Vitalia Acosta
Connecting and communicating your ideas
There have been many changes in my level of learning; this master's degree has been innovative. I never thought I would learn so quickly. In these eight weeks, I have realized that I am motivated to continue moving forward and excited to share these new skills with my students. In particular, I began by incorporating the methodologies learned in my classroom. I was missing existing tools to improve and enrich my students' learning. By incorporating blended learning and new technologies, the way has been opened to an assortment of innovative practices and methods that aim to improve the teaching structures of the past. This will benefit authentic learning, where my students feel more engaged and motivated to learn when they address real-world problems that interest them. And as a result, they remember what they have learned and can apply it more effectively in the future. I invite you to see my Innovation Plan.
To educate today, we must feed the desire to learn constantly. Our students need educators who continually improve their practices, learning from and with others. In this scenario, we are convinced that one of the fundamental roles a teacher must fulfill is not to transmit what she knows but to guide students to discover a universe of meanings and learning they had never imagined. Call to Action Education is in motion, inviting us to rethink ourselves to find our motivation to continue learning. 3 Column Table and the UBD will help me obtain knowledge and skills for my individual and professional development.
Using the five principles created by Gulamhuissen, it can be seen that effective professional development can help to develop different competencies in designing and implementing content, strategy, use of technologies, and other elements of continuous improvement of learning. Professional Learning
Regarding growth mindset, this course allows me to see my mistakes and failures as an opportunity to learn and develop my skills to succeed.
When I talk about connecting, it is when I, as a teacher, generate a bond with my students to create a good learning environment by listening to them and helping them self-manage their emotions, being empathetic, and, in general, enjoying each of them. Daily tasks both in the classroom and in this new one. Synchronous mode (virtual classes). Creating Significant Learning.
Working with a group of people has taught me to be a better person. I have seen my weaknesses and strengths and am working on both to reach my goal. I am very grateful for the support; thank you, Iliana, Estefania, and Adriana.
References
Fink, L. D. (2003). A self-direct guide to designing courses for significant learning [Pamphlet]. San Francisco, CA: Jossey-Bass.
Gulamhussein, A. (2013, September). Teaching the teachers: Effective professional development in an era of high stakes accountability. Retrieved from The Center for Public Education website:(PDF) Teaching Effective Professional Development in an Era of High Stakes Accountability READ THE REPORT Center for Public Education | SUPARNA DUTTA - Academia.edu (www-academia-edu.translate.goog)
Harapnuik, D. (2015, August 15). Connecting the dots vs. collecting the dots [Video file]. Retrieved from https://www.youtube.com/watch?v=85XpexQy68g&t=1s
A Call to Action!
There is a broad consensus that students learn when their teachers learn. A second premise indicates that for teachers to learn, it is necessary that educational communities become learning organizations (Montecinos and Cortez, 2015).
The advancement of digital technologies worldwide has opened up endless possibilities for accessing information and learning together. In this scenario, we are convinced that one of the fundamental roles a teacher must fulfill is not to transmit what he knows but to guide students so that they discover a universe of meanings and learning they had never imagined. Education is in motion, inviting us to rethink ourselves to discover our motivation to continue learning.
To educate today, we must feed the desire to learn constantly. Our students need educators who continually improve their practices, learning from and with others. For this, building new leadership to improve teaching and learning is essential.
In an increasingly globalized world, inspiring our students to collaborate to contribute positively and participate responsibly in the digital world is essential. This challenges us as teachers to design authentic learning activities and environments that recognize and consider the diversity of their students.
Thanks to technological advances, today, we can know much better how our students learn. Through intelligent digital platforms and resources, we obtain data about their difficulties, how they overcome them, their interests, and much more. Therefore, it is crucial that, as teachers, we understand and use the data we have to improve teaching and support students in achieving their learning goals. Technologies allow us to expand the framework of action and make what previously seemed impossible today available to everyone.
On the path to personalizing learning, technology gives students control over how they learn, making learning relevant to their lives and preparing them for the future. Thanks to technology and access to resources beyond the classroom walls, students are inspired to solve problems and become critical thinkers, collaborators, and creators of new knowledge on their own while communicating their thoughts with others. Teachers and classmates. Innovation Plan Students develop a lifelong love of learning when technology is successfully integrated into classes.
The idea of professional development is a continuity process that goes far beyond “initial training” and then “training.” It aims to establish collective work modes that include individual reflection in the same settings where pedagogical practice occurs: the school. It is “the process by which teachers, alone or with others, review, renew and develop their commitment as agents of change, acquire and develop knowledge, skills, and intelligence.
From this conception of professional development, teachers must participate in annual training, which supports the design and implementation of various didactic projects. Form Work Teams. Forming these teams makes it possible for teachers at the training level and at the destination to pool their knowledge in a shared and horizontal manner to develop a team project.
Simultaneously conducting professional learning while our school year is underway would be an absolute challenge for all of us teachers who want to stay up to date to effectively and efficiently deliver learning to our students, who we must remember are lifelong learners. Teachers must make a double effort to achieve what is established. However, I can propose learning even for hybrid teachers, that is, online and in-person training, and it will allow us to better prepare from the beginning of the school year to the end of it. With my help and demonstrations, it meets the requirements for effective professional learning, and to achieve this, I want to implement the five principles of effective learning.
Teachers obtain the specific tools, knowledge, and skills to offer modern and innovative educational solutions that address the learning needs of their students.
1. Teachers need the opportunity to practice and implement the strategies they have learned; they need time to implement any new learning they gain, but they also need the ability to practice implementation. By implementing the practice in the classroom, the teacher directly transmits what has been learned to the students problem-solving, thinking, and criticism. This learning should directly affect the students, and that impact should be visible in the classroom.
Within the professional learning plans, the most important thing is to provide continuous training that is not limited to short or long-term courses or workshops to support the growth of educators. In addition, it is necessary to take into consideration at this stage, maintaining communication and coordination
effective (feedback), and thus significant changes occur.
If we expected them to grow in those areas, we had to plan our professional learning around those specific needs” – Stephanie True, Director of Instructional Programs, Affton School District.
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2. The reality is that teachers need professional learning to impact the classroom with their new learning. Teachers need more on-demand and on-time learning opportunities, and so do our students. Teachers need differentiated instruction, the ability to process and work with materials, and time to implement classroom strategies. Teachers also need ongoing support.
In one day, teachers can get a lot of helpful information from an expert in the field. Another truth is that much of the professional learning is relevant to teachers, just like in our classrooms. This is especially true because we now know more about how people learn. If we have better instructional models, we should be using them.
It is essential that schools and teachers can implement classroom changes, including using technology to improve student learning in ways that support critical thinking.
3. We must remember that the teacher and the educational administration share responsibility; they fundamentally depend on the measures taken to support the training plan of each teacher. Using surveys to guarantee equity, priority can be given to certified teachers' quality in the performance of their teaching activity. By doing so, we indirectly communicated to all staff that we value everyone's learning and professional growth” – Shannon McMurray, Professional Development Coordinator, Riverview Gardens School District.
Teachers who learn are teachers who are growing and modeling for their students. But just like our students, teachers must practice new strategies and have feedback on their progress. Hopefully, some of these ideas will help teachers go from a day of professional learning to a lasting impact on students in the classroom.
4. Teachers need time to implement any new learning they gain but also the ability to practice implementation. If training has no practical application in the classroom, one should question why the teacher is learning about it in the first place. Any new learning should directly affect students. As teachers practice something new, they may fail. It may not turn out as well as they would like, and this can make teachers nervous. I feel this is a great model for students.
Teachers can tell students they have learned something new and want to try it with the class. This type of transparency helps students see how learning works and shows that students are expected to learn and try things outside their comfort zone.
Professional learning content must be aligned with the standards and the curriculum teachers use; professional learning must contribute to measurable improvement in student achievement. It must be intellectually engaging and address the complexity of teaching. The needs assessment
5. Clearly define a plan to evaluate your plan throughout the year.
You will be able to identify your objectives through introspection about your future, taking into account establishing clear objectives, working hard to achieve them, identifying strengths and achievements, and evaluating the stages of the process and whether your needs have changed until you reach your goals and objectives. It is not just about gaining and expanding academic skills but rather facilitating a comprehensive development of your skills and experiences. It will help you recognize and articulate the range of skills and experience you have acquired so that you can draw on them when necessary and identify areas of professional development on which you would like to focus.
References
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5 Principles of Professional Development for Teachers | Edmentum Blog
It's About Learning | ADL Program Map (harapnuik.org)
Research Says / Does Teacher Collaboration Promote Teacher Growth? (ascd.org)
https://www.ascd.org/el/articles/does-teacher-collaboration-promote-teacher-growth
What Is Professional Learning? (With Benefits and Examples) | Indeed.com
Shannon McMurray, Coordinadora de Desarrollo Profesional, Distrito Escolar Riverview Gardens.
Professional Learning
Professional learning is a systematic, intentional, and flexible process that promotes the achievement of specific results (knowledge, intellectual skills, standards of conduct, and values, to learn more about your field to be successful and achieve goals.
Professional development should focus on authentic and relevant content that allows teachers to address the most pressing needs of their students.
Just as we cannot expect students to receive information and move forward without processing that information, teachers are the same way. There was no time to think, process, plan, or implement new learning. Too often, information is set aside and never gets to the point of helping students in the classroom.
Professional learning needs to be more timely: teachers can't wait to learn something they need to know. Professional learning should include opportunities for teachers to practice and use the strategies, just as we students do in the classroom.
Professional learning must be relevant to the student. If a teacher believes that something does not apply to them, the experienced learning leader must work to make it relevant.
A professional's learning does not end when she obtains her degree; one could even say that it has just begun. Never stop learning” is a phrase that is said daily to our students; today, it has become our daily work motivation. Neither we nor you have stopped learning. It motivated them because education allows students to focus, obtain skills and strengths, and meet their goals and objectives.
To learn more about professional learning, check out the following resources.
Professional learning Plan
Professional learning changes student learning. A few months ago, I built an Innovation Plan | My Site to implement a blended learning environment in class. I want to make a difference in the present and the future by instilling a love of learning in my students. Building shared knowledge transforms practices and ways of connecting with others; it enables learning at students' individual and collective levels.
Many teachers, including those in my district, are currently working with a “sit and take” model of professional learning that does not effectively change behavior or increase student achievement (Harapnuik, 2018). My Plan for Professional Learning It is the first step in this change. It will help all language teachers within my school district's new Two-Way Dual Language program and may reach other teachers within the language area to develop better skills. Skills are needed within this environment; as a result, all students can benefit from this blended learning experience in the classroom.
References
​Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). COVA: Choice, ownership, and voice through authentic learning. Retrieved from It's About Learning | COVA eBook (harapnuik.org)
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McGraw-Hill PreK-12. (2016, April 5). How and why to integrate station rotation
in your classroom [Video file]. Retrieved from (5566) How and Why to Integrate Station Rotation into Your Classroom - YouTube
McChesney, C., Covey, S., & Huling, J. (2016). The 4 disciplines of execution:
Achieving your wildly important goals. New York: Free Press
Gulamhussein, A. (2013, September). Teaching the teachers: Effective professional development in an era of high stakes accountability. Retrieved from The Center for Public Education website: (PDF) Teaching Effective Professional Development in an Era of High Stakes Accountability READ THE REPORT Center for Public Education | SUPARNA DUTTA - Academia.edu (www-academia-edu.translate.goog)
Sinek, S. [TEDx Talks]. (2009, September 28). Start with why: How great leaders inspire action [Video file]. Retrieved from ​(5566) Start with why -- how great leaders inspire action | Simon Sinek | TEDxPugetSound - YouTube
Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.
Fink, L. D., PhD. (n.d.). A self-directed guide to designing courses for significant learning.
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Gray, P. [Camp Stomping Ground]. (2015, December 4). Self-directed learning fundamentals [Video file]. Retrieved from