Weekly posts
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Creating a culture of helpfulness & growth mindset
Developing a growth mindset is a fascinating topic to apply in my personal life and my role as a pre-kindergarten educator. It is a fantastic tool that allows me to advance my goals without giving up. Second, I am responsible for promoting thinking in four- and five-year-old children taking their first steps in an educational environment. Recognizing my fundamental influence on their personal and academic journey and helping them cultivate a growth mindset can make a big difference in how they learn and face challenges. The strategies you use from an early age must promote a healthy mindset that sets them up for success by shaping their core beliefs about learning and intelligence. Instead of adhering to the old paradigm of a fixed mindset, where results and grades are the primary goals, we should foster a growth mindset where experimentation and error are seen as lifelong learning opportunities. Considering this, children are more likely to invest time and effort in learning rather than worrying about appearing bright and are willing to accept mistakes as part of the process. Through explicit teaching and clear examples, such as those provided in the videos on "Developing a Growth Mindset" and "The Power of Belief – Mindset and Success," it is essential to define growth mindset and fixed mindset. Additionally, it is vital to model vulnerability. It uses the power of the word "yet," showing that beyond innate talent, it is an effort that turns a skill into an achievement. The word "yet" allows us to understand that success is achieved through hard work and that each person has the control to achieve their goals. As Briceno points out in his video, when a student says, "I cannot it," he may respond with, "Not yet." This simple addition of "yet" helps reframe mistakes and failures as learning opportunities. By using this language in teaching practice, students are encouraged from an early age to recognize that they can learn anything they set their mind to with dedication, time, effort, strategies, and appropriate support. References: Stanford Alumni. (2014, October 9). Developing a growth mindset with Carol Dweck. [Video]. YouTube. https://youtu.be/hiiEeMN7vbQ Growth mindset.https://www.flickr.com/photos/butterseite/2658061277
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Why use an e-portfolio
Before starting my studies in the ADL program, I was known for saving and storing several essential works and resources I have used for my studies or physical work. Nowadays, taking advantage of the opportunities that the digital era offers us, I have discovered a great resource called the portfolio that allows me to build and save the information I want digitally and avoid the accumulation of papers. Although I initially saw it as a challenge, now it is an opportunity, which I feel completely motivated to do since, as time goes by, it is more beneficial in addition to seeing growth little by little. Their use lies in having the opportunity to have voice, choice, and ownership over the content. They serve as a tool to build a digital identity, share ideas, connect with other professionals, and reflect on personal and professional progress. As mentioned above, said construction will be under the COVA (Construction, Ownership, and Authentic Experiences) theoretical framework, emphasizing the importance of students actively constructing their knowledge. This approach opposes the traditional education model, where teacher and student knowledge is passively transmitted. COVA recognizes that students learn best when constructing their knowledge through meaningful and authentic activities rather than simply receiving information. Finally, e-portfolios are a valuable tool in the constant evolution of my student development and work career. Additionally, e-portfolios will offer my students a powerful and versatile way to showcase skills, build a digital identity, facilitate reflective and collaborative learning, and document progress over time. They will also encourage collaboration between educators, parents, and children in the educational process through more fluid and effective communication since relevant information is available quickly and easily for all parties involved. References. Harapnuik, D. & Thibodeaux, T. (2023). COVA: Inspire Learning Through Choice, Ownership, Voice, and Authentic Experiences. Learner's Mindset Publishing - Chapters 1 - 3 Why use an ePortfolio http://www.harapnuik.org/?page_id=6063 Reflection4Learning - https://sites.google.com/site/reflection4learning/why-reflect 41 Benefits of an ePortfolio https://kbarnstable.wordpress.com/2010/01/08/41-benefits-of-an-eportfolio/ Eportfolio.https://www.flickr.com/photos/49653615@N00/3526550809
Who owns the e-Portfolio
In the contemporary educational world, the notion of students as passive recipients of knowledge is being challenged. Instead, an approach is promoted that empowers students and places them at the center of their learning process. From there, we find the COVA (Choice, Ownership, Voice, and Authentic) learning approach combined with Creating Environments Meaningful Learning Experiences (CSLE) offers a conceptual framework that highlights all the key elements essential for effective active learning, where the student has the opportunity to choose and take ownership of their own authentic learning experiences. Now, in the study process, I have had the opportunity to learn how to create e-portfolios. This excellent learning tool implies that students are owners of their educational progress, where knowledge is consumed and active participation in its construction. By creating their own resources, collaborating with others, and reflecting on their learning, students become more aware of their strengths and areas for improvement. In other words, by empowering students to have ownership and make decisions about their learning, you create an environment that values diversity of interests, abilities, and perspectives. In fact, it promotes academic success and prepares students to face real-world challenges, where the ability to make informed decisions and express ideas effectively is essential. This self-awareness is critical for long-term personal and academic development, benefits individual students, and enriches the educational environment, fostering diversity of thought, collaboration, and personal and academic growth. References. Campbell, G. (2009). A Personal Cyberinfrastructure-ERM0957.pdf Do I Own My Domain If You Grade It? https://www.edsurge.com/news/2015-08-10-do-i-own-my-domain-if-you-grade-it Harapnuik, D. & Thibodeaux, T. (2023). COVA: Inspire Learning Through Choice, Ownership, Voice, and Authentic Experiences. The Web We Need to Give Students. https://medium.com/bright/the-web-we-need-to-give-students-311d97713713 Who owns the ePortfolio. http://www.harapnuik.org/?page_id=6050
Eportfolio - show me yours and I will show you mine
After reviewing ePortfolios from previous students and other sections, I have gained a new perspective and appreciation for creating an ePortfolio, as everyone organizes it in different ways, approaches, and styles. Some opted for a clean, minimalist design, while others incorporated bolder and more creative visual elements. These observations from ePortfolios and collaborative learning have helped me identify strengths and areas for improvement that I may have yet to consider. Furthermore, this variety reminded me that there is no single formula for a successful ePortfolio; each one must reflect the student's personality and individual strengths. Here I share my eportfolio: https://neyrus17.wixsite.com/applied-digital-le-5 References Harapnuik, D.(2021). What to expect from ADL.Youtube.https://www.youtube.com/watch?v=g2tkEhaICy4
Helping each other
Creating my portfolio has been an exciting challenge since, in addition to incorporating all my assignments, it has allowed me to express my thoughts and experiences authentically, essential for reflection, learning, and personal and professional growth. By giving voice to my experiences, I have been able to process and analyze what I have learned and make connections to develop strategies to address future challenges. In conclusion, voice is the heart of my ePortfolio, as it allows me to take control of my learning and show my growth and development. Here my ePortfolio: https://neyrus17.wixsite.com/applied-digital-le-5
21st Century Education vs. 20th Century Education
Undoubtedly, in the century we live, teachers must urgently begin to rethink our education and the one we desire. We are adapting them to the demands and opportunities of the current and future world. Starting from this idea, we can starkly contrast the education of the last century with that of the 21st century. Previous education was traditionalist, totally passive, focused on the teacher and the simple acquisition of knowledge; the student was seated in a chair with a paper and pencil and spent hours and hours listening and writing; the student was the repository of content. Academically, the pedagogical approach of traditional teaching was based on memorization and the transmission of information. On the contrary, today, we find ourselves with another educational panorama, with different educational needs, and after watching the videos, we can easily see certain educational aspects to compare. First, the MacArthur Foundation questions this old and obsolete traditional notion that learning is simply acquiring content; on the contrary, the student is the central figure in his learning journey; second, the importance of developing skills and tools to create, produce, and remake that content in new and innovative ways is emphasized. Third, 21st-century education recognizes the value of informal learning that occurs outside of school through digital technologies and media, so schools should raise the need to link this informal learning with formal learning in classrooms, taking advantage of the opportunities provided by new technologies. Likewise, the teacher's planning must focus on the student's interests, concerns, and needs. Finally, another aspect seen in Lichtman's video is to change the switch and deepen the development of critical thinking and problem-solving skills; collaboration, effective communication, and creativity are essential to succeed in an increasingly complex world. Finally, after briefly comparing both educational moments, as Lichtman mentions, the key will be for us as teachers to be open to creating authentic learning environments based on actual projects where students can apply these 21st-century skills In a practical and meaningful way. This will imply a change in paradigm and educational approach towards more active, creative, and knowledge-oriented learning, where our students can succeed in this constantly evolving world. References: 21stEducator. (2009, April 2). 21st Century Education vs. 20th Century Education [Video]. YouTube.https://www.youtube.com/watch?v=HiD1UqLPrOg Macfound. (2010, December 1). Rethinking Learning: The 21st Century Learner | MacArthur Foundation [Video].YouTube. https://www.youtube.com/watch?v=c0xa98cy-Rw TEDx Talks. (2013, March 21). What 60 Schools Can Tell us About Teaching 21st century skills: Grant Lichtman at TEDxDenverTeachers [Video]. YouTube. https://www.youtube.com/watch?v=UZEZTyxSl3g
Connecting the dots
After reviewing Dr. Harapuikne's video and document, we face a fundamental dilemma as teachers: Are we simply collecting or truly connecting dots? It is interesting to reflect on whose metaphor demonstrates the difference between the accumulation of information and proper interconnected understanding, which is crucial to understanding the nature of meaningful learning. For years, traditional education, in many ways, has been rooted in the "collect points" paradigm. It has focused on memorizing facts, formulas, and isolated concepts to obtain qualifications and certifications. An example of this can be seen when having to comply with all the standardized tests required by the state. However, with its constant changes, contemporary society demands an educational approach that transcends collecting dots and embraces "connecting the dots." In this sense, connecting the dots involves not only understanding the information superficially but also discerning how it relates to other concepts, how it is applied in different contexts, and how it can influence thought and action, as Dwayne puts it in his analogy of journey highlighting the need to identify landmarks and critical stages. Now, as a student, I am on a journey through ADL where, through guidelines planned by my teachers, I am building knowledge through the COVA approach, where I can be autonomous and develop self-regulation skills of learning. Now, as a teacher, I am moving towards an education that promotes the connection of dots over the collection of dots. However, I developed a more interactive and student-centered approach without ceasing to comply with what is established in the pre-kindergarten and my institution's guidelines. This involves adopting active methodologies that encourage exploration, discovery, and collaboration, allowing students to absorb information and actively participate in its construction. Additionally, I encourage critical thinking and problem-solving daily in my class so that my students can understand individual concepts, see how they intertwine, and apply them in real-world situations—in other words, focused on creating meaningful learning environments to the extent possible, where the learner has choice, ownership, voice and agency over their learning. Moreover, I will continue in the power process of connecting the dots, aligning results, activities, and assessments to transform education into a meaningful and transformative experience that prepares students to face the challenges of the modern world with creativity, adaptability, and deep understanding. References Harapnuik, D. (2016) Collecting dots vs connecting dots. https://youtu.be/_7o3Jh1KZLw Harapnuik,D.(2023) Mapping your Learners Journey - http://www.harapnuik.org/?p=6420
COVA and your ePortfolio
Technology in education has significantly transformed the way we teach and learn. Starting from that idea, the initiative awakens in me to investigate what and why to study something related to learning technological tools and then apply them in my classroom. Then, what was presented by Simón Sinek in his famous TED talk begins in me. "Start with why" is nothing more than a call to reflect on the deeper purpose that drives our actions and how to communicate it effectively to impact the inspiration and influence we exert on others significantly. Reflecting and after days of inquiry, I developed a program called Applied Digital Learning, which prepares professionals to meet the demand for transformative and forward-thinking educational leaders. I plan to develop my skills through projects with practical and engaging learning experiences and opportunities to successfully identify, build, implement, and measure an innovative digital strategy in my educational environment. In this sense, I started classes, and from the first day, I began to learn about mental growth and blended learning, both topics unknown to me at that time; it seemed to me one of the best decisions I have made in my life, then I know the COVA model, (Construct, Observe, and Discuss) pedagogical approach that promotes active and participatory learning through the construction of knowledge by the student and I think it is great to be able to abolish that archaic educational system. Then, the idea of incorporating elements of the COVA model in an ePortfolio appears as a benefit to promote more profound and more meaningful learning where everything you build, plans, initiatives, and research can be seen, shared, and used as a reference by people who have an interest in the developed themes. Furthermore, I have acquired valuable knowledge that will contribute to the continuous development of my personal and professional life. Regarding the lesson, I learned that I am” STILL” learning and will achieve everything I want with perseverance and effort. References: [TedX Talks]. Sinek, S. (2009, September 28). Start with why -- how great leaders inspire action | Simon Sinek | TEDxPugetSound [Video]. YouTube. https://youtu.be/u4ZoJKF_VuA?si=no_GPZVYFThtkR0a Harapnuik, D. (2018, July 14). COVA. It's About Learning I Creating Significant Learning Environments. https://www.harapnuik.org/?page_id=6991 Harapnuik, D., & Thibodeaux, T. (2023). COVA: Inspire Learning Through Choice, Ownership, Voice, and Authentic Experiences (2nd ed.). Learner’s Mindset Publishing.
Professional learning networks
Professional learning networks are valuable tools for people's continued growth and development. Teachers provide the opportunity to explore how to connect with other people in their field who share similar interests, access resources, share experiences, and improve their pedagogical practices. I am currently working for the Klein ISD district, where I have joined a learning network called Workplace KNET, where I joined different groups such as Grace England Early Childhood & Pre-K Center, Pre-K-5th Grade, Klein ISD Employee Discounts, New Teacher Mentor Program among others. Through this network, I can get all the information regarding Handbook policies, Human Resource Services, Campus Safety and Support, Financial Services, Accounting, and Teaching and Learning. Additionally, I am attached to Pinterest, which, although primarily known as a visual discovery platform, has a vast collection of educational resources where you can follow boards and pin resources related to lesson plans, classroom management, and professional development. Another network I recently joined was Edutopia. Its mission is to transform preschool through 12th-grade education so all students can apply the knowledge, attitudes, and skills acquired and effectively necessary to thrive in their studies, careers, and adult lives. Edutopia is a popular online resource for educators and strongly focuses on technology in education. On this website, I have found articles, videos, and discussions about the effective integration of technology in the classroom. Lastly, I joined KQED Teach, a nonprofit public media station and an NPR and PBS member station based in San Francisco that offers educational resources and services for free to educators. KQED Teach is a variety of professional development courses that train educators to teach media literacy, create media for the classroom, and lead media creation projects with K-12 students. Finally, my experience as a member of these learning communities has been positive and enriching. It has allowed me to go beyond the simple exchange of knowledge, providing support, inspiration, and personal and professional opportunities for growth, resulting in better teaching practices.