Desiree López
What´s your why?
WHAT 'S MY WHY?
During my student years, I faced numerous challenges; one particular struggle stood out vividly. In high school, I found chemistry subjects, especially the periodic table of elements, particularly daunting. I often ask myself, "Why is it structured this way?" What is it used for?" My difficulty arose from not seeing a clear reason to learn it. This experience has deeply influenced my way of teaching. I constantly strive to create real-world connections in my lessons, helping students understand the relevance and purpose behind their learning.
Simon Sinek famously said, “Empower and educate people around the world so they can improve their lives and achieve their goals” (Sinek 2013). This philosophy resonates deeply with me. My mission is to enable people to improve their lives and achieve their aspirations. My role is to empower and educate people, promoting their growth and success. Understanding my “why” gives me the courage to take necessary risks, stay motivated during difficult times, and propel my life toward a more challenging and fulfilling path.
My innovation proposal suggests implementing a blended learning station rotation of dual language in kindergarten. These are the foundations, methodology, and objectives behind my Innovation Plan.
MY WHY
Why:
Make learning more relevant and engaging by connecting it to real-world applications. Inspire students to become independent, lifelong learners, fully equipped to navigate and thrive in the digital age of the 21st century.
What:
Empower students with the confidence to ask questions, seek answers, and cultivate a lifelong love of learning in the digital world of their future by implementing a station rotation model in a bilingual environment to improve engagement of students' understanding.
How:
By creating a blended learning environment that offers learners choice, ownership, and voice through authentic learning opportunities, we empower them to take charge of their education.
Establishing a positive classroom culture is paramount for fostering a dynamic learning environment. As educators, it's crucial to understand the right timing and appropriate resources for guiding students' actions and emotions as they embark on new learning experiences. As highlighted by Kotter (2013), instilling a sense of urgency lays the groundwork for meaningful change.
Believing in the urgency of a cause significantly enhances the effectiveness of implementing change. When educators prioritize urgency and execute change strategies effectively, they pave the way for transformative shifts in the classroom.
Encouraging critical thinking is essential in preparing students for the 21st century. In an age where information is readily accessible, it’s crucial to ensure that students become independent learners. By fostering critical thinking, we inspire them to become lifelong learners. Exposing students to diverse ideas and information, and prompting them to form and evaluate their own opinions, stimulates their curiosity and nurtures their intellectual growth.
Blended learning and the station rotation model provide students with technology-driven learning experiences and the freedom to choose their learning paths through authentic projects. This approach not only leverages technology but also empowers students by offering them a say in their educational journey.
Applying this learning model involves recognizing and integrating the various ways students perceive and process information. This includes their social interactions, family dynamics, and individual psychological processes such as emotion and thought management. Blended learning stands out from past innovations by combining familiar teaching practices like station rotation with existing classroom technology. This method helps us achieve our goal of developing lifelong learners who are well-prepared for the technology-rich world beyond our classrooms.
References
Baskara, F. R. (2023). Optimizing early learning via generative ai: Theory and implications for a digital generation. https://core.ac.uk/download/590358913.pdf
Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Harvard University Press.
Candy, P. C. (1991). Self-Direction for Lifelong Learning: A Comprehensive Guide to Theory and Practice. Jossey-Bass.
Graham, C. R. (2013). Emerging practice and research in blended learning. In M. G. Moore (Ed.), Handbook of Distance Education (pp. 333-350). Routledge.
Horn, M. B., & Staker, H. (2015). Blended: Using Disruptive Innovation to Improve Schools. Jossey-Bass.
Dr. John Kotter. (2013)“Leading Change: Establish a Sense of Urgency.” Leading Change: Establish a Sense of Urgency
Patrick, S., Kennedy, K., & Powell, A. (2013). Mean What You Say: Defining and Integrating Personalized, Blended, and Competency Education. iNACOL.
Paul, R., & Elder, L. (2006). Critical Thinking: Tools for Taking Charge of Your Learning and Your Life. Pearson/Prentice Hall.
Sinek, Simon.(2013) Start with Why: How Great Leaders Inspire Everyone to Take Action. Portfolio.