Tag: change

COVA: A Reflection

June 18th, 2023

My journey in the ADL program began at the closing of the 2020-2021 school year. I had reached a point in my career as a public educator where I needed to rediscover my purpose in the classroom. I was ready to wave my proverbial white flag and leave the classroom. The pandemic had magnified the concerns I had observed with my learners in my short 10 years as a math teacher. Learner apathy was taking hold of many of my students’ will to learn. With the option to attend class virtually, many of my students would never attend Zoom. And those who attended virtually were logging in and not participating in learning. I was struggling as much as they were. I had to remind myself that I was not a quitter. Something had to change. I was not naïve to the fact that I was the one that needed to reevaluate and rethink how I was doing my job as a teacher.

I had an idyllic version of a teacher’s role as a young child. I would line up my dolls and stuffed animals with my art easel and be a teacher. It was learning the alphabet and math facts. I could not have been further from the reality of an educator in 21st-century public education. The change I was looking for came from discovering the Masters of Education in Applied Digital Learning (ADL) program at Lamar University. I have entertained the idea of pursuing my Master’s degree many times since graduating with my Bachelor’s. I needed to rediscover why I was an educator. I had always told myself when the passion was gone, I would find my exit. My passion was not gone. I had lost sight of it. The initial goal I wanted to accomplish with completing the ADL program was to understand how to leverage technology in a classroom environment effectively. I quickly found that this was a small part of what I would learn in this graduate program.

In the first two courses, Authentic Innovation Plan (EDLD 5305) and Learner’s Mindset (EDLD 5302), I was given the most uncomfortable task of having a choice through the authentic learning activities I was assigned. It was an unfamiliar situation to be in as a learner. Through my studies of the Growth Mindset (Dweck, 2007) and Blended Learning (Horn & Staker, 2015), I found the spark I sought in my professional life. These were the experiences I needed to share with my learners. The transition to this new approach to learning was difficult. I often found myself doubting my abilities and the work I was producing. Failure was and is something I am still facing as I complete my learning activities. My fixed mindset has plagued my confidence. The mistakes I have made throughout this program have been my most valuable learning opportunities.

My next term offered the chance to learn how to utilize my ePortfolio (EDLD 5303) more effectively. The ePortfolio serves as a means to find my voice with my audience and, ultimately, the world. Through developing my ePortfolio, I discovered I had something to say that people wanted to hear. It has been a liberating experience. With the progression of my learning through the courses Organizational Change (EDLD 5304) and EdTech Publication (EDLD 5317), it was as if the volume and reach of my voice were increasing. My confidence was strengthened as I owned my learning. The uncomfortable feelings I had previously felt diminished as I took control of my learning.

The deeper connections the course work afforded me resulted in my growth and development into a more competent educator. My direct superiors, along with those who work at a district level, had taken notice of my accomplishments in the classroom. Implementing my Innovation Plan was beginning to make some ripples among district specialists. In these last few months of the 2023-2024 school year, I was asked to prepare a professional learning opportunity for the new school year. I can put into action the PL that I created for PD Development (EDLD 5389). I am optimistic that I will be able to put into place a chance for educators to learn from and support one another. It will be a great way to begin a new school year.

With the new school year, I have also been selected to teach a new mathematics course. With this new prep, comes the opportunity to implement the new learning model, Inquiry-based learning. I have sixty hours of intense training on the program and how to facilitate learning with this approach. As I am only about 6 hours into the training, I cannot keep my excitement at bay to move forward in the learning. The training that is provided in an excellent model of blended learning. Thirty of the sixty hours is completed independently with many types of assessment and reflection activities throughout the content. The final thirty hours are done online and collaboration is required among educators teaching the same course. I am looking forward to growing my professional learning network through this work.

A few years ago, I would not be as motivated to waste my precious summer on training for work. Now I seek out occasions to learn wherever I can find them. This also applies to even in my personal life. I took advantage of the time I had between terms to teach myself how to crochet. Through the use of YouTube and blogs, I have learned many stitches. I have been able to complete two throws. This is yet another way I can encourage my learners to find value in trying hard things without fear of failure. I had to start over more times than I could count while trying to figure out a particular stitch or pattern. I did not give up, and I am better for it. Crocheting has become a means of self-care. I look forward to giving my family and friends the gifts I have created for them.

Reflecting on the learning I am fortunate enough to have accomplished these twelve months in the ADL program, I still question how I best create significant learning environments that provide choice, ownership, and voice through authentic learning experiences (CSLE+COVA). Dr, Harapnuik and my other ADL professors have created and developed learning opportunities that have given me first-hand knowledge of CSLE+COVA (Harapnuik et al., 2015). My struggle comes from the content that I am hired to teach is state-tested. It is tricky to offer choice and ownership with competency-based education that leads to a standardized test required for graduation. I am also required to use common assessments, some created by district personnel. While I find myself at the end of my ADL journey, these concerns validate my progress and growth as an educator. What that looks like, I need to find out. However, I know that it will be a challenge, and I will find failure. I will persevere and not be swayed by those likely mistakes. Because I know that will be my greatest teacher.

My own selfish reasons for pursuing my graduate degree was only part of my decision to begin this expedition of learning. I was also drawn to the fact that I was using my classroom as my laboratory. My learners could immediately benefit from the learning I was accomplishing in real time. They would not have to wait for my graduation. I am not exactly sure of the precise moment, but COVA quickly became vital in my decision-making with regard to my learners. I want to foster a significant learning environment like that one that I have been experiencing through the ADL program. The struggle to get young adults to interact with the learning in the classroom has been an obstacle I have been striving to conquer since my days as a student-teacher. How do I lead my students to find value in their education and ultimately their learning? I believe that my most valuable tool is myself. I must be an example of what I want them to be. I cannot say one thing and do another if I expect them to respect me.

This last year of learning and teaching has reignited my “why.” I am anxiously awaiting the new school year to readjust my approach and practices based on my experiences and reflections of the previous year. Self- reflection and assessment is something that I have always done, but maybe not quite as effectively until now. With a new course to facilitate, comes new opportunities to create significant learning environments that afford choice, ownership, and voice through authentic learning activities. I am optimistic that my continued growth and deepening understanding of learning will continue. My voice will reach more people and I will be an influencer of change in my own community. I will lead and teach others about the power of COVA and how we have to create circumstances in which our learners can take ownership of their learning. We have a duty to prepare them for living and learning in the 21st-century.

References

Dweck, C. S. (2007). Mindset: The New Psychology of Success. Ballantine Books.

Harapnuik, D. (2015). COVA. It’s About Learning. https://www.harapnuik.org/?page_id=7012

Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). COVA (0.9) [EBook]. Creative Commons License. https://www.harapnuik.org/?page_id=7291

Horn, M. B., Staker, H., & Christensen, C. M. (2015). Blended: Using Disruptive Innovation to Improve Schools (1st ed.). Jossey-Bass.

BLOG

HOME

21st century skills ability art autonomy blended learning change choice board collaboration connections COVA creativity discussion edtech education ePortfolio facebook failure feedback feedforward flipped classroom Google growth mindset innovative iste learning learning menu mistakes nctm networking philosophy PLC pln possibilities proactive professional progressive reflection secondary mathematics Slides success technology urgency workforce writing yet
A New Culture of Learning

January 29th, 2023

As a little girl, I remember my sister and I lining up our dolls and stuffed animals in rows in front of our art easel. Pretending we were teachers was one of our favorite activities as young girls. Playing make-believe was almost all we would do when we played. We would play store with an old calculator my dad gave us. We would rake the leaves in our front yard in the layout of a “house” with multiple rooms. We imagined them being mansions! Those are memories I cherish. As I read A New Culture of Learning: Cultivating the Imagination for a World of Constant Change, I consider the connection between the imagination and play of a child to the learning that happens beyond childhood. It leads me to wonder also about how I can influence the future generations who will play school, to change the imaginary environment from the “sit and get” to the collaborative experiences of a collective (Thomas & Brown, 2011, pp. 50-54).

Photo by Kampus Production on Pexels.com

As an educator, I know firsthand that our public education system is fatally flawed. Reform is the word one hears in the media, community discussion forums, and teacher workrooms. However, it is more complex than just a few changes or laws that need to be passed. Education needs a revolution (TED, 2010). Our approach to teaching and learning in a schoolhouse needs to be reconstructed. That transformation has to begin within the walls of the classroom. Thomas & Brown challenge the notion of a traditional classroom by stressing the importance of imagination and play through many different learning approaches, including peer-to-peer learning, questioning, and inquiry (2011). By creating significant learning environments, I will allow my learners to experiment and question.

Book image obtained from amazon.com

At the beginning of the school year, I set out to implement my innovation project. Armed with research from my literature review, my team and I aimed to provide a blended learning approach to the curriculum. We developed a plan that modified a Flipped Classroom model that would be best for our learners. Stations are incorporated for further intervention and enrichment opportunities. Learners are given a layout of the lessons with firm deadlines for assessments. The choice in how they tackle the concepts is theirs to make. Learners are given access to lesson videos in and out of the classroom. Different options are available to practice the concepts, including low and high-tech choices.

The task of igniting passion and inquiry and stimulating imagination within constraints is a task that is more complex for a teacher of a state-tested subject (TEDx Talks, 2012). My biggest obstacle every school year is to guide my learners to find their full potential as a learner. My students enter my classroom with low self-confidence and fixed mindsets. Boaler argues that there is no such thing as a “math person” and that we can all learn math (2022). More simply, everyone learns different things when presented with the same concepts (Thomas & Brown, 2011). As teachers, we believe the notion that we all learn in different ways. Everyone has a learning style. The truth is that we all learn different things from the same lesson. This fact of learning is powerful. Moreover, it supports collective learning (Thomas & Brown, 2011).

Collaboration, i.e., group work, has a bad reputation among learners. Anytime they are tasked with working in a group, they resist. It should never be a forced occurrence. Play is a strategy that can illicit working as a group in a less intimidating way. We look at how many of our learners already collaborate daily during an online game. Using platforms like Discord and Twitch, they come together naturally as a collective. Thomas & Brown defines a collective as “a collection of people, skills, and talent that produces a result greater than the sum of its parts” (2011, p. 52). Those in a collective are so to learn, unlike a community, where people are there to belong (Thomas & Brown, 2011).

Play in a secondary math classroom looks different than the kitchen and dress-up centers that Kindergarten teachers have for their learners. Play is the gamification of practice, using online resources like Blooket, Quizizz, and Kahoot. There low tech approaches to gamify a lesson, too, such as Trash-ket Ball and Whiteboard Races. These activities can foster a culture of a collective. My expectations is for my learners to look to the resources they have to answer questions and find errors in understanding. We use the “Ask three, then me” mantra. By requiring struggle and inquiry, the acquired solutions will result in deepened meaning for the learners. We will nurture them to an appreciation of failure and the opportunity is affords in their knowledge.

Struggle and inquiry require the roles of learners and teachers need to be redefined. Learners need autonomy within constraints drawn by the educator. The role of the teacher is at issue. Teachers should focus on coaching and mentoring rather than delivering the content to the learners (Thomas & Brown, 2011). Learners must also take ownership and control of their education to find their potential (Dwayne Harapnuik, 2015). It is on them to take this responsibility to heart. Accountability to one’s self and the collective being cultivated within a classroom is a large part of the learners’ roles within the learning experience. Educators must relinquish control to the learners. The learners have to do the learning. We can can only guide and encourage them.

The physical layout of the classroom must also be considered. This is likely the most obvious piece of creating significant learning environments. However, it should not be bounded by the walls of any particular classroom (Thomas & Brown, 2011). The learning environment should inspire learners to work together to question and search for the knowledge to master the content. The latest trends in the physical setting are flexible seating. These are tables, couches, bean bags, and rugs with ambient lighting and music to help with focus. This area takes work for a teacher to overcome due to financial obstacles. One must be innovative in using students’ desks to achieve what one might with options like tables with tools and other comfortable furniture. One task I challenged my learners with was continuing discussions from the topics learned in class utilizing Microsoft Teams. This allows for a virtual study group that I can monitor. While I have tried to influence conversation, the learners have the reigns. I encourage them to use it as another resource to go to when they are confused. It is just another resource they have to find solutions and answers.

Apathy has grown almost exponentially amongst our high school populations these last few years. Most are even reluctant to pick up a pencil. The culture of my classroom is my most valuable tool in combatting the hesitation to participate in learning. We must create a space to do that if we want learners to find ownership and voice in the education process. Relationships are imperative to learner success and are established on day one. Knowing more about my learners than how well they have mastered a particular standard is much more potent in ensuring their educational success. I strive for my relationships to impact their learning beyond my classroom. I am not naïve that the apathy goes beyond math class. All educators, even those that teach electives, need help to influence our learners on the importance of their learning. Gamification of the monotonous practice one must do in a math class has helped in this area. Teenagers like competition. A visual scoreboard can have a powerful influence on one’s motivation to participate, another obstacle I must tackle daily (McChesney et al., 2022). It is a simple online game that can trigger a question in a learner, leading to opportunities to deepen their understanding. It can also lead to learners working together to figure out a problem. These are the moments I treasure. It makes all the work I tirelessly do for my students much more rewarding.

Challenges to creating significant learning environments exist beyond the walls of the classroom. Convincing colleagues, administrators, and district specialists of the effectiveness of a new approach to learning can be an uphill battle for some. As for my experiences, my team has met with little to no opposition. Leadership, campus, and district level, have been supportive and encouraging. They share the idea that we must evolve for our learners to grow and learn in this constantly changing digital society. I reflect on some feedback I have received from a few from the community. It is part of our duty as educators to share why we have elected to use this model with the parents of our learners. Their perspectives were not positive, but I politely listened and agreed to disagree, knowing that my intentions were only for the success of my learners. Reflection is crucial in maintaining a learning environment that will foster and grow with my learners. Reflection comes through work within the PLC and campus leaders.  By remaining proactive, we can maintain the flexibility for our learners as the grow and master the content. Flexibility is a superpower of most teachers.

By embracing an innovative approach to learning, we can foster learning environments that will inspire our students to question their learning and lead to inquiry. Like a Flipped Classroom, a blended learning model will stimulate autonomy and choice. Opportunities for peer-to-peer learning will build up learner success and lead to finding one’s voice and ownership. By creating significant learning environments that afford experiences with choice, ownership, and voice through authentic learning (CSLE + COVA), my learners will make meaningful and deep connections in their learning (Harapunik et al., 2018). I wish those connections could lead to a life filled with learning organically. This new culture of learning will also impact future generations and lead to a more significant revolution beyond my high school math classroom. Power is in knowledge, and I want to inspire others to see value in that knowledge even when others have blinded them.

References

A New Culture of Learning Book Cover Image. (2011). amazon.com. https://www.amazon.com/New-Culture-Learning-Cultivating-Imagination/dp/1456458884

Boaler, J. (2022). Mathematical Mindsets: Unleashing Students’ Potential through Creative Mathematics, Inspiring Messages and Innovative Teaching. Wiley.

Dwayne Harapnuik. (2015, August 15). EDLD 5313 Module 1 [Video]. YouTube. https://www.youtube.com/watch?v=DTl_WLSe9Ok

Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). COVA (0.9) [EBook]. Creative Commons License. https://www.harapnuik.org/?page_id=7291

McChesney, C., Covey, S., Huling, J., Thele, S., & Walker, B. (2022). The 4 Disciplines of Execution: Revised and Updated: Achieving Your Wildly Important Goals. Simon & Schuster.

TED. (2010, May 24). Bring on the learning revolution! | Sir Ken Robinson [Video]. YouTube. https://www.youtube.com/watch?v=r9LelXa3U_I

TEDx Talks. (2012, September 12). A New Culture of Learning, Douglas Thomas at TEDxUFM [Video]. YouTube. https://www.youtube.com/watch?v=lM80GXlyX0U&feature=youtu.be

Thomas, D., & Brown, J. S. (2011). A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. Van Haren Publishing.

Blog

Home

21st century skills ability art autonomy blended learning change choice board collaboration connections COVA creativity discussion edtech education ePortfolio facebook failure feedback feedforward flipped classroom Google growth mindset innovative iste learning learning menu mistakes nctm networking philosophy PLC pln possibilities proactive professional progressive reflection secondary mathematics Slides success technology urgency workforce writing yet
A Dialogue begins as a monolog

December 4th, 2022
Communication within my secondary math classroom has always been an area where improvement is needed. Whether it be my ability to converse with an apathetic learner or my learners’ struggles in verbalizing their understanding of the concepts they are trying to master. A dialogue must be established to convey one’s stance on issues and concerns to other important actors. A Crucial Conversation is a conversation where stakes are high, opinions vary, and emotions run strong (Grenny et al., 2021). These interchanges can happen at any moment and situation in our lives. They happen with our loved ones or with our colleagues at work.

While navigating Crucial Conversations, I discovered a lot of weaknesses on my part when it comes to these important conversations. For instance, I am an emotional person. While this is not always a bad thing, amid an important discussion, it can render finding a solution impossible. We must be able to listen, as well as know what to say for others to understand where we are coming from and where we want to go.

In Crucial Conversations, Grenny et al. gave readers nine principles to work through for successful conversations with others. The beauty of their research is that one can use it with any Crucial Conversation. The nine principles (2021) are:

Figure 1. Crucial Conversations Infographic created in Canva (Grenny et al., 2021)

There are several of the principles presented that stood out to me as areas I struggle with and would find beneficial personally to having a deeper understanding of them.

Choose Your Topic

The dialogue needs to begin as a monolog. We must internalize and reflect on exactly what issue needs to be addressed. The type of issue is also determined in this first principle. To determine which level of conversation is necessary, we must unbundle the issue (Grenny et al., 2021). Use the acronym CPR to recall the three levels of conversation. If this is the first time the action or concern is being addressed, it is a Content issue. If the issue is a Process or Pattern issue, the action or concern has come up again. Grenny et al. refer to it as a pattern due to its repeatedly presented as a topic of concern. If actions and issues remain unaddressed for a prolonged period, the impact on Relationships is inevitable. By deconstructing the actions or issues, we receive clarity on the situation. With this clearness, we can determine what we really want from the others involved in the situation.

Start with Heart

It is not really about what we say, rather how we say it. We need to start with ourselves. Where we come from does play a part. Keeping the needs of others and yourself at the forefront will lead to a solution-based discussion. Our emotions and mindset must be focused. To engage effectively in a Crucial Conversation, we must be open-minded and willing to listen to others. We also must be willing to own our part of the issue(s) at hand. Our truth is just that, ours. We do not know others’ truth until we ask them. Mutual respect should be established, so all parties are validated and heard. To aid in this, find common ground. While we are all different, we do share commonalities. By being authentic, we can remain in the conversation.

Master My Stories

Actions can speak louder than words. With that, we must be cautious in our interpretations of actions made by others. Our stories will likely not align with their motives. This is why open, honest communication is imperative for the success of any relationship. A conflict that started insignificantly could grow consequential if one does not master their stories. These stories are the scenarios we tell ourselves to justify others’ words and actions. Mastering our stories requires inner reflection. We can only control our behaviors and emotions. We must start there. To gain control, the focus should return to the facts in the matter. through understanding the facts, we can regain our emotions and think about issues rationally.

STATE My Path

Once we have established the issue that needs correction, how do we stay on course to that solution? We must remain open to the views of others. We also make sure we are still discussing the right topic. We do this by using the acronym STATE (Grenney et al., 2021):
- Sharing the facts
- Tell our stories
- Ask other person’s story
- Talk tentatively
- Encourage testing
Following the five steps presented, we can find compromise and success becomes more likely in our Crucial Conversations.

Move to Action

Where do we go after the Crucial Conversation is over? Well, it likely is not over, but the direction has shifted. Before discussions, we might have found ourselves in an impossible scenario. After a successful high stake discussion with all participants, those who have mastered dialogue will find that those lines of communication need to remain open. the survival and growth of relationships, professional or personal, depend on honest and open communication. To stay on track, Grenny et al. argue we must decide what the next steps for everyone involved are (2021). Timelines should be determined through the steps that remain in wrapping up any issues or concerns. Accountability can be addressed within the next steps and deadlines.

Although I am a good listener, I realize I do not hear much. I need to work on listening to others’ stories. This is most apparent in the formulation of my stories. My stories are not complete, and this leads to Crucial Conversations revolving around the wrong topics. I find little success in the issues that arise in relationships. Within relationships, there is not one person that bares the sole responsibility in all the areas of concern. We all have to shoulder our part of that burden. It is only until we do that that the right topics can be addressed in those vital discussions. Ultimately, the conflict will remain until we figure out our roles in these Crucial Conversations.

References

Grenny, J., Patterson, K., McMillan, R., Switzler, A., & Gregory, E. (2021). Crucial Conversations: Tools for Talking When Stakes are High, Third Edition. McGraw-Hill Education.
Inevitable Change

November 27th, 2022
While there has been no change in the physics of time and space, the days and weeks morph into years more rapidly the older we get. Our responsibilities in the classroom are never ending and seem more daunting as each day passes. Thus, our “whirlwind” is ever looming and resistant to be tamed (McChesney et al., 2022). The pandemic set us into a perpetual fast-forward motion within education. We are presented with the opportunity to find and focus on what we, as educators, can control.

Photo by Monstera on Pexels.com

The Four Disciplines of Execution (4DX) approach gives us the blueprint to execute change and move towards a culture of execution to sustain the success of any Wildly Important Goal or WIG (McChesney et al., 2022). What are the four disciplines? They are:
- Focus on the Wildly Important
- Act on the Lead Measures
- Keep a Compelling Scoreboard
- Create a Cadence of Accountability
The five stages of change will help us successfully navigate and implement these four principles (McChesney et al., 2022). Nevertheless, first, we should begin with our goal and find clarity in how we start reaching it.

Focus on the Wildly Important

With an Innovation Plan established, we had to narrow the focus of our intentions. We found focus in the desired results we seek in the Influencer Strategy. Our WIG is as follows: By May 2023, math learners will reflect on and assess their learning 2-3 times per week while participating in the Blended Learning model of a Flipped Classroom. This WIG will create opportunities to focus on the campus expectation of writing across the curriculum while maintaining the implementation of only one WIG for our team, as McChesney et al. (2022) suggested.

Act on the Lead Measures

We will look at two measures to monitor our progress. Lead measures have to meet two criteria. First, it must be predictive. In other words, if we complete a specific action, the results are predictable. Secondly, the measure must be influenceable. As a team, we can make changes that will have a direct effect in our favor. The second measure will be the lag measure. This data will allow us to track where we are in our journey to the destination, the WIG.

Lag Measures:
- We will track the number of times per week each educator has learners reflect and self-assess
- We will use feedback from learner reflections and self-assessment to measure student growth
Lead Measure:
- Teachers will incorporate the reflection and self-assessment opportunities into lessons using a Flipped Classroom model at least two times a week.
Keep a Compelling Scoreboard

When team members can see the score during a game, their level of play rises (McChesney et al., 2022). They can see their contribution to that win. Thus, motivating the team to work harder to ensure they will keep winning. In a table, we can track the opportunities provided for learners to reflect on and assess their learning. We can easily create a line graph from the table that will quickly provide a glimpse of our progress on our WIG.

Created in Google Sheets

We will establish an expectation to review the reflections of our learners. That feedback will be addressed regularly in our WIG meetings.

Create a Cadence of Accountability

The Algebra I team already meets weekly. We will add to the agenda of our PLC time to include a 15-20 minute discussion of our WIG. We will use that time to debrief individually during class to reflect and self-assess. We will each state what one or two items we can focus on for the coming week to make the most impact on our progress toward meeting our WIG (McChesney et al., 2022). During these discussions, we will focus on the right WIG and how to change course if necessary. Accountability is determined and followed through during these meetings. Norms will be established at the beginning to protect time and opinions. We all need to know that everyone is essential for the team to win the game of accomplishing our WIG!

Five Stages of Change

Now that we have established the four disciplines let us address the stages in which change will occur. We will find success as the most likely outcome through these five stages. Is it going to be easy? Of course not! Change human behavior to never easy. However, by utilizing 4DX with fidelity, we will win and find ourselves starting the process again with a new WIG while our accomplishments will return to our whirlwind (McChesney et al., 2022).

Stage 1: Getting Clear

It is in the beginning that we build our four disciplines of execution. We will determine our WIG. We establish the lead and lag measures. We will decide on a scoreboard that will work for the team. Accountability is set in place through developing norms for our WIG meetings that will occur often. These meetings will be structured and brief to respect all the team members. We are ready for launch!

Stage 2: Launch

Commitment and focus on the 4DX process are imperative from day 1. It may prove rough, but the beginning is crucial for any leader to exemplify that commitment. Models (those ready to get work done), Not Yet (those who need some more convincing), and Nevers (those likely to never be a team player) need to be identified to be addressed in the future (McChesney et al., 2022). We should always model positivity in addition to our commitment. Leaders should refrain from allowing the whirlwind to interfere with accomplishing any WIG.

Stage 3: Adoption

As we roll our sleeves up and dig into the hard work, we need to support and counsel those who have yet to commit fully to the WIG. Those identified as Models can provide mentorship to those who have yet to commit to the WIG. Training will be provided to support those who are struggling. We must drive the process before we can address the preliminary results. Maintaining accountability and motivation through our scoreboard and crucial conversations is necessary to push toward a win. Adjusting and pivoting can and will happen based on discussions and results brought forward in weekly WIG meetings. With the adjustments and conversations, we hope to see attitudes change and our lead measures give us positive outcomes.

Stage 4: Optimization

Results should begin to show significant progress toward accomplishing the WIG. Positivity and encouragement should continue to dominate the ongoing regular WIG meetings. Celebrating the successes will also be a regular occurrence. New and innovative ideas should be considered as team members perfect their practices. During this stage, we find that a team has reached a 4DX mindset (McChesney et al., 2022). Habits are being formed, making a path for future wins with future WIGs.

Stage 5: Habits

We did it! We accomplished our first WIG. Hopefully, these practices and processes that started out as uncomfortable and foreign will turn as natural and expected. Our team will be in a position to tackle the next WIG with even greater success. We will be in a place to grow our team and include our math department or even campus.

Photo by icon0.com on Pexels.com

4DX and Influencer

With these books to guide us, we can accomplish our goals. The Six Sources of Influence can guide us in narrowing our focus on how to change human behavior (Grenny et al., 2013). Both strategies complement each other. It seems intuitive to utilize both to lead change in an organization. We can take that desired result to find our Wildly Important Goal and implement the Four Disciplines of Execution to bring about that change (McChesney et al., 2022). With a focus on motivation, positivity, and the emotion of change supported by implementing both strategies, we will find our learners’ maximum growth and potential.

References

Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The New Science of Leading Change, Second Edition (2nd ed.). McGraw Hill.

McChesney, C., Covey, S., Huling, J., Thele, S., & Walker, B. (2022). The 4 Disciplines of Execution: Revised and Updated: Achieving Your Wildly Important Goals (2nd ed.). Simon & Schuster.

Blog

home

21st century skills ability art autonomy blended learning change choice board collaboration connections COVA creativity discussion edtech education ePortfolio facebook failure feedback feedforward flipped classroom Google growth mindset innovative iste learning learning menu mistakes nctm networking philosophy PLC pln possibilities proactive professional progressive reflection secondary mathematics Slides success technology urgency workforce writing yet
Begin With The End In Mind

October 23rd, 2022

“People don’t buy what you do; they buy why you do it.”
Simon Sinek

One of the most common personal questions I get from my learners is why do I teach? I tell them because I love to learn. The reaction to my response is typically confusion. This was not always how I answered that question. Up until about 6 months ago, it would have been because I love math and the relationships I cultivate with my learners. The change in my reply to that seemingly simple inquiry has resulted from my learning over the first three classes in the ADL program. My search for my why led me to pursue my graduate degree. My why motivates me to get out of bed every weekday morning.

Speaking to the Heart

Changing human behavior is not for the faint of heart. It is challenging and painstaking. Change is a frequent occurrence in public education. Those in a position to make those changes do not see the daily struggle that we face in the classroom. We are forever trying to implement the right interpretation of the mandatory change only to rethink the protocol or program the very next school year. You see, with those mandated policies come very little guidance as far as exactly what it looks like when simply enacted. It often appears that those mandates are not passed with the heart of educators in mind. Thus leading to continued struggle and neverending obstacles.

In his video, The Heart of Change, Kotter argues that you must win over the heart, as well as the minds of people when trying to change behavior (2011). Student success is always at the forefront of any decision-making in a schoolhouse. Educators and administrators are driven by this criterion alone. If it helps our learners, then it is a change worth making. We must seek to engage the heart of everyone involved. This includes learners, as well as the community that every school is in.

Sense of Urgency

There is no secret when it comes to the antiquity of the approach in a traditional public school classroom. We all realize how urgent it is to better prepare our learners for the ever-changing demands of our technologically dependent society. Our learners are ill-prepared to find success beyond the high school classroom. Competition for jobs can be expected in all fields. I witness feelings of apathy in regard to education on a daily basis. Young people do not care to learn because the education they are receiving does not give them authentic learning opportunities. They have not been given choice and the chance to find that they have autonomy in their learning. This is unacceptable. We, the educators and school administrators, have the ability and obligation to do something about it.

By using a Flipped Classroom model in my math classroom, I will create significant learning environments that will afford them opportunities for choice and ownership (Harapnuik et al., 2018). A Blended Learning Model of a Flipped Classroom was an easy choice. My team and administrators have been supportive of my innovation project from day one. My team has planned and implemented a modified Flipped Classroom approach (Horn & Straker, 2015). The instruction is offered as videos that are accessible at home and at school. The practice component is where the choice is offered. I utilize digital resources, like Delta Math, Quizizz, Edia, and Google Forms and Practice Sets. The benefit of the online proactive is for the learners to have immediate feedback and intervention embedded into most of these platforms (i.e. videos and worked examples). I will also have a low-tech option for those students that have limited access to technology outside of the school house.

By exposing my learners to a Flipped Classroom model, I hope to inspire them to look for their own resources to implement in future learning environments. Another possible outcome that I will strive to make happen is the influence of my innovation project on my colleagues to use a Blended Learning model in their own classroom. While making sure my students have the right tools and resources, they can use this approach themselves in any of their other subjects. It would be so awesome to see learners take full control over everything they seek to learn and master. My “teacher heart” would be full to even have one of my students experience this.

By influencing young people to find value in education and learning, their experiences will influence others and they, in turn, will continue this snowball effect of inspiring lifelong learners. I envision this as one strategy to break away from the traditional factory model of education. This change has to start in the classroom, not in a government committee meeting. Our learners can lead this change with their teachers as their mentors and coaches.

References

Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018, January). COVA (0.9) [EBook]. Creative Commons License. https://www.harapnuik.org/?page_id=7291

Horn, M. B., Staker, H., & Christensen, C. M. (2015). Blended: Using Disruptive Innovation to Improve Schools (1st ed.). Jossey-Bass.

Dr. John Kotter. (2011, March 23). John Kotter – The Heart of Change [Video]. YouTube. Retrieved October 23, 2022, from https://www.youtube.com/watch?v=1NKti9MyAAw

Dr. John Kotter. (2013, August 15). Leading Change: Establish a Sense of Urgency [Video]. YouTube. Retrieved October 23, 2022, from https://www.youtube.com/watch?v=2Yfrj2Y9IlI

TEDx Talks. (2009, September 28). Start with why — how great leaders inspire action | Simon Sinek | TEDxPugetSound [Video]. YouTube. https://www.youtube.com/watch?v=u4ZoJKF_VuA&feature=youtu.be

blog
ePortfolio and Math Education: a Match Made in the Digital Classroom

October 11th, 2022

When I have shared the experiences of creating my ePortfolio with my learners, the comments and reactions are comical. One young man asked me, “Why do you have to have a Blog? Writing about math? Gross!” My response was laughter because this young man was partly kidding. I explained a little bit about what I am trying to accomplish. I spared them the details that I could have provided about CSLE+COVA (Harapnuik et al., 2018). I will admit to getting a little excited when I have the opportunity to talk about the ADL program. If I had the chance, I likely would have not been able to get to the learning target for that day’s lesson. I made my students aware that they are part of my evidence and a direct reflection on my mastery of the concepts I am tasked to master throughout the ADL Program. I saw a few smiles and heard a few sarcastic responses of “Good luck with that, Mrs. Patterson!” All of these are really said in jest. I have great learners that I teach me something on an almost daily basis. I am fortunate to get to help them realize their full potential as learners.

CSLE+COVA: Creating Significant Learning Environments to offer Choice, Ownership, and Voice through Authentic Learning

While my classroom and the learning that occurs there is a piece of my ADL puzzle, one of the other pieces is my ePortfolio. Through my research and development of my Innovation Project and further exploration of the power of one’s Mindset, I have already experienced measurable progress with most of my learners. The response from many learners is the success they find with Flipped Classroom hybrid model I have adopted. Blended learning is defined as the use of online resources, electronic media, and face-to-face instruction for students’ means of learning. Under the umbrella of blended learning, the flipped classroom is a strategy that has the learners watch a curated or instructor-created instructional video at home. This allows for time in the classroom to be utilized for group discussions or activities or the practice that would have been assigned in a traditional classroom (Horn et al., 2015). My team’s approach is a version of this due to the demographic of learners that we have in our classrooms. We have planned for all learning to happen in a class period with teacher support. With this adjustment to the Flipped Classroom model, I am afforded precious time in a class period to help individuals or a small group. This is a teacher’s dream.

During this second term of my coursework, as I focused on creating my ePortfolio, I found the time to continue to ponder and develop some strategies and approaches to try with my learners. With all that I have learned about creating significant learning environments that give my students choice, ownership, and voice through authentic learning, one can only reflect on her practices (Harapnuik et al., 2018). Some ideas have been in the back of my mind for several weeks, but I made some realizations that I posted about in my Blog. Engagement and collaboration, two ongoing challenges, are addressed.

As we enter into the second grading period of the school year and I begin my next course, I will remain vigilant in my reflecting and analyzing the progress in my classroom. It is imperative for all involved to stay focused on the goal and to be flexible in our approach when seeking to attain it. I must also keep lines of communication open with my Learning Communities. It is through these contributions to my learning and that of others that will result in reaching our full potential as learners. My ePortfolio will serve as a manifestation of that journey. We use an ePortfolio because creating something leads us to deeper and more meaningful connections in our learning. Reflection is also an important component of learning (Harapnuik, 2021). I am eager to open more doors in hopes of learning how to be a better educator for my learners.

My classroom door

References

Harapnuik, D. (2021, May). Why Use an ePortfolio. It’s About Learning. Retrieved October 11, 2022, from https://www.harapnuik.org/?page_id=6063

Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018, January). COVA (0.9) [EBook]. Creative Commons License. https://www.harapnuik.org/?page_id=7291

Horn, M. B., Staker, H., & Christensen, C. M. (2015). Blended: Using Disruptive Innovation to Improve Schools (1st ed.). Jossey-Bass.

Blog

Contributions to My Learning and Learning Communities

October 11th, 2022

EDLD 5303 Applying Ed Tech: ePortfolio

As my progress continues within the ADL program, I am afforded the opportunity to reflect on my own learning and contributions to the learning of my peers in this third course of study. Collaboration in this course was through discussion posts, group text messages, and feedforward on our ePortfolios. At the beginning of the term, I found that collaboration was going to be limited due to the purpose of the course. Developing and creating our ePortfolios is very personal. By putting ourselves out there, our vulnerabilities will only allow us to be that much better as a learner (or an educator). We must be unguarded with our own reflections about our learning to develop those connections required for mastery.

While I utilized the help offered by WordPress to problem-solve my way through my revisions, I was able to get help through my GroupMe chat groups. We have two groups established to maintain an open dialogue, ADL 2021-2023 and 5303 w/ Dr. H. Here is a list of the members that I have worked with:

ADL 2021-2023	5303 w/ Dr. H	Individuals that I teamed up with
Adrianne Ortiz, Anna Diemecke, Ashleigh Carter Patrick Rodriguez Chris Hill James Rawls Kelly Skillingberg LaTammie Rawls Melinda Flaugher Stacey Powell Tonya Logan Veronica Goodly	Stacey Powell Adrianne Ortiz Anna Diemecke Chris Hill James Rawls Kelly Skillingberg LaTammie Rawls Tonya Logan	Melinda Flaugher Kelly Skillingberg Catherine Duplisea Rebecca Rodgers My Algebra I team My campus Instructional Technology Specialist (ITS)

The individuals I had the benefit of collaborating with assisted me in troubleshooting issues with my ePortfolio. I was able to get ideas about the layout of the content on my site and issues with navigation and functionality. I was also able to help them with concerns about their own functionality and ease of use with their ePortfolios. My team from my own school community and the campus ITS were able to give me a point of view from my audience.

I had to remind myself that my peers were willing and ready to assist if I was struggling. It was through asking for help that I found clarity as to how I imagined my ePortfolio’s appearance and functionality. I also did find my attendance at the weekly meetings we had with Dr. Harapnuik extremely informative. With his guidance on typical issues found in ePortfolio development that he related to his own experiences, I was able to discover what WordPress truly had to offer to improve my ePortfolio.

Another area of growth that I still see in my own learning is motivation and engagement. This term taking place in the first weeks of the school year did play a part in that for me. This is because of the experiences of last year in the classroom. While the obstacles this year are different from last year, time has become a more precious commodity than in previous years. I have established clear boundaries between my work and school. However, I still must remind myself of WHY I am here and struggling uncomfortably. I am doing this for me. I want to be a better version of my educator persona. I must not be too proud to ask for help. We should not have to struggle in silence. My understanding is only deeper through that collaboration.

There have been many trials and errors with the themes, layout, blocks used on a page, navigational menus, and how to use the Blog feature. Ultimately, I have stuck with my theme and platform for my ePortfolio. I have become more than a novice, but definitely not an expert in WordPress. WordPress is very creator-friendly once you get a handle on a few features. The ability to add content and tweak my ePortfolio in future courses and beyond has made all the tears and words of frustration worth it. I am proud of how far I have come and look forward to adding my work to my ePortfolio.

blog

ePortfolio: Can It Lead to Deeper Connections in Mathematics?

October 2nd, 2022

Being able to communicate one’s understanding of any concept in math is imperative. It is also a big struggle currently in a secondary math classroom. Teenage learners have developed skills in avoiding work or more specifically failure. The groans and complaints can be heard down the hall from my class when I ask them to write anything more than a two or three-word response. I get the same response when I ask them to show their work. My team has made it our goal to get learners to write about their learning.

Throughout a unit of study, we have mastery checks. In the last part of these mastery checks, there are two reflection prompts for the student to answer. Only a sentence response is necessary, but it is writing about their own understanding of a particular concept. Could I shift this to a more individualized approach like a blog or vlog?

The value of being able to write about learning in any subject seems to be a foreign concept in our classes outside of ELAR. In my 13 years in education, I have seen the shift educators are trying to make by writing across content areas. Maybe the answer to my learners’ avoidance of anything writing-related in math should be a video response. Tamez-Robledo (2022) suggests that Tik Tok and Instagram gaining in popularity as teens’ preferred search engines, with Google losing ground. Allowing students to choose how they communicate their learning will result in more student engagement and motivation. This will also lead to connections and a deeper understanding of concepts many find difficult.

With my own creation of an ePortfolio, I can be an example for my learners to emulate. Being a math teacher, I found it hard to convince my students that being able to write about a math concept is truly understanding. I need to demonstrate that writing about one’s learning is important no matter the subject. I will embrace this opportunity to walk the walk and talk the talk for the benefit of my learners.

We are living in a new era of literacy, one in which participation is key – participation in:
A digital culture
A democracy
A global conversation
What this participation mostly entails is writing.
RANDY BOMER & MICHELLE FOWLER

References

12 Quotes About Writing from the Experts Teachers Love. (2019, August 26). Shaelynn Farnsworth. Retrieved October 2, 2022, from https://shaelynnfarnsworth.com/2019/08/26/12-quotes-about-writing-from-the-experts-teachers-love/

Tamez-Robledo, N. (2022, September 14). Teens Now Turn to TikTok More Than Google — But Not for Schoolwork. EdSurge. Retrieved September 25, 2022, from https://www.edsurge.com/news/2022-09-14-teens-now-turn-to-tiktok-more-than-google-but-not-for-schoolwork

Blog
Finding Success in the ADL Program

September 3rd, 2022

When I made the decision to return to school to pursue my graduate degree, I did a lot of research into online programs offered at universities across the country. I found myself also coming back to the Applied Digital Learning (ADL) program at Lamar University. My husband is a recent graduate of Lamar. His experience with his online Business Management program was a positive one. Many of my colleagues have received their master’s from Lamar. It seemed like an institution that would have a great deal to offer any learner seeking a graduate degree.

The ADL program is unique and appeals to my love of learning and technology. I was drawn to the fact that the knowledge was immediately applicable to my job. My classroom could be my laboratory. The more I explored the program, the more eager I was to get started. I found Dr. Harapunik’s ePortfolio and my excitement grew. As I read through posts and course tips and resources, I found what I was looking for.

The most appealing part of the ADL program is it looks very different for each learner. I did not have any idea about the opportunities to collaborate and learn from my peers that are outside of the world of public education. My network will expand with every course I take. I find myself exploring ideas and possibilities that could take me outside of the classroom. I see my goals and ambitions changing as I navigate each course. I see this as the key to my success in the ADL program.

Messy office desk by Markus Spiske is licensed under CC-CC0 1.0

The passion I have for learning and teaching can lead me to a path that is different from the one I have traversed these last 12 years. One of the reasons that motivated me to get my master’s was the stress I have experienced over the last few years. I was hoping to find my “why.” The “why” that lead me to become a teacher. My realization is that I do want to teach and guide others to find their full capacity as a learner. What is now clear is that I can accomplish that in other settings and not just as a public school teacher. My future as an educator and a learner is more exciting than I had originally imagined.

blog
COVA and Your ePortfolio

July 21st, 2022

“People don’t buy what you do; they buy why you do it. And what you do simply proves what you believe”
― Simon Sinek, Start with Why: How Great Leaders Inspire Everyone to Take Action

When someone asks me what I do for a living, the answer is automatic. I am a math teacher. The next question is always what subject I teach. I teach Algebra 1 and Geometry. This usually elicits the response of “oh bless you!” or “Geometry was my favorite math class” or “Algebra was the worst!” The “how” of my profession is not ever addressed in these conversations because quite frankly that is not that interesting for those who are not educators. That brings me to the fact that those who are curious don’t typically ask why I teach. Since my time as an undergraduate student or the few times I was seeking new employment, I have not given my “why” a lot of thought.

Why did I choose this profession? I was told by a few of my professors when I was pursuing an engineering degree, that I had a talent for tutoring my peers. I was surprised they noticed. My peers provided some feedback to provoke those critiques from my teachers. It planted a seed. It took until my first Chemical Engineering course for me to see the writing on the wall. I was a wife and mother of 3 small children at the time. My peers were studying for hours. These were hours I did not have. I changed paths at this time. I loved math and science. I love learning. I love collaborating with my peers. Teaching seemed a natural switch of majors. In that switch, I found I loved witnessing children learn and grow in their knowledge. It is a privilege to be able to do that. And I am good at connecting with my learners.

This program is helping me become an even better educator. It is also teaching me that my true role is something new and uncomfortable. I want to guide and facilitate learning. I want to share in my students’ successes. My students should take control and work with me to do this. I feel that the ADL program and the COVA approach let me get a point of view of what I want my own students to experience within my classroom.

Challenges have been many during my first 2 courses in the program. Having that ownership and voice through authentic learning experiences have proven to be so impactful. The struggles with how to approach the assignments have been stressful, but with the help of my peers through our learning communities and a lot of reflection time, I have found that I can tackle anything. These experiences have also pushed me out of my comfort zone. I am finding that I have more confidence. I can see myself as a leader. My opinions have value and others will listen to them. This is huge for me. I have always been a great team player, but never the leader. I want to be a leader. I want to be able to represent my “why.” I think people will be inspired by it. And together we can create change.

The best way for me to represent my “why” at this time in my ADL journey is my ePortfolio. I am excited to share my work for others to see and give me feedforward. I know that by allowing this I can only become better and my vision can have a greater effect on my community. My intentions are to continue to utilize the platform that my ePortfolio gives me. I want to grow as a writer, something I never thought I would call myself. My classmates have provided so many new ideas that I want to implement in my own classrooms. I hope to reflect on these trials through my blog.

The most valuable lesson I have learned is that I made the right choice for myself. While I have toyed with the idea of a master’s degree for years now, this was the time I was supposed to get it and this was the program. I will strive to make changes that will go beyond my immediate community. I am optimistic that my future as an educator will be much brighter with my decision to return to school.

ReferencesTEDx Talks. (2009, September 28). Start with why — how great leaders inspire action | Simon Sinek | TEDxPugetSound [Video]. YouTube. https://www.youtube.com/watch?v=u4ZoJKF_VuA&feature=youtu.be

Tag: change

References

References

Choose Your Topic

Start with Heart

Master My Stories

STATE My Path

Move to Action

Focus on the Wildly Important

Act on the Lead Measures

Lag Measures:

Lead Measure:

Keep a Compelling Scoreboard

Create a Cadence of Accountability

Five Stages of Change

Stage 1: Getting Clear

Stage 2: Launch

Stage 3: Adoption

Stage 4: Optimization

Stage 5: Habits

4DX and Influencer

References

Speaking to the Heart

Sense of Urgency

References

EDLD 5303 Applying Ed Tech: ePortfolio