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Coherent published site page section of the ePortfolio
My ePorfolio comprehensively represents my professional development and commitment to a constructivist approach to learning. It integrates technological tools to highlight the impact of the station rotation model as a method for phonetic language acquisition in preschool, integrating technological tools, pedagogical reflections, and organizational leadership. This initiative not only aims to transform my classroom practices but also aims to inspire change within the broader educational community. Below, I will explain how the components of this ePortfolio are incorporated and how they relate to my development and experiences over the past year.
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Coherent published site page section of the ePortfolio
In this section, I share my journey as a preschool teacher, my passion for teaching, and how my experience in the Applied Digital Learning Master program has influenced my teaching practices. I will also outline My learning philosophy based on the Collaborative Social Learning Environment (CSLE) and the Choice, Ownership, Voice, and Authenticity (COVA) framework- Furthermore, I will discuss my research in phonetic language development, specifically addressing challenges in the preschool classroom as notes by Shulman in Snhank, language deficits in low-resource setting can create a solid motivation to implement a Station rotation system.
Main interest: Phonetic Language development
The station rotation system is a central component of my innovation plan proposal. It combines hands-on activities with digital tools to teach phonics dynamically and effectively. This model is inspired by the Understanding by Design framework, which aligns learning objectives with assessment and interactive exercises.
I will present a specific example of activities that incorporate elements such as:
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Interactive games for initial and bounded sounds
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Applications like ABCmouse, Starfall, and Reading Eggs
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Guided reading station featuring letter and sound card games
Finally, I will share data from the Assessment Practice Area (CLI) performance log, which shows a significant improvement in fluency. This indicates that the station strategy is effective for preschool children.
3. CSLE+COVA and Growth Mindset
In this section, I discuss how the principles of COVA (choice, ownership, voice, and authenticity) have contributed to creating an authentic and meaningful learning environment. I reflect on how these methodologies have transformed students' approach to their learning experience by enhancing their autonomy, creativity, and confidence. I offer examples of how the Growth Mindset Plan, based on Carol Dweck's (2006) principle, was applied in my classroom to help children overcome challenges and learn from their mistakes. Activities such as reflecting on students' accomplishments and identifying ways to improve group work after each rotation are also integral to this process.
Projects: Innovation Plan
The Innovation plan proposal for Preschool Language Development encapsulates the core of my e-portfolio. In this document, I Outline each stage of the project:
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Need Identification: Observation indicated that traditional methods could have effectively promoted fluent language use in the study.
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Design: I utilized theory to integrate technology into a rotation station system. This design incorporates:
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Station
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Technological practices within the classroom
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Educational games focused on mastering phonemes
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Implementation: We conducted interactive games for sound recognition and reading-aloud sessions that provided immediate feedback.
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Results: Regular assessments significantly increased phonetic acquisition and enhanced student participation readiness. I am including key documents, such as the original proposal and a video summarizing my main message to support these findings.
5. Learning Community
I want to highlight the importance of learning from coworkers and mentors. During my master's degree, I engaged in local and global educational communities of practice, which allowed me to experiment and learn from other practitioners. I can provide examples of collaborative projects and how these interactions informed my teaching and improved the performance and implementation of the station rotation system.
6. Categories and Archive
Categories: Educational Innovation and Leadership, Instructional Design, Technology in the Classroom Growth Mindset Plan.
Archive: This chronological archive allows you to explore the project's development from conception to implementation.
7. Social Media Connection and Contact:
Links to my professional profiles on LinkedIn, where I share information about education, valuable resources, and updates on my work.
A contact form is available for educators to collaborate, share ideas, and provide feedback.
Reading List, Recommended Resources.
8. This ePorfolio has been compiled from various references and readings.
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Mindset: The New Psychology of Success de Carol Dweck (2006)
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Teaching Minds, Thinking How to Think de Roger Schank (1995)
9. Search and navigation structure
My ePortfolio demonstrates my commitment to educational innovation and its positive impact on preschool students' phonetic development through the Station Rotation System—this student learning experience. Through hands-on digital activities, I have fostered student engagement, comprehension, and phonetic fluency, laying a solid foundation for their future learning.
My ongoing reflections, alongside the CSLE and COVA models, have guided the design of authentic, adaptive, and student-centered learning experiences. Additionally, my work seeks to inspire other educators to adopt innovative methodologies that promote dynamic learning and prepare students for a world of possibilities.
By sharing my implementation strategies and findings, I aim to establish a collaborative educational community that drives change within the education system. This ePorfolio represents my professional growth and serves as a call to reimagine education, where creativity, collaboration, and technology come together to inspire and transform lives.
Books list
These books have been instrumental in my development as a preschool teacher and form the basis of my proposed innovation plan focused on phonics language development through station rotation. They have provided me with the theoretical, practical, and leadership tools to enhance my proposal by integrating innovative and thoughtful strategies into my classroom.
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Blended: Using Disruptive Innovation to Improve Schools.
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Blended Learning through Google Classroom
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Mindset: The new psychology of success
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Teaching the Teachers Effective Professional Development in an Era of High Stakes Accountability.
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A New Culture of Learning: Cultivating the Imagination for a World of Constant Change.
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Action Research: Improving Schools and Empowering Educators.
References
Duarte, N. [Stanford Graduate School of Business]. (2013a, March 21). Nancy Duarte:
How to tell a story [Video file]. Retrieved from https://www.youtube.com/watch?v=9
Dudley, D. (2012, February 11). Líderes cotidianos. Www.ted.com.
https://www.ted.com/talks/drew_dudley_everyday_leadership?
subtitle=es&language=es
Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
Dweck Revisits the "Growth Mindset":
http://www.edweek.org/ew/articles/2015/09/23/carol-dweck-revisits-the- growth
mindset.html
Fink, L.D. (2003) A self-directed guide to designing courses for significant learning.
San Francisco: Jossey- Bass. https://www.deefinkandassociates.com/Guideto
Fullan, M. (2014). The Principal: Three Keys to Maximizing Impact. Jossey-Bass.
Gulamhussein, A. (2013). Teaching the Teachers Effective Professional
Development in an Era of High Stakes Accountability. Center for Public Education.
Retrieved from http://www.centerforpubliceducation.org/system/files/2013
176_ProfessionalDevelopment.pdf
Harapnuik, D. K., Thibodeaux, T. N., & Cummings, C. D. (2018). Choice, Ownership,
and Voice through Authentic Learning Opportunities. Retrieved from
http://www.harapnuik.org/? page_id=7291
Harapnuik Dwayne. April 1, 2020. It's About Learning. Creating Significant
Learning Environments. Retrieved from:http://www.harapnuik.org/?p=3627
Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic
learning environments. Educational Technology Research and Development, 48(3), 23-48.
Kotter, J. (2011, March 23). The heart of change. [Video File]. Retrieved from
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge:
A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054.
Schank, R. C. (1995). Teaching Minds, Thinking How to Think. Routledge.
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Wiggins, G., & McTighe, J. (2005). Understanding by Design. Association for Supervision
and Curriculum Development (ASCD).