Francys Machado
Embrace change; It's a path to growth and new opportunities!
Planning For Personalized and Blended Learning
This Professional Learning (PL) plan is a collaborative effort to equip educators with the knowledge and skills to integrate technology into their teaching practices effectively. By fostering collaboration, providing ongoing support, and employing varied instructional approaches, this plan empowers educators to create significant learning environments that utilize technology to enhance student learning outcomes.
A few months ago, I developed an idea to implement a blended learning environment in class to facilitate what I want to build with my students. The result shows a significant improvement in student participation, understanding, and performance. This success has inspired me to create a professional learning (PL) plan that will help all language teachers within my school district and reach out to other teachers within the language area to develop better skills. These skills are crucial in this environment, ensuring all students benefit from this blended learning experience.
Thankfully, teaching students to prepare them for the industrial age is ending. Educators are developing new teaching and learning environments and methodologies, so it is time to reassess teachers' professional learning experiences. Generic learning does not work for our students, and it does not work for our teachers either. I invite you to watch a Video where I articulate the foundations and objectives of my project. Additionally, you will find my Proposal Letter addressed to the educational authorities of our school district, accompanied by a Literature Review that supports and enriches my research. For a comprehensive understanding of my project, I invite you to delve into my Implementation Outline, the first map outlining the path I plan to follow.
This school year, 23-24, the school provided Clear Touch screens for every classroom, bringing new opportunities and additional challenges for accessing technology. We continue to offer professional learning experiences to teachers so that we can make the most of the available resources and provide the most effective learning environment.
In this regard, developing a professional learning project that begins with a call to action and spans a year is necessary. This plan will then be created and presented. However, I will manage it in four periods of three months each, allowing me to address any potential deviations. Teachers can learn new technological skills and develop blended learning activities independently, in groups, virtually, or in person.
This professional learning plan for LOTE (Languages Other Than English) teachers utilizes the 4 Disciplines of Execution (4DX) to ensure accountability. The activities in this professional development plan also focus on the Influence Strategy, which will provide teachers with the support they need within the blended learning classroom for their students.
Key Components PL:
The PL plan is structured into quarters (Q1 to Q4), each with specific focuses and activities to support educators' development in integrating technology and instructional innovation. Guides and resources are provided to assist you in implementing personalized and blended learning in your classroom.
Quarterly Breakdown
Jun - July - August (Q1):
Full-Day Technology Academy: Immersion in Personalized and Blended Language Teaching Methodologies.
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Introduction to personalized and blended language teaching methodologies.
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Exploration of specific digital resources for teaching foreign languages.
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Development of strategies for creating an inclusive learning environment for LOTE students.
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Collaborative planning sessions to design learning units tailored to students' linguistic and cultural needs.
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Establishment of a professional learning network to share ideas and resources related to language teaching.
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Planning Team Leader: Responsible for coordinating the Technology Academy sessions and ensuring that established objectives are met.
September - October - November (Q2):
Full-Day Technology Academy: Focus on Wildly Important Goals for Communicative Competence.
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We will establish specific goals, focusing on Wildly Important Goals (WIG) to enhance students' communicative competence in the foreign language.
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We will implement active learning activities that foster participation and interaction in the classroom, promoting practical language use.
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Integrating technological tools for autonomous language practice outside the classroom provides continuous language skill development resources.
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Development of project-based learning on cultural and social themes relevant to LOTE students, providing meaningful contexts for language learning.
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Ambitious and Important Goals Coordinator: Tasked with setting and monitoring specific objectives to enhance students' communicative competence.
December - January - February (Q3):
Full-Day Technology Academy: Interdisciplinary Projects and Formative Assessment in Action.
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We will collaborate on interdisciplinary projects integrating language teaching with other subjects, fostering practical language application in relevant contexts.
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We will implement formative assessment strategies to monitor language progress, providing continuous feedback for students' language development.
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Language skills assessment tools inform individualized instruction adapted to each student's needs.
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Development of differentiated teaching strategies to address the needs of students with different levels of language proficiency, ensuring inclusion and progress for all students in the classroom.
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Formative Assessment Leader: Responsible for implementing formative assessment strategies to monitor language progress and provide student feedback.
March-April-May (Q4):
Full-Day Technology Academy: Analysis and Adaptation for the Future.
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Review and analyze the results from previous quarters to adapt teaching practices, identify areas for improvement, and adjust pedagogical strategies according to students' needs.
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Implement personalized learning strategies to support individual language development, providing opportunities tailored to their learning styles and proficiency levels.
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We will develop action plans to promote multilingual literacy and cultural competence, integrating activities that foster intercultural understanding and appreciation of diversity.
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Participation in external conferences and workshops for continuous professional development in language teaching, staying updated with the latest trends and pedagogical practices in language education.
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We are establishing an online community of practice for the ongoing exchange of ideas and resources among language teachers, facilitating collaboration and mutual support in professional development.
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Analysis and Adaptation Leader: Analyzed previous results and adjusted teaching strategies to enhance language learning.
While the quote: “The mind is like a parachute, it only works if it is open,” has been attributed to various individuals, including Albert Einstein, there is no solid evidence to support this claim. However, this famous quote reminds us to maintain an open and receptive mind to learning and growth. Just as a parachute needs to open to fulfill its function, our minds need to be open to new ideas and experiences to function effectively, thus opening up a world of possibilities and opportunities.
Evaluation Strategies and Ongoing Support - End of Q4:
Evaluation Strategies
Review and Analysis of Results: We will review the results obtained throughout the year to identify areas for improvement and success.
Feedback Survey: We will conduct surveys to gather feedback and opinions from participants about the learning program.
Summative Evaluation: We will conduct a final summative evaluation to measure the overall impact of the learning program.
Self-Assessment and Personalized Planning: We will encourage self-assessment among participants and assist them in developing personalized professional development plans.
Participant Feedback: We will collect direct feedback about their experience and the outcomes achieved.
Ongoing Support Strategies
Planning for the Future: We will develop action plans to implement changes based on the analyses conducted.
Reflection Sessions: We will organize reflection sessions for participants to share experiences and learnings.
Recognition and Celebration: We will acknowledge participants' achievements and celebrate the progress made.
Continuous Resources: We will provide access to constant resources and learning opportunities for ongoing professional development.
Impact Assessment: We will comprehensively assess the program's impact on teaching practice and student performance.
Our professional learning plan is based on the 5 Key Principles of Effective PD, ensuring a robust framework for growth and development within our educational community.
Firstly, we prioritize Duration and Frequency by scheduling staff development days and weekly PLC meetings throughout the school year. This structured approach allows for a comprehensive presentation of new concepts, skill practice, and group discussions, fostering deep understanding and practical application of acquired knowledge.
Each session seamlessly integrates theory presentations with practical activities and group discussions To ensure Depth of Learning. Educators are allotted time to practice new skills, receive peer feedback, and reflect on their application in the classroom, promoting active engagement and proficiency.
Consistency and Continuity are maintained through a session calendar covering the entire school year. Pre-set dates encourage ongoing educator participation, fostering a coherent learning and professional development progression. This approach also facilitates long-term planning and organization, enabling educators to engage with the learning process fully.
Our plan emphasizes Sustainability and Long-term Impact through mechanisms for continuous support, including peer mentoring, access to additional resources, and regular evaluations. These measures allow for adjustments as needed to ensure sustained growth and effectiveness. By promoting a collaborative and supportive learning environment, our plan encourages resilience and adaptability among educators.
Peer Collaboration is encouraged through regular meetings to share best practices and problem-solving, creating a collaborative learning environment among educators. Interdisciplinary workgroups enhance collaboration by designing activities and resources that integrate technology effectively. This collaboration further strengthens the educational community, fostering an ongoing exchange of ideas and resources.
Additionally, our plan facilitates Active Participation by incorporating interactive activities, case studies, and group discussions into sessions. It encourages the practical application of learned concepts through classroom projects and personal reflection exercises. This approach promotes deep and meaningful learning, where educators can directly experience the effectiveness of the taught strategies.
Practical Modeling of pedagogical practices is achieved through experienced educators sharing their experiences and modeling lessons. Observation and feedback sessions enable reflection and improvement while highlighting examples of effective technology integration and providing opportunities for experimentation before implementation. This inspiring approach empowers educators to adopt new strategies and techniques, strengthening their leadership capacity in the classroom and beyond.
Our professional learning plan provides comprehensive and sustained support, promoting collaboration, active participation, and continuous professional development. By aligning with the 5 Key Principles of Effective PD, we aim to cultivate a dynamic and enriching learning environment that benefits all involved. Additionally, designated leaders for each quarter will spearhead specific initiatives, ensuring that the learning objectives are met and that teachers receive the necessary guidance and support to implement innovative practices effectively.
Instructional Design:
Utilizing the Understanding by Design (UbD) Framework:
We will employ the Understanding by Design (UbD) framework to craft professional learning sessions, focusing on precise learning objectives, authentic assessment strategies, and differentiated instruction to cater to the diverse needs of all educators. Additionally, we will integrate blended learning ideas to maximize learning opportunities in both physical and virtual environments, facilitating a more flexible and accessible professional development experience.
Incorporating (BHAG) Concept:
We will implement the Big Hairy Audacious Goal (BHAG) concept to establish ambitious objectives in technology integration that inspire educators to achieve significant changes in their teaching practices.
Schedule/Timeline:
We will develop a detailed schedule outlining the timing and duration of each professional learning session. The schedule will include milestones and checkpoints to track progress and adjust the plan based on feedback and outcomes.
Types of Resources:
We will access online resources to support learning and implement new technological strategies, including instructional guides, video tutorials, and curated materials. We will also use digital platforms to facilitate collaboration, communication, and resource sharing among educators.
In Conclusion:
This professional learning plan aims to transform language teaching by effectively integrating technology and adopting personalized and blended learning methodologies. By addressing the five fundamental principles of effective professional development, fostering collaboration among educators, clearly identifying the needs of our audience, and carefully designing every aspect of the program, we are building a solid foundation for success. By assigning leadership roles, developing a detailed schedule, and providing various digital resources, we ensure this plan is accessible, sustainable, and capable of impacting teaching practice and student performance. With a focus on continuous growth and constant improvement, we are committed to empowering our educators to become agents of change in their classrooms and create meaningful and enriching learning environments for all our students. We are building a future where technology and innovation drive educational excellence and prepare our students for success in an increasingly digitized and globalized world.
References:
Doerr, J. (2019). Summary of Measure What Matters: How Google, Bono, and the Gates Foundation Rock the World with OKRs.
Duckworth, A. (2016). Summary of Grit: The Power of Passion and Perseverance.
Grenny, J., Patterson, K., Maxfiel, D., McMillan, R., Switzler, A. (2013). Influencer: The New Science of Leading Change (2nd ed.).
Harapnuik, D. (2016, January 28) 4 Effective ways to find and test vital behaviors. http://www.harapnuik.org/?p=6253
Harapnuik, D. & Thibodeaux, T. (2023). COVA: Inspire Learning Through Choice, Ownership, Voice, and Authentic Experiences. Learner's Mindset Publishing.
Horn, M. B., & Staker, H. (2015). Blended: using disruptive innovation to improve schools.
Magana, S. (2017). Disruptive Classroom Technologies (1st ed.). SAGE Publications. https://www.researchgate.net/publication/323442436_Disruptive_Classroom_Technologies.
McChesney, C., Covey, S., Huling, J. with Walker, B., & Thele, S. (2021). The 4 Disciplines of Execution: Achieving Your Wildly Important Goals (2nd ed.). Simon & Schuster, NY Ltd.
Part 4: Blended Learning - Disrupting Class. https://youtu.be/-TGmqeWprqM
Six sources of influence. 10X Your Influence Research Report.
TEA Texas Education Agency: District of Innovation. https://tea.texas.gov/texas-schools/district-initiatives/districts-of-innovation