My DLL Journey
- Katie Minger
- Feb 17, 2022
- 7 min read
Updated: Feb 23, 2022
The Next Step
The Journey Doesn't End Here...
Although my time in the Digital Learning and Leading Program is coming to a close, my journey is far from over. For the past few weeks, I've spent the majority of my time looking back on all of the work I have accomplished in creating my innovation project, my ePortfolio, and much more. This program was so much more than what I had originally expected. I'm getting more than just a diploma, I'm leaving this program with resources, tools, plans, and most importantly, a different and more confident mindset.
What comes next?
Change. Action. Persistence. Taking that first step toward progress by confidently striding into my principal's office and proclaiming my "why" and the success of the blended classroom with all the excitement I can muster. That first step is the beginning to a lot of modifications, revisions, conversations, and so on. In all honesty, that first step can be downright terrifying. But if I won't, who will? With all of my resources, projects, and confidence, the time is now.
Two years ago, I couldn't even begin to imagine that I'd build up the nerve to hold such a crucial conversation with my administration, let alone create such a strong foundation to support it.
The Path to Change
Right from the start, Dr. Harapnuik threw us into our learning through the COVA approach. I was ready to truly begin my journey, the start of my innovation plan: the blended writing workshop. Little did I know at the time, this was the beginning of something bigger than I could have ever imagined. I chose my topic and took off running with my letter to my principal, I created a detailed outline of events, and research to support my plan in my literature review. With all of the time, effort, and passion I put into this course, I was excited to see where all of this hard work at the start of my DLL learning journey was going to take me. Next up was a journey into the growth mindset.
Before catapulting straight into my innovation plan, we had to start with the mind. The growth mindset was a new concept for me. However, I would not have made it as far as I did in this program without it. I learned quickly about failing forward, and how we would never learn to progress without obstacles standing in our way. From there I created my learning manifesto, explaining the root of my passion for teaching and my concerns with the traditional method of pedagogy. I was also first introduced to COVA, not only by reading and reflecting, but seeing how the program modeled this concept by making us, the learners, practice it first hand.
My foundation has been set, now it is time to dive into a deep philosophical perspective into a new culture of learning. It made me reflect on my own education as a child. Where has the play gone? The imagination, the passion? How will my innovation project bring this all back to better my students, and my sanity? How will my position as teacher be altered to become a facilitator, coach, or mentor, making my classroom more student centered? I also went back and, instead of viewing my teaching philosophy through my own eyes, I envisioned my learning philosophy, looking through the lens of our learners. I took a mirror to myself and how I educate, and realized how flawed some of my teaching has become due to standardized testing. I want my students to become curious creatures, taking ownership of their own discoveries and creating a knowledge-centered classroom.
During these weeks, I also planned my blended writing workshop unit using the 3 Column Table and the UbD Template. It was eye opening how this same unit was in two different formats, but also demonstrated how important it was to start with the end in mind. This was my first opportunity to really put my innovation plan into place by using new digital resources, in order to help my students answer essential questions all while complying to the common core standards.
With all of the months spent on this project, this was the class that created the most impact on my confidence and mindset. Halfway through this particular class, something clicked. The first week I created my Why, How, and What Statements, and as brief as they may be, it took a lot of time to flesh out what exactly my motivation was. Then I was given two formulas to follow in order to execute this plan and get my colleagues on board, the Influencer Model and the Four Disciplines of Execution Plan. With each, I felt more confident in my abilities to influence my team in a strategical and delicate way. However, with this next task, Crucial Conversations, everything came together. This course answered the question that had been creeping in the back of my mind while I was planning my project. All of this work is fine and important, but how am I going to talk to my boss and my colleagues about this? The more passion I built with my innovation plan, the more I felt confident enough to stand boldly in front of my administration and peers to share and implement it.
Does the mere thought of PD days make you cringe and want to call out of work? Before the weeks leading up to this course, I would have definitely agreed with this idea. We need to change the "sit and get" method to the "go and show". It needs to be significant, and the educators in charge need to continue this with ongoing support. It also needs to be engaging, wouldn't we want the same thing for our students? I was able to use this concept of effective professional learning to create my own strategy to implement my innovation plan. By executing everything it takes to make it effective, by making it personalized and tailored for certain subjects, supported, consistent, and engaging, I can successfully get my colleagues and administration on board to help build an active writing community in our school.
With all of the information I have collected, it's now time to look at how these implementation plans have failed or succeeded in a global context. In my literature review, I was able to analyze cases where the blended learning writing workshop model worked, what could have been done better, and how I could apply these lessons to my own innovation plan. Prior to this reflection, I could only predict what would or would not work. By looking at actual experiences, I am now able to predict obstacles, and if I do encounter them, I now have a better idea on how to overcome them.
I want my innovation plan to be successful, and in order to do that I need to prove to my team and school that there are benefits to the blended learning writing workshop model. Therefore, I created an action research plan, including a timeline, outline, and literature review, to analyze the data used to support the success and progress of a blended writers workshop. The research will support the application of my plan and can be used in order to improve the students’ writing and communication skills. Having tangible data for my colleagues to examine will further increase their faith in my plan.
This was another course that completely grabbed me and absorbed me into this project! Using Canvas (required for the course, but I will be using Google Classroom in my actual classroom), I created an online blended learning writing workshop. In its creation, I explored instructional design theories (for me, the constructivist theory) and implementing the Ubd Plan. Most importantly, in my reflection, I explored the significance of online learning (which took over as our new norm due to Covid-19). Though difficult and tedious at times, it allows students to have a more flexible schedule, all of the information is there at once, and it also allows for quicker and more detailed feedback.
We want our students to engage with the online community, much like they would a face to face community. Our students (and even educators) need to learn what it means to be a digital citizen. Within my reflections, I discuss my ignorance in believing that all of my students already know how to be a digital citizen (note: most of them do not), addiction to technology (there's no stop button!), digital footprints, copyrights, and the very real issue of cyber bullying. My mantra, “powerful, positive, safe, and responsible collaboration”, was founded in what we all want for ourselves and our students in our digital environments. When we begin to realize our traditional lives are now entangled with our virtual one, we can become empathetic, active, and positive collaborative members of our online communities.
And here we are, the last course of this amazing journey. Here I've had the opportunity to breathe a little, reflect back, and embrace my pride in these accomplishments. During the first few weeks, I looked back on the concept of COVA and CSLE throughout the past year and a half. I realized how hard it was for me to break from the traditional method of learning/teaching, and how hard I grappled with just wanting to be told what to do. How could I have resented that freedom? This entire time this program has been creating an environment for us to grow, and although as difficult as it was at times, I wouldn't trade the experience for another program that asks me to read, write, take a test, repeat. Next, I took a lens to my innovation project. I discussed all I have accomplished and how I opened up about the hurdles and hesitations that stand in my way. Now all I need to do is continue to take what I have created and journey on for the benefit of my students and their learning environments.
References:
Dweck, C.S. (2006). Mindset: The new psychology of success. New York: Ballantine Books.
Gulamhussein, A. (2013). Teaching the teachers: Effective professional development in an era of high stakes accountability. Center for Public Education.
Harapnuik, D. (2015, May 8). Creating Significant Learning Environments (CSLE). Retrieved from https://www.youtube.com/watch?time_continue=1&v=eZ-c7rz7eT4
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
Wiggns, G. & McTighe, J. (2005). Understanding by design. Alexandria, VA: ASCD.
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