Desiree López
Connecting and Communicating Your Ideas
When I began my journey as a bilingual teacher, I knew I wanted to offer something different to my students. Like many educators, I was passionate about creating meaningful learning experiences but needed guidance on where to start. Despite having numerous ideas, I was stuck, unable to bring them to life. My teaching methods felt adequate—effective even—but I knew I wasn't providing the innovative learning experience my students deserved.
When I started teaching, the Internet was yet to be a part of our world. Fast-forward to today, where it dominates nearly every aspect of life, my school remained tied to traditional methods. My "technology" consisted of an overhead projector and a camera to display images from textbooks—a far cry from the tools available to enhance learning truly.
I realized I needed to include modern tools and strategies to enrich my student's experiences. I was ready to break free from the same old approaches used for decades, but I needed a new direction. This is where my transformation began.
After starting the DLL program at Lamar University, my vision for teaching and learning began to shift. My expectations rose as I realized the immense possibilities technology could bring to education, provided it was supplemented with thoughtful planning. My growing interest in technology-enhanced learning quickly evolved into a passion for blended learning, and I soon developed a blended learning environment tailored for my students. (I invite you to explore my INNOVATION PLAN.)
Through this approach, I discovered that students' language skills—listening, speaking, reading, and writing—vary greatly. A blended learning environment offers the flexibility for students to focus on the skills they find most challenging while still reaping the benefits of face-to-face instruction. This model creates a more personalized, practical learning experience, empowering students to learn at their own pace while staying engaged in the classroom.
Questions for Formulating Significant Learning Goals
Educators are leaders by nature. While some focus on the success of their classrooms, others seek to drive meaningful change within their school communities and districts and even on a national or international scale. However, as Edwin Friedman notes, appealing solely to logic is rarely enough to inspire change. Human emotions often play a more significant role, particularly when faced with challenging transitions.
So, how do you harness the power of emotion to create meaningful change? Friedman emphasizes that leaders must lower anxiety within their organizations to guide others effectively. But understanding how to do so can be challenging, especially when emotions run high. Kerry Patterson, Joseph Grenny, Ron McMillan, and Al Switzler offer valuable strategies in their book Crucial Conversations: Tools for Speaking Up When the Stakes Are High. They outline three critical elements of a crucial conversation that every leader should understand:
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High Stakes: The outcomes are essential, making the conversation pivotal.
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Intense Emotions: Emotions are heightened and often cloud judgment and decision-making.
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Opposing Opinions: There are different views at the table, and finding common ground is essential.
“The colossal misunderstanding of our time is the assumption that insight will work with people who are unmotivated to change. Communication does not depend on syntax, eloquence, rhetoric, or articulation but on the emotional context in which the message is being heard. People can only hear you when they are moving toward you, and they are not likely to when your words are pursuing them. Even the choicest words lose their power when they are used to overpower. Attitudes are the real figures of speech.”
Ed in Friedman
As I work to develop and refine my proposal for implementing a blended learning environment within the dual language program at my school district, it’s crucial to incorporate the practices outlined in Crucial Conversations and the Six Sources of Influence. I understand that not everyone on my team will be immediately enthusiastic about shifting the learning environment for their students. As detailed in my Influence Strategy, I will need to approach this change with a focus on open dialogue and inclusivity.
I can foster a more collaborative atmosphere by creating a safe space for my colleagues to express their concerns and challenges. Returning frequently to Mutual Purpose and Mutual Respect will increase the likelihood of success, ensuring that all voices are heard. This approach strengthens teacher buy-in and ultimately enhances student learning experiences as we work together to embrace innovative teaching methods.
Creating Meaningful Learning Environments in a Changing World
As the world evolves at an unprecedented pace, traditional learning methods need help to keep up with the demands of modern students. Media innovations have become powerful, transforming education by fostering more dynamic and collaborative learning experiences. Through these innovations, students can engage in peer learning on a deeper level, creating meaningful, collective interactions that shape their understanding of the world.
Yet, as educators, we often need to catch up on our personal development while focusing on achieving organizational excellence. To create genuinely impactful learning environments, it's crucial to balance nurturing collective growth and investing in our continuous learning. This idea is captured in The Three Column Table, a framework that has been instrumental in reshaping my approach to professional development. It challenges us to rethink how learning can be more relevant, engaging, and future-ready.
In developing our professional learning program, we closely monitored schedules, activities, and responsibilities, ensuring alignment with the five core principles of effective professional learning. These principles were part of the design and were the foundation, guiding us through rethinking teacher development.
Now, more than ever, it’s time to start a new conversation about teacher development that invites us to reevaluate, redefine, and reinvent our approach. We can no longer delay transforming how we teach our teachers to meet the needs of today’s education landscape. Dig into our additional resources to discover more about this journey and explore new strategies and scenarios for reshaping professional learning.
“In the digital world, we learn by doing, seeing, and experiencing."
Douglas Tho" as and John Seely Brown
Transforming Learning for the 21stCentury
In today's educational landscape, learning must meet students where they are and address the unique needs of the 21st century. To achieve this, I’ve made deliberate changes in my classroom.
I limit whole-class instruction to create a significant learning environment emphasizing peer interaction and collaborative learning. By encouraging students to experiment with language construction, they build confidence and develop critical thinking skills. Mistakes are welcomed as learning opportunities, fostering a "fail forward" mindset that" helps students embrace challenges and grow from their experiences.
Challenges Under Construction in Education
As I navigate the complexities of creating an effective learning environment, several key challenges emerge:
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Time Management: Balancing instructional time with hands-on activities requires strategic planning to maximize learning outcomes.
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Station Transitions: Smooth transitions between stations are vital for maintaining engagement and focus. This requires clear instructions and seamless organization.
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Finding Passions: Helping students discover their interests and passions is essential for fostering intrinsic motivation and active participation in their learning journeys.
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Inspiring Reluctant and Distractible Learners: It is crucial to engage students who are hesitant or easily distracted. I aim to ignite their curiosity and drive by employing innovative strategies and personalized approaches.
Focusing on Individual Development Amidst Organizational Excellence
Our commitment to organizational excellence often leaves little room for personal growth and development. To address this, I’m drawing inspiration from the Understanding by Design process to guide my professional development approach.
Imagine if blended professional development was a master key capable of unlocking multiple doors. I am designing a program to open five essential doors to exceptional professional growth. This initiative will incorporate a variety of learning assets, focusing on content, modality, setting, and action.
To ensure effectiveness, my program will be built around the five principles of effective professional learning outlined by Gulamhussein (2018):
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Duration: Providing ample time for meaningful learning experiences.
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Support: Offering ongoing assistance and resources for educators.
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Active Participation: Engaging educators in hands-on, collaborative activities.
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Modeling: Demonstrating best practices to inspire effective implementation.
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Specific Content: Tailoring content to meet the unique needs of our educators.
Through this blended approach, I aim to foster a culture of continuous learning and empowerment among our educators.
Reassessing Professional Learning for Today’s Education Today's srtunately, the era of preparing students solely for the industrial age is ending. As educators evolve to create new teaching methodologies and learning environments that reflect the needs of today’s students, it is imperative that we also reassess the professional learning experiences for teachers. One-size-fits-all approaches simply do not work for our students, nor do they effectively serve our teachers.
I would like you to explore my work, Call to Action, where I delve into this critical issue.
My professional learning plan for dual language teachers incorporates the 4 Disciplines of Execution (4DX) to ensure accountability and measurable outcomes. Additionally, the activities within this plan are designed to support the Influence Strategy, providing teachers with the necessary resources and guidance to successfully implement blended learning in their classrooms.
I encourage you to watch the following video for more insights.
I once believed that setting authentic communication goals was an ambitious target, especially when working with beginner language learners. The human dimension and caring learning objectives emphasized by L. Dee Fink should be addressed in language courses. Too often, the focus is on mastering language structure and enjoying culture's “Ho" ever; learning a new language is far more complex—it involves understanding real people, cultural challenges, and the social and economic difficulties deeply ingrained in every society.
While I’ve explored more profound issues in my Advanced Placement course, the three-column chart inspired me to bring culture to life for my beginning language learners. I aim to create an in-class blended learning environment that personalizes each student's experience, keeping my Essential Questions at the core of each unit. By designing more effective learning stations that improve outcomes while giving students more fantastic choices, ownership, voice, and authenticity in their learning journey, I can create a more effective learning environment that gives students more fantastic choices, ownership, voice, and authenticity in their learning journey.
RESOURCES
As education continues to evolve, teachers need to adapt their strategies to meet the diverse needs of today’s learners. Professional learning is key to equipping educators with the tools and skills to engage this new generation effectively. I've compiled valuable resources focused on Blended Learning and Professional Development to support you in this journey. These materials will offer insights, research, and practical guidance to help you expand your knowledge and refine your teaching practices. Explore the links below to dive deeper into these transformative approaches.
"Education is what people do to you, and learning is what you do to yourself."
Joi Ito.
References
Fink, L. D. (2003). A self-direct guide to designing courses for significant learning [Pamphlet]. San Francisco, CA: Jossey-Bass.
Galindo, I. (2019, March 11). Ten leadership quotes from Edwin Friedman [Blog post]. Retrieved from Columbia Theological Seminary website: https://www.ctsnet.edu/ten-leadership-quotes-from-edwin-friedman/
Gulamhussein, A. (2013, September). Teaching the teachers: Effective professional development an era of high stakes accountability. Retrieved from The Center for Public Education website: https://www-academia edu.translate.goog/28440314/Teaching_Effective_Professional_Development_in_an_Era_of_High_Stakes_Accountability_READ_THE_REPORT_Center_for_Public_Education?_x_tr_sl=es&_x_tr_tl=en&_x_tr_hl=en&_x_tr_pto=wapp
Harapnuik, D. (2016, June 13). Why do you need a BHAG to design learning environments? Harapnuik.org. https://www.harapnuik.org/?p=6414
Harapnuik, D. (2021, February 26). We are aligning Outcomes, Activities & Assessments. Harapnuik.org. https://www.harapnuik.org/?p=8732
McChesney, C., Covey, S., & Huling, J. (2016). The four disciplines of execution: Achieving your wildly important goals. New York: Free Press.
Texas Essential Knowledge and Skills for Kindergarten https://tea.texas.gov/academics/early-childhood-education/kinderteks.pdf
Wiggins, G. P., & McTighe, J. (2008). Understanding by design (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development.