Desiree López
Final Compilation Post
In today’s education landscape, digital tools and environments are no longer optional—they are essential. The EDLD 5317 course has equipped me with a range of strategies and tools to effectively create, utilize, and refine digital environments in my blended learning classroom. This post organizes my assignments into a cohesive narrative, connecting key components to a broader digital publication strategy that supports my professional learning goals and classroom innovation.
One of the most transformative insights from developing my Blended Learning Station Rotation Model has been the shift in my perspective from a fixed mindset to a growth mindset. Embracing the power of the word “yet” has deepened my understanding of how adopting a growth mindset can unlock both my personal and professional potential. This mindset shift has positively impacted my teaching approach, fostering resilience when faced with challenges and inspiring innovation in my classroom. Additionally, this transformation has strengthened collaboration within my team, as we now approach challenges with a collective mindset of continuous improvement, aligning with the dynamic nature of the station rotation model.
My commitment to cultivating a growth mindset and engaging in continuous reflection has also reinforced my practical application of the COVA (Choice, Ownership, Voice, and Authenticity) approach. This framework resonates deeply with my vision for a blended dual-language classroom, as it encourages my students to take full ownership of their learning journey. By allowing them to make choices, express their unique voices, and engage in authentic, meaningful tasks, I am creating an environment where young learners can thrive in both their primary and secondary languages.
The publication outlines the rationale behind my proposal, detailing the key objectives of implementing a Blended Learning Station Rotation Model in dual-language kindergarten classrooms. It highlights the urgent need to address the limited daily instruction time for second-language acquisition and the innovative solutions that blended learning offers. The outline provides a clear framework, focusing on how the station rotation model facilitates personalized learning, engagement, and differentiated instruction for bilingual learners.
Additionally, it summarizes the tools and strategies used to develop the article, including research on blended learning, insights from my classroom implementation, and the use of digital tools such as Imagine Learning, Raz-Kids, Seesaw, and Flipgrid. The publication identifies the intended audience—educators, administrators, and policymakers—and emphasizes the desired impact: equipping educators with actionable strategies for creating dynamic and inclusive learning environments for dual-language students.
The initial draft of my article translates these ideas into a structured format, presenting a cohesive argument for the adoption of the Blended Learning Station Rotation Model. This version establishes the foundation of the article’s narrative, ensuring that the challenges, benefits, and implementation strategies are clearly articulated. It also explores how the station rotation model promotes language development, critical thinking, and engagement through flexible, student-centered learning stations.
While the draft is an early step, it serves as a critical milestone for refining my ideas and ensuring that evidence, classroom experiences, and research align seamlessly to support my claims. This stage helps identify areas that require further development, ensuring that the final publication will effectively advocate for this innovative instructional approach.
As part of a collaborative effort with colleagues, my Media Project: Blending for Bilingual Success provides educators with practical strategies for integrating traditional and digital learning in dual-language settings. This resource addresses the unique challenges of supporting young learners as they acquire language and literacy skills in two languages. By exploring evidence-based strategies such as collaborative peer activities, adaptive learning tools, and creative expression stations, the project offers a roadmap for implementing effective and inclusive blended learning practices.
The goal is to empower educators to create dynamic, adaptable learning experiences that cater to diverse learning styles while fostering student independence and critical thinking. By thoughtfully integrating technology into traditional teaching techniques, teachers can enhance student engagement, improve language retention, and nurture a love for bilingual learning. This holistic approach not only supports immediate academic success but also prepares students for future explorations in language, literacy, and beyond.
Through this journey, I aim to inspire educators to embrace innovative strategies, fostering a learning environment where every child can reach their fullest potential in bilingual education.
Flipgrid. (n.d.). Empowering Student Voice Through Video Discussions.
Graham, C. R. (2013). Emerging Practice and Research in Blended Learning. In Handbook of Distance Education (3rd ed.). New York, NY: Routledge.
Harapnuik, D. K. (2020). The Learner's Mindset: Preparing Learners for Success in the 21st Century.
Horn, M. B., & Staker, H. (2015). Blended: Using Disruptive Innovation to Improve Schools. San Francisco, CA: Jossey-Bass.
Imagine Learning. (n.d.). Digital Learning Tools for Language Development.
International Society for Technology in Education (ISTE). (2017). ISTE Standards for Educators
Raz-Kids. (n.d.). Personalized Reading Practice for Students.
Seesaw. (n.d.). Digital Portfolios for Student Learning.
Swain, M., & Lapkin, S. (1995). "Problems in Output and the Cognitive Processes They Generate: A Step Towards Second Language Learning." Applied Linguistics, 16(3), 371-391.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.