point into being truly innovative? Could they share their goals with others on campus instead of keeping them in the classroom? If so what does that look like? I am intrigued and now have a some more research to do. Dr. John Kotter. (2011). John Kotter - Communicating a Vision for Chang. YouTube. Retrieved July 13, 2023, from https://www.youtube.com/watch?v=bGVe3wRKmH0&t=256s. Nielson, L. (2016, March 13). Are You An Innovative Educator? Here’s How to Find Out. [web log]. Retrieved July 13, 2023, from https://theinnovativeeducator.blogspot.com/2016/03/are-you-innovative-educator-heres-how.html. Photo:"creative thinking sketch images" by Rawpixel.com

"The most valuable resource that all teachers have is each other. Without collaboration our growth is limited to our own perspectives." -Robert John Meehan When I heard that I was going to have to join a group for this class I was hesitant. Group work in my experience doesn't always work well. There is usually a select few that does most of the work and the others sit by and passively do the bare minimum. However, that has not been my experience this time around. Our group has divided and conquered readings, organizing Zoom calls and creating documents to share. Having a group of like-minded individuals to collaborate with, chat through things, and just bounce ideas off of has been so helpful in this journey of the ADL program. Check out my team here: Not only have my group as a "support system" but also using the resources and examples that Dr. Harapnuik has given us has been a tremendous help. One thing that I have learned in this program so far is that nothing has to be done completely alone, meaning there is always someone or something to use as a guide or example. I have looked at so many different e-portfolios over the last few weeks and each one is uniquely different. I have learned so much from each one. I have seen things that I have duplicated on my own page and others that I have steered away from. An e-portfolio is really a way to show yourself to the world or whoever your audience is. I love that there is really no "right" or "wrong" way to do it. I have never really used a portfolio before, but I am really enjoying creating mine and trying new things each time I add something new. I look forward to continuing my growth and using my e-portfolio to show all the things I am doing in the ADL program. Resources: Harapnuik, D. (2022, October 13). EDLD 5320 Examples. Harapnuik.org. https://www.harapnuik.org/?page_id=7530 Photo: "achievement business cheer up collaboration" by public domain image - FreeIMG