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In the realm of collaboration, establishing clear criteria is essential for ensuring everyone is on the same page and working towards a shared goal. Recently, our collaboration group decided on six key criteria and with the help of ChatGPT created a rubric to help assess each other’s work against. These six focuses are: Content, Organization and Structure, Writing Style and Clarity, Evidence and Support, Critical Thinking and Reflection, and Conclusion and Implications In essence, by adhering to these carefully crafted criteria, our collaboration group works hard to produce content that not only meets but exceeds expectations, contributing meaningfully to the ongoing discussions in the field of education. Using the rubric created each member of our group was able thoughtfully and thoroughly give feedback and feedforward to encourage and direct the author of each publication to better their writing.  Below are the specific rubric scorings for my rough draft by my peers. Navigating the process of creating a publication outline, drafting, and peer reviewing amidst a significant family hardship has been a challenging. With the sudden arrival of family members needing support, my time and energy became divided, making it difficult to maintain my usual pace of work. However, throughout this chaotic period, my collaboration group has been an invaluable source of support and understanding. Their patience, encouragement, and willingness to accommodate my shifting priorities have been a lifeline, allowing me to navigate this period. Their support has reminded me of the importance of teamwork and collaboration, especially during times of personal turmoil. Despite the obstacles, I am grateful for them and am reminded of the power of community in overcoming challenges. For me I find each of my group members input invaluable and without their encouragement and feedback would be completely overwhelmed.  However, because each member of this group is so encouraging and takes the time out of their own lives to dedicate to peer-reviewing mine and others work, I have become a better writer, student, and educator. Based on peer assessment and the feedback received by my collaborative group my average peer assessment is 47 out of 50.

If I thought last semester was a whirlwind, then I’m not sure what to call this session.  January came fast and hasn’t slowed down one bit.  We are deep in the middle of competition season for my oldest daughter’s robotics team, prepping for my youngest daughter’s dance recital, continuing to host and lead our community group for church as well as miscellaneous other activities that we are committed to all while trying to keep up with each reading, video, and assignment.  And through all of that, we had some family come live with us for a while and that sent our schedules into overdrive! That being said, this session I found it even harder to make it to every live class meeting.  When I was unable to attend a live session, I still always made sure to go back and watch the recordings and take notes. I also messaged my Collaboration Group to ask questions or clarify when needed. In 5315, I developed my Action Research Plan and began working towards conducting my research.  While in 5317, I began writing my first publication that I plan on submitting soon.  Both classes stretched my writing skills, both professionally and personally.  Because of both assignments, I have grown better as a writer, learned more about how I can make an impact in my classroom and beyond, as well as sharing my knowledge with others. Both 5315 and 5317 were heavy with writing assignments.  This meant that I had to plan out my time to work thoroughly and methodically.  I spent several full Saturdays working specifically on assignments to make sure I stayed on track.  However, even so I found myself scrambling and falling behind at times.  Thankfully, I have the most wonderful group of ladies supporting and encouraging me through it all.  Without them I really would be lost and alone. (photo of calendar to keep me on track) I have posted and commented on every discussion board and have made it a priority to complete course readings and to watch all videos, sometimes repeatedly. I have turned every assignment in on time and often early. I refer to Dr. Harapnuik’s tip and perspective page frequently, as well as his other pages for examples and references.  When I have received feedback from either professors, IAs, or my collaborative group I have gone back and revised my work. This semester we continued to heavily depend on the shared folder and document that I created where we link all our assignments to our ePortfolio.  This gave us all the opportunity to give feedback and feedforward to one another.  This especially came in handy as we were reviewing one another’s outlines and drafts frequently.  Ashley came up with a rubric using ChatGPT for us to grade one another’s rough draft.  Each one of us review other’s drafts and gave feedback and grades based off the rubric.   Katie also created a graphic in Canva to promote our podcast while, Amanda took the lead on finding a Canva template for us to use for our Media Project where we all edited it. Lindsay and Katie used their skills and knowledge of podcasts to help create an outline for our podcast script.  This ultimately became more of a guideline than a script once we began recording and discussing our topics. This session I continued to work with my core group (Amanda, Ashley, and Lindsay), but we also decided to bring in Katie this session.  Katie has been a great asset to our team, and I have learned so much from her already in such a short time.  Her research and knowledge about play based learning and seesaw are right up my kindergarten alley!  We did occasionally collaborate with Mikeela and Samantha again this session too.  While our group did not get to meet often on our Zoom call, we did regularly text one another.  Almost daily actually!  I really feel like these ladies have become friends and I cannot wait to officially meet them in person soon at graduation! (photo of collaboration group top left: Katie Beauchene, top right: Amanda Mask, middle left: Ashley Lee, middle right: Hillary Turnage, bottom: Lindsay Krueger) So, when examining how I contributed to the learning of others and myself I give myself a 97/100. (5315) So, when examining how I contributed to the learning of others and myself I give myself a 97/100. (5317) Harapnuik, D. (2022, October 13). EDLD 5320 Examples. Harapnuik.org. https://www.harapnuik.org/?page_id=7530 Harapnuik, Dwayne. (2021, August 16). ADL Tips & Perspectives. Harapnuik.org. https://www.harapnuik.org/?page_id=8544 photo: "working" from Media by Wix

When I look back over the last year and my journey in the Applied Digital Learning program, I am truly astonished at all that I have learned, not just academically but personally as well.  As someone who naturally excels at “school”, I entered this program thinking that I would be doing some reading, taking some quizzes and tests and maybe a few assignments in-between.  So, when I learned that that was the exact opposite of what I was stepping into I kind of freaked out. I remember last summer sitting in my first class with Dr. Harapnuik, he was outlining all the usual course things and then he drops the bomb on us that we will be creating our own portfolio and blogging AND having to create our own collaborative group.  When I tell you that I almost had a meltdown right then, I mean it!  I got off our class meeting that night and told my husband “I don’t know what I was thinking, there’s no way I can do this!  I don’t know how to make a website!”  I had never had any type of digital portfolio past a simple about me page on my district’s LMS much less a website, and I most definitely had never blogged.  I knew immediately this was going to put me out of my comfort zone and was going to be challenging for me. I had to adjust my thinking when tackling an assignment or looking at any coursework.  When I entered this program, I was unprepared for me to have a say in my education, especially at a graduate level.  My professors no longer claimed to be the sole holder of the knowledge, they valued mine and my peers’ point of view and our experience.  This was refreshing but also terrifying.  Gone were the days where I could just memorize information and regurgitate it on a test and earn an easy A.  Gone were the days that school came “easy” to me.  Now I had to actually THINK about what my opinions were and decide what was important to me.  I also now had to COLLABORATE with others! Once, I came to terms that I was going to have to put effort into my work in this program I had to come to terms with the fact that I was going to have to “collaborate”.  Again, I thought maybe I would just get in a group, and we’d do a few things together and that would be it.  Thankfully, I was so wrong.  However, I’ve never been a fan of group work in school, in all my personal experience one or two people do the majority of the work while the others are just along for the grade.  And being one of the ones who typically ended up doing a lot of the work, I was not excited for this part of the program.  However, by the grace of God, I grouped up with a wonderful group of ladies and we have stayed together through this whole program.  Unlike the experiences I had in the past, these ladies are all hard working and dedicated to their jobs, students, and education.  They are truly one of the biggest reasons for my success and continuation in this program.  They have given so much encouragement and brought so many valuable perspectives to the table.  Their input and friendship are truly invaluable. During the first two courses Dr. Harapnuik spoke often of COVA (choice, ownership, voice through authentic learning environments), but I don’t think I fully grasped that until my second set of classes.  When I was finally working on assignments like my growth mindset plan, learning manifesto or diving deep into my “why” that I was able to really grasp what he meant.  I found myself excited about doing my assignments.  Once I got in the groove, I would find myself staying up all hours of the night because I didn’t want to lose my train of thought and because I was having fun creating.  And because I was able to make these assignments what I wanted them to be and what I needed them to be, it was more meaningful.  I wasn’t just creating assignments for the sake of a grade anymore; I was creating tools that I have or will use in my classroom in the future.  Not only was I learning about the benefits of COVA and how to implement it into my classroom, but I was also experiencing it firsthand.  And that is powerful. I have been wanting change for a while now, except I really wasn’t sure what that was. I had been toying around with so many different options, from leaving the teaching profession all together, to becoming a coach, moving grade levels, or even entering administration. Because of that, I think once I realized that one of the big focuses of this program was to leading change, I really ran with it.  I now had a real means to create change and it can start in my classroom. I am a doer.  I love a good task and feel accomplished when it is complete.  Implementing my innovation plan into my classroom gave me a new “task” to focus on.  And I went all in.  I chose blended learning because I had already (unknowingly) begun this process in my classroom and wanted to make it meaningful.  Throughout my time in this program, I have grown in my desire to promote change further than just my classroom.  I want to encourage my grade level team and campus to implement COVA ideas and practices, as well as my district. Through this program I have developed a professional learning plan that I can use to facilitate those that are willing and ready to create change in their classroom. Along with my professional learning plan, I can also share my innovation plan and other resources that I have created with teachers that are interested in pursuing blended learning.  My innovation plan is something that I really have started implementing in my classroom and not just something to fulfill requirements.  I genuinely believe in my plan and will continue to implement and encourage to do so as well even after my time in this program is over.   I have made modifications and changed aspects of it throughout the duration of the program, but the goal is the same.  I want my students, and all students, to have choice, ownership, and voice in their learning through authentic learning experiences.  I wasn’t aware that was the official name of what I wanted until my time in the program, but it describes exactly what I have been wanting for my classroom. Before this program and all the learning have done in it, I would have identified myself as a behaviorist. Originally, I would have argued that students (especially the little ones like I teach) really learn through the process of rewards and consequences.  And while I do believe that in part, however, I now tend to lean towards being a “behavioral constructivist” meaning that I believe that learning should be fun, challenging, and innovative and that meaning is constructed through experiences and repetitive practice.  And because of this program, I am able to put my desires into words and more importantly action.  I now have the tools to create the authentic learning environments that I believe are so important for my students and the desire to encourage others to do the same. While I am enthusiastic about my innovation plan and my journey to implementing true blended learning into my kindergarten classroom, I still expect hiccups to come my way.  I know not everyone has the same thinking as me.  I am thankful that I have learned so much from this program, one being how to have difficult conversations and how to influence change.  I know that each class will be different than the one I have now and therefore will require me to evaluate and make modifications to some procedures and expectations.  However, I wholeheartedly believe in the COVA approach and will continue to implement it the best that I can in my classroom. As of right now, I have fully implemented blended learning into my ELA part of my day and am beginning to transition parts of my math day as well.  My students are routinely using a station menu where they choose what station they visit for the day.  The choices in stations vary from curriculum-based hands-on stations to purposeful online learning stations on Seesaw where I group students and differentiate their assignments based on needs.  I want my young learners to become partners with me in their education and start to own their learning and engage in authentic learning experiences.  I talk about this more in my collaborative group’s podcast: EdTech Talks. I plan to continue encouraging my team to implement COVA practices in their classrooms as well, using my successes and challenges as building blocks for them to learn.  I am reminded of how we as educators tell our students that “YET” is a powerful word.  I want my colleagues to understand the power of YET for themselves as well.  I will use my growth mindset plan to initiate the conversation and build upon that with the power of my “why”.  I believe that if I can inspire even just one of my teammates to join me on this journey, then I have brought about change for the good of my students, campus, and education. Resources 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 Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House Dweck, C. (2015, September 22). Carol Dweck Revisits the ‘Growth Mindset’ . Education Week. December 3, 2023, https://www.edweek.org/leadership/opinion-carol-dweck-revisits-the-growth-mindset/2015/09 Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The new science of leading change. New York, NY: McGraw-Hill. Grenny, J., Patterson, K., McMillan, R., Switzler, A., & Gregory, E. (2022). Crucial conversations: Tools for talking when stakes are high (2nd ed.). McGraw Hill. Harapnuik, D. (2018, July 14). CSLE. It’s About Learning. November 3, 2023, https://www.harapnuik.org/?page_id=849 photo by Wix "Looking towards the horizon"

Sun Tzu says, “A journey of a thousand miles begins with a single step.”  This is my journey. Embracing Disruptive Innovation in Education In the ever-growing scope of education, the concept of disruptive innovation has emerged as a powerful force for change. Disruptive innovation challenges traditional methods and introduces new approaches that fundamentally alter the way we teach and learn. One such innovation that has gained prominence in recent years is blended learning. I have particularly been drawn to the implementation of blended learning through the station rotation model. When I first began my journey in the Applied Digital Learning program last summer I had never heard of disruptive innovation and had only heard the term “blended learning” in passing.  Horn & Staker (2015) define blended learning as: “a formal education program in which a student learns at least in part through online learning with some element of student control over time, place, path, and/ or pace and at least in part at a supervised brick-and-mortar location away from home.” Doing more research on blended learning I landed on the station rotation model that allows students to engage in various learning activities at different stations, thereby personalizing their learning experience. This approach not only fosters student autonomy and ownership but also enhances collaboration and critical thinking skills. As I reflect on the implementation of blended learning through the station rotation model, I am reminded of the COVA approach (Dwayne Harapnuik, Tilisa Thibodeaux, & Cynthia Cummings, 2018), which stands for Choice, Ownership, and Voice, and Authentic learning. COVA serves as a guiding framework that aligns seamlessly with the principles of blended learning, empowering students to take control of their learning journey. Coursework During my time in the ADL program I have created and work on several different components to my innovation plan: Blended Learning in Kindergarten.  I first dove into my “why”.  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. I believe that students, no matter how young, should and can own their learning.  Doing so, will make an impact in their education careers and beyond.  My goal is to use a blended learning environment to engage my students in hands-on stations, as well as age-appropriate technology-based stations and STEM opportunities. Implementing a blended learning environment in my kindergarten classroom will promote and foster a growth mindset for students to work towards self-selected goals.  An environment where students feel that it is safe to take risks and make mistakes is a place that real learning can happen.  I truly believe in the power of “yet”.  Instead of creating an attitude of defeat, the power of “yet” brings hope. However, I will be mindful not foster a “false growth mindset” claiming one thing but my actions and words saying another.  I revisited my growth mindset plan midway through my ADL journey.  It is interesting to see where I began, where I was midway through and where I am now.  I truly believe that we are always going to be learning and growing.  There is always something that we can make better or reflect upon. During my learning I have also discovered my learning manifesto as well as my Learning Philosophy.  These were both so interesting and insightful to learn and write.  I discovered things about myself that I had never known or thought about.  And when you can discover something new about yourself and actually put that into words it is so powerful.  These two perspectives and beliefs really focused my view on education and my role within it.  Because I identify as a “behavior constructivist” I believe that meaning is constructed through experiences, as well as repetitive practice.  I also believe that learning should be natural and encouraged, not forced and rigid. Because of these core beliefs I landed on implementing blended learning through the station rotation model because it supported COVA so seamlessly. Choice: Blended learning offers students the freedom to choose how they engage with course material, whether through online modules, group discussions, or hands-on activities at various stations. This freedom of choice cultivates a sense of responsibility and accountability, as students are encouraged to select learning pathways that align with their interests and learning styles. Ownership: By actively participating in the station rotation model, students assume ownership of their learning process. They set goals, monitor their progress, and reflect on their learning experiences, thereby developing metacognitive skills essential for lifelong learning. This sense of ownership fosters a deeper connection to the material and promotes intrinsic motivation, driving academic success. Voice: Blended learning creates opportunities for student voice to be heard and valued. In my classroom we utilize Seesaw reflections, as well as paper reflections, to encourage students to express their thoughts, opinions, and insights. This emphasis on student voice not only promotes meaningful engagement but also fosters a sense of community and belonging within the classroom. Authentic Learning: The COVA approach emphasizes the importance of authentic learning experiences that are relevant and meaningful to students' lives. Blended learning, with its integration of technology and real-world applications, provides students with opportunities to apply their knowledge in practical contexts. Whether it's conducting research online (PebbleGo), collaborating with peers (stations), or presenting findings to a wider audience (Seesaw or stations), students engage in authentic tasks that prepare them for success beyond the classroom. During my journey in the ADL program, I have learned many new things that I have transferred to my classroom and personal life.  Currently, I am implementing my innovation project as a pilot program in my current classroom.  I have reflected and modified many times throughout these last few months to better meet the needs of the learners in my classroom. Implementation During one of my courses, I created an implementation timeline.  While I am slightly behind in my actual dates, I have stuck close to the initial timeline.  I am currently in Phase 2: Pilot Implementation and working towards Phase 3: Final feedback and pilot analysis. During Phase 2 I began to implement the pilot program into my classroom.  I have had a couple setbacks causing me to pause, reflect and modify my initial plans.  However, each time I have had to pause and reflect has made me consider more in depth the needs of my learners. This year I have an especially tough class behaviorally.  This highly effects the dynamics and structure of my classroom systems and expectations.  Early in the year, I realized that this class was going to need a lot more support in the modeling process of expectations and routines.  Because of this, I had to redesign my initial plan a bit to include a few more independent stations as they were not ready to engage fully in cooperative settings without the facilitation and oversight of the teacher. However, once modifications and adjustments were made students were more readily able to utilize the blended learning environment that I envisioned.  Moreover, I am constantly assessing and reevaluating the stations, processes, and activities that I have my students engaging in.  Doing this ensure that my students are continuing to be supported by the COVA approach. I hope to have Phase 3: Final Feedback and pilot analysis completed by the end of this school year.  I need to contact my literacy coach to arrange a time to observe my classroom, as well as, have my team members to do so.  During this time, I will begin to have conferences with students to hear from them how they feel their growth has been and give them an opportunity to share their growth with peers, parents, and other teachers. Since I am slightly behind on my timeline, I will use the summer months to compile all the data collected throughout the school year and use it to self-reflect and self-assess.  During this time of self-assessment, I will use feedback from students, peers and my self to make even more changes for the upcoming year. However, going into the self-assessment and reflection process I will hold close to the idea that all classes are different and that just because something worked this year does not mean that it will next year.  And just because something did not work for this year’s class does not mean that it isn’t effective for a different classroom dynamic.  I will continue to learn and grow every year as a promise to my students to continue to offer each learner authentic learning experiences. Once I am done reflecting, I will move into Phase 4: Implementation. When school starts back in August, I plan to pick back up on my implantation timeline and begin sharing data to my kindergarten team.  I will communicate the vision of blended learning through my Call-to-Action video to enlist other team members to begin implementing blended learning in their own kindergarten classrooms.  I will provide current examples and the research behind blended learning. Once I have enlisted some or all my team to join me on this journey to offer real, authentic learning to our young learners, I will support my team with the Professional Learning that I developed. During this professional learning, I will utilize station menus for my team members.  I have specifically designed it this way so that they will be able to experience firsthand the benefits of blended learning and COVA.  Once they understand and see the benefits, they will be more readily willing to follow my lead and leap into implementing into their classrooms.  I will also utilize the slide deck that I created to begin each professional learning session.  Each session is designed to begin together with collaboration and discussion and then break out into self-selected stations. Going forward. Knowing what I know now, I would have begun this journey sooner.  I was already using station rotations in my classroom, but I wasn’t using it as purposeful as I could have been.  When I really began to think about and know the learners in my classroom, I knew they needed more.  They deserved more.  That is what lead me to blended learning.  I built upon something I already knew and used; I just wanted to know and use it well. During my research and my time in the ADL program I have begun to understand the needs of my learners more and have learned how I can better support them through the COVA framework.  While I have begun to implement my innovation project, it will always be a work in progress because the needs of my learners will be ever growing and changing.  While the framework is the same every year, the implementation will look different for every class.  However, I am committed to this journey and intend to continue my growth and learning through action research. Action research is an approach that empowers individuals and organizations to drive positive change through a structured process of inquiry, reflection, and action. It promotes continuous improvement and learning, making it a powerful tool for educators striving to effect meaningful and sustainable transformations in their classrooms. I will follow the process of action research to develop new hypotheses, collect data, analyze, form a conclusion and repeat. Final Thoughts The introduction of blended learning through the station rotation model represents a disruptive innovation in my classroom, one that embraces the COVA approach to empower students as active participants in their learning journey. By providing choice, ownership, voice, and authentic learning experiences, blended learning has transformed my classroom and is preparing my students for the challenges of the 21st century. Resources 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. Mertler, C. A. (2019). Action research: Improving schools and empowering educators (6th ed.). Thousand Oaks, CA: SAGE Publications, Inc. Staker, H., & Horn, M. B. (2012). Classifying K–12 blended learning. Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of Constant Change. CreateSpace Independent Publishing Platform. Thomas, D. [TEDx Talks]. (2012, September 12). A new culture of learning, Douglas Thomas at TEDxUFM [Video file]. Retrieved from https://www.youtube.com/watch?v=lM80GXlyX0U&feature=youtu.be

As these last two courses come to an end and graduation approaches, I am filled with anticipation and hope.  I look back at the adventure that was this last year and am amazed at all that I have accomplished.  And even more proud that I was able to do this while being a wife, mom, teacher and all the other “titles” I hold.  This program is not easy and is not for someone looking for an easy “A”.  I have put in constant work, time, and effort.  And it has paid off in the biggest ways. Over the last year I have created and modified an Innovation Plan to bring blended learning through the station rotation model to my kindergarten class.  As a result of my innovation plan, I was led down a path to begin developing so much more.  Through the course in this program, I developed and created a Growth Mindset Plan and Learning Manifesto. From there I learned how to Lead Organization Change through crucial conversations.  I then created UbD template & 3 Column Table to align assessment, outcomes, and activities. From there I developed a Learning Philosophy and Professional Development Plan.  Later I put together an Action Research Plan that I am actively wrapping up and wrote a whole publication on my adventure implementing blended learning in the classroom. I also created a Pod Cast with my collaborative group discussing our innovation plans and just some of our experiences in education. Lastly, I am wrapping up my Instructional Design course on a math unit for my class, as well as my Capstone Synthesis. I still remember last summer sitting in my first class with Dr. Harapnuik, when he dropped the bomb on us that we would have to create our own collaborative group.   I immediately felt dread and regret, as I have never had great experiences working in groups before.  However, by the grace of God I was invited into a group by Ashley and ended up teaming up with an exceptional group of women (Amanda, Ashley, Lindsay, & Katie).  Unlike past experiences, these ladies are all hardworking and committed to their professions, students, and education. They have undoubtedly been a huge key to my success and perseverance in this program. Their unwavering encouragement and diverse perspectives have been greatly valuable. Their input and friendship are truly irreplaceable. These last two classes have been a bit different from the ones prior, specifically 5320.  There hasn’t been much for us to collaborate on or get feedback from. Being that 5320 is a reflective class, the assignments haven’t needed much feedback because they truly are just our reflections and how we are feeling about the program.  However, my group has continued to read over everyone’s reflections and give encouragement and kind words.  We have continued to link our work in the shared folder and document that I created where we house all our assignment links to our ePortfolio for easy access. In 5318, our assignments have been very individualized.  This assignment for me has been one that I feel is the most individualized for my grade level and student skills.  My instructional design looks very simplistic compared to my peers who teach secondary or adults. And because my collaborative group has given me feedback and feedforward, as well as because this program has taught me the importance of COVA, I learned that that is ok!  Specifically Katie, her expertise and knowledge on the use of Seesaw in a lower education classroom has been so helpful. This last session of courses has been super busy at work, as well as at home.  Because of this, I have been quite stressed and pressed for time.  Something that I think I could and should be better at as I continue after graduation is time management.  While I never turned in an assignment late and always participated in class discussions and attended most live sessions, I think carving out small increments of time to help lessen the load of tasks could be beneficial.  I still often refer to Dr. Harapnuik’s tip and perspective page, as well as his other pages for examples and references. This program has been more to me than just a degree.  I have learned more than just information.  I have learned more about myself as an educator and my beliefs.  Because of this program I truly believe in the COVA approach and see the benefits not just for students in a public-school classroom, but as students of the world.  I cannot wait to see where my next adventure takes me. So, when examining how I contributed to the learning of others and myself I give myself a 98/100. (5320) So, when examining how I contributed to the learning of others and myself I give myself a 98/100. (5318) Harapnuik, D. (2022, October 13). EDLD 5320 Examples. Harapnuik.org. https://www.harapnuik.org/?page_id=7530 Harapnuik, Dwayne. (2021, August 16). ADL Tips & Perspectives. Harapnuik.org. https://www.harapnuik.org/?page_id=8544 picture: media by wix "hike"

This semester can only be described as a whirlwind.  It has been literally one thing after another.  Between kids extra curriculars, sickness (both kids and myself), lesson planning, staff meetings, church commitments, ADL assignments and what feels like 100 other things, we are finally coming to the close of this semester.  And if I’m honest, I cannot wait.  This break will be much needed and deserved. (photos of my daughters extracurriculars: robotics, dance, choir, gymnastics) This is not to say it has been bad, but boy oh boy has it been busy. That being said, this semester I found it very hard to make it to every live class session.  When I was unable to attend a live session, I still always made sure to go back and watch the recordings and take notes. I also messaged my Collaboration Group to ask questions or clarify when I was confused. (notes from lectures) In both 5313 and 5389, the theme of the classes was to create significant learning environments.  Whether in the classroom or leading a professional learning, I learned the importance that the learning environment has on the learning.  I created a 3 Column Table based on Fink’s research, as well as created a UbD Template designed by Wiggins and McTighe.  Both frameworks are fundamental when planning significant learning opportunities.  The 3 Column table really helps get a quick overview, while the UbD template dives deep into the backwards design that is more specific and in depth. I also created a full Professional Development Plan including a 3 Column table, a Call to Action, a full outline, as well as, several resources to be used during my professional learning cycle.  This class (5389), proved to be one of the more challenging classes for me.  I have a whole new appreciation and understanding for my instructional coaches.  One night while working on a piece of professional learning plan, and texted my literacy coach expressing my appreciation for her.  There is so much that I have learned that goes into planning and implementing effective professional learning.  Going forward, I am excited to attend and lead presentations and learnings in a go and show format. (text with my literacy coach) As I said previously, I did have a hard time making it to the live sessions.  Going into next semester I am hopeful that I will be able to make more lives sessions, as I truly value that time with my peers and my professors.  Though, I do not always speak up in whole group, I thoroughly enjoy small group breakouts and hearing all that others are doing.  Next semester, I am hopeful that my schedule will loosen up a bit and I will be able to attend live again. (screenshot of my calendar for October, November & December) I have posted and commented on every discussion board often multiple times.  I have made it a priority to complete course readings and watched all videos, sometimes repeatedly. I have turned every assignment in on time and often early. I refer to Dr. Harapnuik’s tip and perspective page frequently, as well as his other pages that he points to for examples and references.  When I have received feedback from either professors, IAs, or my collaborative group I have gone back and revised my work.  This semester we heavily depended on the shared document that I created where we link all our assignments to our ePortfolio.  This gives us all the opportunity to give feedback and feedforward to one another. This semester I have continued to collaborate with my core four ladies (Amanda Mask, Ashley Lee & Lindsay Krueger).  These ladies have encouraged me, mentored me, brainstormed and brain dumped with me.  They have talked me off a ledge a few times too!  This semester has been harder than I thought it would be and we have all been busy.  We haven’t had much time to meet on our Zoom calls, but we regularly text (almost daily).  Whether discussing an assignment, something that is happening on our campus or just our life, these ladies have been there the whole time.  I cannot thank God enough for sending them, I truly attribute so much of my success thus far to them. (Core collaboration group) So, when examining how I contributed to the learning of others and myself I give myself a 97/100. (5313) So, when examining how I contributed to the learning of others and myself I give myself a 97/100. (5389) References Harapnuik, D. (2022, October 13). EDLD 5320 Examples. Harapnuik.org. https://www.harapnuik.org/?page_id=7530 Harapnuik, Dwayne. (2021, August 16). ADL Tips & Perspectives. Harapnuik.org. https://www.harapnuik.org/?page_id=8544

The more I learn about the growth mindset the more I understand more and more how important it is. However, a growth mindset alone isn’t enough. Even Dweck revisits the growth mindset and says, “The growth mindset was intended to help close achievement gaps, not hide them.” She goes on to say that she fears that many teachers are using the growth mindset inappropriately, using it as a crutch as to why students are not learning. However, if students are not learning it is not necessarily because of their mindset. Is the teacher who “preaches” growth mindset really practicing it in her classroom? If so, then she would come to the student who isn’t learning and find out what they have tried and what steps they can take next. Furthermore, it seems that many times instead of following up with the student when they “fail”, we praise them for their good effort and for “trying their best” and then move on. Yes, good effort and trying is part of the growth mindset, however, without following it with “what have you tried and what should we do next” there really is no growth happening. Dweck also worries that teachers are fostering a “false growth mindset”. Meaning that teachers claimed to foster this but didn’t reflect it in their words or actions. These teachers react to mistakes as problematic rather than a means to learn. Unfortunately, when the growth mindset isn’t followed through students adopt even more of a fixed mindset and adverse reaction occurs. Students are even less willing to try and feel stuck like they will not be able to learn. I know I have been guilty of this myself. Especially, in the beginning of my learning journey about the growth mindset. Without full understanding what it was I blindly told my students “good job for trying”, “don’t give up”, “mistakes are okay”. And yes, all those things are great things to tell students to foster growth mindset IF they are followed up with conversation that leads to students continuing to try new strategies and input from others. I have also been guilty of reacting to mistakes harshly, instead of taking time to understand and discuss what happened and where to go next. I think that it is important going forward and knowing what I know now to see that we are all a mixture of growth and fixed mindset. There is no way that a person is fully growth mindset. Instead, I would like to pursue and instill a learner’s mindset into myself and students. Instead of just tacking “yet” to the end of sentence that they can’t do, I want them to tell me what they will continue to do to get there. We cannot just adopt a new way of thinking; we must adopt a new way of doing too. If we are going to talk the talk, we must also walk the walk. The way we plan lessons, design our classroom and other factors must be addressed to fully embrace a learner’s mindset. To do this we must be watchful, watch for where we as educators have a fixed mindset when we face challenges or when we experience setbacks with students learning or behaviors. We must watch where we are looking for excuses or have increased negative emotions, and then acknowledge them and work through them. And continue to work through them. Developing a learner’s mindset is not a cure all and it most certainly will not happen overnight. Like most good things, it takes time. A lot of time. This is not something that you or I will have mastered, it will be something that we will continue to learn, develop, modify, and learn some more. It is a never-ending process; learning never ends. When creating the environment of our home away from home, that is our classroom, we need to keep these things in mind. Just as we experience all these feelings and emotions and challenges, so do our learners. Young and old, failures come, emotions run high, and we are all faced with a choice: how will we react? This is where the learner’s mindset comes into play. We must choose to react in a way that furthers our learning, we must choose to react in a way that fosters a culture that says that risk taking is good, we must choose to react in a way that fosters an environment that promotes learning from mistakes and setbacks. And when we choose to react adversely and become defensive or defeated, we must choose to come back, acknowledge, and accept our wrongdoings and then work through them to course correct. See how my growth mindset plan previously has shifted to this way of thinking and how I can still use it to begin the shift in my classroom. However, instead of leaving it at that I will proceed to foster the learning culture in my classroom as stated above. When we model these behaviors and foster this climate in our classrooms, we acknowledge that we are not the sole keeper of the knowledge, but we are working together to learn and grow. References Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House Dweck, C. (2015, September 22). Carol Dweck Revisits the ‘Growth Mindset’ . Education Week. December 3, 2023, https://www.edweek.org/leadership/opinion-carol-dweck-revisits-the-growth-mindset/2015/09 Gerstein, J. (2015, September 4). Is “Have a Growth Mindset” the New “Just Say No.” User Generated Education. December 3, 2023, https://usergeneratededucation.wordpress.com/2015/09/04/is-have-a-growth-mindset-the-new-just-say-no/ Harapnuik, D. (2021, February 9). Learner’s Mindset Explained. It’s About the Learning. December 3, 2023, https://www.harapnuik.org/?p=8705 photo: Media by Wix: kids in vegetable garden

Learning “Learning is a process that is often not under our control and is wrapped up with environments we inhabit and the relationships we make” (byinfed.org, 2020). Lynda Kelly (2022) says that it is “an indescribable process”. I think that both definitions are fairly accurate. I would add though, that I believe that learning is innate, we are born to learn. From a very early age we begin to explore the world around us. For instance, an infant will watch blades of a fan go around and around, while a toddler will explore things by touching and tasting, and still young children push the boundaries with seemingly no fear. Learning is something that age should have no boundaries on because we were made to learn. Learning is a process that has no limits. However, over time learning has become less about the process and more about the content. Education culture has focused more on what the student is supposed to be learning rather than the learning itself. In a sense we are trying to “force” learning onto these students and in return measure the “learning” they have done. Learning does not always equal mastery; actually, I would argue that learning is in fact the opposite. We learn best when we fail, problem solve, try new strategies, fail again, collaborate, try again, et cetera. Learning was never meant to be forced. It is a natural process that we are born with and naturally have the desire to do. I believe that we should capitalize on that desire to learn and bring it into the classroom. We should expose our students to different experiences and situations, then let them explore further the things that intrigue them. The learner must take responsibility for the learning to happen and for that to take place they must be allowed to explore and experiment in a safe environment. Relationship between teaching and learning Teaching implies that there is something specific that needs to be taught, while learning is the innate process, we are all born with. Learners can absolutely be taught many skills and knowledge about a variety of topics, but for true learning (not recall of facts and memorization) to happen the learner must be engaged, curious and intrigued by the topic. A Dr. H says, teachers cannot make a student learn, we are only able to facilitate an environment that motivates them to take ownership of their learning (2018). The result of teaching should not be to solely master a skill, but instead giving the students a place that they feel safe enough to “take chances, make mistakes, and get messy" as Miss Frizzle would say. Me as a learner I am a very curious and inquisitive person. If I am interested in something I will spend time investing in research and practice to learn something new. Personally, I am a doer. I could read, watch, or listen to someone all day and get very little out of it. However, if I get a quick overview and then just jump in and get started, that’s where I learn best. I am better able to problem solve and trouble shoot when I am in the thick of it. Though I am a teacher, I feel as I am hard to teach. Not because I believe I know what is best, but because I want to explore and experience it for myself. I am hands on. I need first-hand experience to better understand something new. Though I do like to jump right in, I also value collaboration.Collaboration can come in many ways, but I love having people that I can bounce ideas off, as well as problem solve and talk through things with. Without collaboration I often get stuck or frustrated when a problem arises that I cannot solve on my own. Learning Philosophy vs Teaching Philosophy While a learning philosophy focuses on the learner's perspective, a teaching philosophy centers on the instructor's role in shaping that learning experience. A learning philosophy focuses primarily on the process of learning and how a learner engages with knowledge. A teaching philosophy, on the other hand, centers on the methods and strategies educators use. Though a learning philosophy and teaching philosophy two separate things, I would argue that they also go hand in hand.I cannot see how one would be separate from the other.I believe that I teach the way that I learn.Because I believe that learning should be active, I teach the same.I use a lot of modeling and explaining, but then send my students off to “do”. It is their job to problem solve and explore.I truly believe my students will never learn anything if all I do is give them the answers.Both philosophies are essential in shaping the educational process to foster meaningful and effective learning. Behavioral Constructivist I identify as a “behavioral constructivist”. One behavioral theorist, James Hartley, says one key principle in terms of learning is that Activity is Important. This is where learning by doing is supported. Another key principle is Repetition. Frequent practice is necessary for learning to take place. As a kindergarten teacher, I thoroughly agree with Hartley. My kindergartners need to be actively engaged and frequently practice the same skills before they have truly learned something, even something as simple as walking in a line in the hallway or washing their hands. Moreover, this is how I learn. As stated above I am a doer. I learn by doing and doing it frequently with a lot of practice. Constructivism builds on the impacts and ideas of Piaget, Vygotsky, Bruner and Dewey; constructivists believe that learning is a process that is constantly changing, and that knowledge is constructed based on the experiences of the learner. Constructivists educators build upon what a student already knows and values the students’ interests. Expanding on what I stated earlier, I believe that students are to be active participants in their learning. To be active participants, however, students must have choice and ownership in their learning. In my innovation plan I detail how I propose to give my kindergarten students choice, ownership, and voice in an authentic learning environment (COVA) through a blended learning environment. Using the station rotation model, I will encourage my students to choose the station that is right for them. They will be held accountable for the learning that is happening while at their station with frequent check-ins. These expectations and procedures will be actively practiced daily so that students learn the routines and are able to better utilize the learning environment appropriately. Conclusion In conclusion, I believe that there is more to learning than just mastery; learning should be fun, challenging, innovative and explorative. Therefore, I believe that meaning is constructed through experiences, as well as repetitive practice. Learning should be natural and encouraged, not forced and rigid. While I identify mostly as a behavioral constructivist, I also know that students and the world is constantly changing. And because I wholeheartedly believe that learning is a process, I know my learning and teaching philosophy will likely grow and change as well. My biggest aim is to influence change within the classroom and encourage my students to have fun while learning. In doing so, I want them to take ownership of their learning so that they can experience the joy and love of becoming life-long learners. References byinfed.org, P. (2020, February 12). What is learning? A definition and discussion. infed.org. https://infed.org/learning-theory-models-product-and-process/ Harapnuik, D. (2018, July 14). CSLE. It’s About Learning. November 3, 2023, https://www.harapnuik.org/?page_id=849 History of learning theories. KB. (n.d.). https://kb.edu.hku.hk/learning_theory_history/ Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of Constant Change. CreateSpace Independent Publishing Platform. Annotated Bibliography Carey, B. (2015). How we learn: The surprising truth about when, where and why it happens. Random House. This book goes into the science of learning by Benedict Carey. It reveals insights into the human learning process, challenging common assumptions about studying and memory. It offers practical guidance for optimizing learning, making it an essential read for students, educators, and anyone interested in enhancing their cognitive abilities and educational strategies. Holt, J. (2017). How children learn, 50th anniversary edition. Da Capo Lifelong Books. In this book, Holt explores the natural learning processes of children and challenges conventional educational methods. While it was originally published in 1967, this edition reevaluates Holt's insights in the context of modern education. It continues to be a great resource for those interested in promoting child-centered and holistic learning approaches. Illeris, K. (2018). Contemporary theories of learning: Learning theorists ... in their own words. Routledge, Taylor and Francis Group. In this comprehensive volume Illeris provides an in-depth exploration of various contemporary perspectives on how individuals acquire knowledge and skills. It offers valuable insights into the ever-evolving field of education and serves as a foundational text for educators, researchers, and students seeking to understand and apply modern theories of learning. Jha, A. K. (2009). Constructivist epistemology and pedagogy: Insight into teaching, learning and knowing. Atlantic Publishers & Distributors. This book offers a clear exploration of constructivist theories in education. It explores how individuals actively construct their knowledge and understanding through meaningful experiences. Jha provides valuable insights into effective teaching and learning strategies based on constructivist principles. Skinner, B. F. (1974). About behaviorism. Knopf. This book outlines the principles of behaviorism and its application to psychology and education. In this book Skinner explains the role of environmental factors and reinforcement in shaping human behavior and learning. For anyone that is interested in understanding the behaviorist perspective this is a great text as is its impact on psychology and education.

As I think on a lot of the professional development I have sat in, it has been a lot of sit and get. Here is the information. Here is a handout on the data. Here are some ideas on how to fix that. Here is another handout on the ideas. And go! In theory this sounds good. Identify the problem, find some solutions, share them and then set you free to work it out. But it doesn’t work. Often teachers attend the professional development days and are so overwhelmed by information that by the end of the day we don’t know what way is up, much less what new strategy to attempt or start in our classrooms. We leave more confused and overwhelmed than we did when we arrived. And like Kristin stated, the presenters think they are doing a good job because all the teachers give feedback like "great ideas" and "can't wait to try that in my classroom!" And we genuinely do think they are great ideas and we genuinely do want to try them in our classrooms. But we leave the training and get back to our own four wall classroom and refer back to those handouts and think "how am I going to do this in here?" When considering the 5 principles for professional learning, I think that the two biggest factors are duration and modeling. Teachers need more than just a one-time sit and get, we need a deep dive into what you are asking of us or what we are trying to implement. We don't expect our students to attain mastery of a skill from one time instruction, so why do we expect that of our educators? Secondly, we need modeling. We need to see this in action. Yes, it's great to hear success stories and see student work samples. But we need to see how you got there. We need to see how you started, not where you ended. If we want teachers to be more confident and successful in the classroom, then we need to give them what they NEED. When we design profession developments for teachers, we should keep in mind: they don't need more information, they need more support with implementation. Resources Gulamhussein, A. (2013). Teaching the Teachers Effective Professional Development in an Era of High Stakes Accountability. Center for Public Education. Retrieved October 16, 2023, from http://www.centerforpubliceducation.org/system/files/2013-176_ProfessionalDevelopment.pdf TEDx Talks. (2013). Empowering the teacher technophobe: Kristin Daniels at TEDxBurnsvilleED. YouTube. https://www.youtube.com/watch?v=puiNcIFJTCU&t=641s&ab_channel=TEDxTalks photo: Meda from Wix: "bored in class"

As a kindergarten teacher, I have a unique opportunity to teach some of the tiniest and youngest learners in education. These little learners come into my classroom each year with a wide range of experience, or for some a lack of experiences. But almost all my students have an innate curiosity and actually WANT to learn. What is probably my most favorite thing about teaching kindergarten is the “ah ha!” moment that they have when they figure something out. At this age they are still full of wonder and surprise. Though these students come in with this natural desire and ease for learning, it often tapers off throughout their educational journey. School no longer becomes easy and fun for them, but more work and difficult. Thomas says, “Learning is easy, natural, and effortless everywhere but school.” (2012) So how can we keep that spark of wonder and curiosity alive as students mature and progress in education? Embracing Thomas's vision of a new culture of learning supports collaborative, inquiry-based, and self-directed learning, while allowing an element of play into the educational process. By incorporating play, educators can foster a significant learning environment, encouraging students to explore, experiment, and innovate. This not only equips them with critical thinking and problem-solving skills but also sparks their curiosity and creativity. Navigating hard conversations will be inevitable. Knowing how to navigate crucial conversations will be the biggest way I will be able to address and overcome the certain challenges that arise. It will be somewhat challenging to persuade colleagues and administration that play should be incorporated into our classrooms and curriculum, because for years we have been told that play belongs on the playground and work belongs in the classroom. I have even caught myself saying those things to my students before, but what a sad reality that is for learners not to find enjoyment in their learning. And what better way to enjoy learning that to explore and play, especially for little learners? To address these concerns and the potential push-back there can be professional learning provided to educate and enlighten others of the benefits and needs of play-based learning. I will also leverage my 4DX and Six Sources of Influence strategies to foster change. Teachers, like any other profession, are creature of habit and routine. Most days we follow the same schedule and plan as we did the day before. Because of this, resistance to change can be a real challenge when trying to implement something out of the “norm”. My plan to combat the resistance to change is to start with my classroom and begin to slowly implement the learning environment that I want to create. I will begin to implement my innovation plan in my own classroom so that as it grows and develops, others will see the benefits that small changes can make. I can refer back to my growth mindset plan when mindsets default to a fixed place and think that change is not possible. When the growth mindset is promoted within the classroom it transfers to all aspects of the lives of the students and teacher as well. Students are not easily deflated when they are unable to learn a new sport quickly while teachers are more willing to begin a new initiative in their classrooms. The growth mindset is not only for the educational setting, but a good life outlook in general. How can we begin to shift from the traditional model of teaching to a new culture of learning? Embrace Change Through Play “Change motivates and challenges. … change forces us to learn differently.” (Thomas, 2011) As the GFE kindergarten team and beyond starts to adopt the mindset of creating significant learning environments using blended learning through the station rotation model, our students will begin to experience school in a way that incorporates fun and self-directed learning. Because children use play and imagination as the primary tool for making sense of the world around them, they need to leverage that innate curiosity to continue to make sense of the influx of new information in this ever-changing world. As educators we must embrace this new way of leading our classrooms so that students will begin to own their choices and learning in a fun and challenging way. When students experience COVA, the shift in our educational approach turns towards a culture of play-based learning that not only prepares students for the ever-changing world but also instills a deep, lifelong love for learning. Adopting this approach into my own classroom is essential in showing others the potential that CSLE has on students and teachers alike. As a kindergarten teacher, I want to nourish the innate curiosity in my little learners. I want them to be active participants in their learning. I want them to develop critical thinking skills while having fun and exploring. I want them to know how smart they are and just because they can’t do it YET, doesn’t mean they won’t be able to someday. I want them to believe in themselves as learners, creators, innovators as much as I do. I have the future in my classroom, and I intend on nurturing it into the best possibility of themselves as I can. And I hope you do to. References Bates, T. [ChangeSchool]. (2015, December 14). Dr. Tony Bates on building effective learning environments [Video file]. Retrieved from https://www.youtube.com/watch?v=3xD_sLNGurA&feature=youtu.be Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Lexington, KY: CreateSpace. Thomas, D. [TEDx Talks]. (2012, September 12). A new culture of learning, Douglas Thomas at TEDxUFM[Video file]. Retrieved from https://www.youtube.com/watch?v=lM80GXlyX0U&feature=youtu.be Photo by Media from Wix "playing with toy vehicles"

In the ever-changing field of education, staying up-to-date with the latest trends, research, and teaching methodologies is key. Fortunately, we live in an age where sharing knowledge and keeping up to date has never been easier. Learning networks are essential tools that can help educators like you advance their knowledge and skills, fostering professional growth and collaboration. Below is a list of a few different learning networks that I am a part of currently. Facebook Groups: Facebook groups have become a go-to platform for educators seeking to connect and share ideas. I am currently in several different Facebook groups that are tailored specifically for the field that I am working/interested in. (kindergarten, ed. tech, phonics groups, etc.) Being a part of these groups has been beneficial because everyone is constantly sharing their ideas, as well as, what works for them and what doesn't. Collaboration Groups: Collaboration groups provide opportunities for teachers to come together and collaborate on various projects and initiatives. Some collaborative groups I am a part of: Lamar Collaboration Group (Amanda Mask, Ashley Lee, Lindsey Krueger). This collaboration group has been such a huge help going through the accelerated ADL program. These ladies and I are constantly sharing thoughts, sharing the load of readings, and offering feedback and feedback often. I highly value these ladies input and opinions and take it in to account as I revise and edit my assignments. Personalized Learning Committee (district level): This is a committee that I was asked to join by my principal. At the district level, I along with several others from my campus meet with other elementary personalized learning teams with Education Elements. This group of educators meets regularly throughout the year to discuss the "Core Four": reflection & goal setting, targeted instruction, collaboration & creativity, and flexible path & pace. This collaborative committee has been super helpful in attaining more knowledge in personalized learning and has really connected to my innovation plan. Math kindergarten teacher leader team (district level): This committee is another one at the district level. I was chosen by my math coach and further selected by the Math Curriculum Coordinator to join this team. This team meets several times throughout the year to discuss curriculum changes, assessment tools and updates. This team has been beneficial to me to be able to share and learn from other kindergarten teachers in the district. Each meeting has provided me with feedback and feedforward that I can take back to my campus and share with my team. GFE kindergarten team (campus level): This is the team that I do my daily life with. We are constantly meeting, discussing and problem solving as a unit. We share all ideas, encourage one another daily (sometimes hourly), and just have fun together. These ladies have become more than just coworkers; they have become friends. I really could not do my job without them. Association of Texas Profession Educators (ATPE): ATPE is a network that advocates for the Texas public education teachers. If ever needed, I am a member of ATPE that provides access to a team of attorneys that can be at my assistance if any employment-related legal concerns if they arise. ATPE also offers a wide range of resources and discounts to their members. Class Dojo Mentor: This year I was just asked to be a Class Dojo mentor. I use class dojo in my classroom for a variety of different things including: behavior management tool, communication to whole class or individual parents, classroom economy, grouping students, classroom timer and to share pictures throughout the week on our class timeline. This year I also plan to get students involved in sharing their classwork with their parents through the portfolio option. Charles Butt Foundation: I recently just joined this organization, specifically because of their "Raising Blended Learners" initiative. I am highly interested in this since this is the basis for my innovation plan. I hope to gain insight in how to implement my blended learning initiative more effectively and efficiently by being a part of this organization. In the field of education, learning networks are indispensable tools that can elevate your teaching career. Whether you're a member of Facebook groups, local collaboration groups, or professional organizations like ATPE, these networks provide a supportive system where you can learn, collaborate, and grow as an educator. As I continue to grow and learn I plan to join and contribute to more learning networks. By embracing the power of learning networks I will advance my knowledge and therefore increase the change for success in my students.

When I first began the Applied Digital Learning program 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?” and to be honest I still think that on a regular basis. Thankfully I have a great support system! Last semester I joined a group that I am still collaborating and meeting with this semester. These ladies are truly a Godsend. (Amanda Mask, Ashley Lee and Lindsay Krueger) (picture taken from one of our Zoom collaboration meetings) This semester was our first semester with classes and working full time at our schools. This is really the first time that we felt the accelerated path and it was a huge change from being able to devote all of our time to our ADL program in the summer. We quickly realized that our weekly Zoom meetings would not be able to happen. However, we continued to collaborate and encourage each other on different avenues. We have spent met several times throughout the semester on Zoom discussing both classes, as well as, exchanged numerous emails, texts and feedback on assignments and discussion posts. This semester our group really utilized text and our shared Microsoft documents. We have a text thread that we regularly contribute to whether it be class related, encouraging each other when we feel overwhelmed, celebrating a birthday or just chatting. (Thanks, Ashley, for all the memes!) For 5304 there were several books to read so we decided to divide and conquer throughout this summer class. I created two separate documents that we used to divide and conquer the reading and note taking for the 4XD and The Six Sources of Influence. I also created a document that is set up for the rest of the ADL program since we all plan to follow the accelerated option. This document is used to share our various assignments and get and give feedback and feedforward to one another. I have posted and commented on every discussion board often multiple times. I have done all the course readings and watched all the videos, repeatedly. I have turned every assignment in on time and often times early. 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 either professors or IAs, I have gone back and revised my work just as I have done with my collaborative group. I am reminded of my It’s time to play ball… maybe post, I started this program scared that I wasn’t meant for this and that I would ultimately fail.Because I wasn’t confident in this new way of thinking introduced by the ADL program, I had a fixed mindset towards it.But through a lot of hard work, encouragement, feedback and feedforward I am having a change in my thinking.I am reminded of my Embracing the Unexpected: How Teaching Virtually Transformed My Mindset post.This is not the first time I have been put in an uncomfortable situation, but this is where the real growth starts.I have done it before; I can do it again.I will continue working towards a growth mindset and believe that I can do this! All the ladies in my collaboration group have talked about our plan to stay on the accelerated path. Now that we have experienced our first set of courses and working simultaneously, I know that without these ladies I don’t think that I could do this, but because I have them as a support system and my new found confidence in my growth, I will do this! I have made a lot of progress, however, I always think that there is room to grow. I have attended most class meetings when able to do so and participated in class; however I would like to be more participatory in my class meetings offering more to the conversations. This is the same goal that I had from last semester, and while I do believe that I have take a few steps in the right direction I would like to see myself be more outspoken and engaged in live class. So, when examining how I contributed to the learning of others and myself I give myself a 98/100. (5302) So, when examining how I contributed to the learning of others and myself I give myself a 98/100. (5304) References Harapnuik, D. (2022, October 13). EDLD 5320 Examples. Harapnuik.org. https://www.harapnuik.org/?page_id=7530 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 Harapnuik, Dwayne. (2021, August 16). ADL Tips & Perspectives. Harapnuik.org. https://www.harapnuik.org/?page_id=8544