Final Complitation | eportfolio

Interlocking the Puzzle Pieces

Schools are like jigsaw puzzles. Each edge piece of a puzzle interlocks with two others to form the puzzle's framework to give structure and support to the puzzle as a whole. This is the same model that our team members have to follow in order to have all students succeed in learning. While working with a team of 6th Grade Science teachers, they encountered several issues upon analyzing grades and state scores. Questions arose as what could be done to close achievement gap in grades/scores, behavior issues, keeping students on task, adjust to middle school setting and teacher will be trained in teaching strategies.

By working as a team to interlock the puzzle pieces, the big puzzle can be completed to assure that all students can and will learn. Upon completing the puzzle, our designed Innovation Plan will be implemented with success. The implementation of the Blended Learning Model will be successful if everyone involved shares the same vision. By properly teaching and monitoring the use of the intervention strategies, students' learning will increase. Teachers will waste less time addressing students' behaviors and keeping them on task. Administrators and Science consultant will continue to monitor all teachers and students to ensure that the end product will result in positive learning and success. If any modifications are needed, they will be done immediately to prevent anydelays in students' learning.

In the diagram Growth Mindset, Dweck (2016) discusses the diagram by Nigel Holmes which compares fixed mindset vs growth mindset. By analyzing both, I assume that everyone, does not matter what profession one acquires but growth mindset is the product of the desire to learn. For those that select to have a fixed mindset, their intelligence is static. They tend to avoid challenges, give up easily when facing obstacles and they achieve less than their full potential. As for those that select Growth Mindset, their intelligence will be developed. Our goal is for students to develop this type of mindset. These students embrace challenges while being persistent. They have a desire to learn which become successful when implementing the innovation plan. In Growth Mindset/Part 2, I stress the "Power of Yet". I believe that parents and educators need to instill this power in the children. My siblings and I were lucky that our parents instill this power in us at a very young age.

UPDATE: During the past months, our team has realized that if the students are to continue learning, educators

need to keep the growth mindset developing. But the question has always been--will the next group of teachers

continue to develop the students growth mindset? Teachers need to be assisted on how to fulfill this endeavor.

I am adding to my list of resources items such as, videos, songs and other information that can assist educators

in maintaining growth mindset in all students and even teachers. There are so many obstacles that we realized

that our Hispanic low economic students have to overcome for them to realize not to have a fixed mindset.

Hopefully, these resources will help develop and implement a growth mindset. The following video is one

of the numerous video that the teachers will have the students view.

Video

As I was creating my learning environment CSLE that will impact my innovation plan, my mind was already with ideas/additions/deletions on my plan. Therefore, I know that my created learning environment will be changing as we see the need for it. Whatever we see that makes the students comfortable in learning, it will be modified. This type of learning environment is based on people's experiences that they deal with in their daily surroundings. We will try to augment learning as part of what we think of as "arc of life" learning. This type of learning comprises the activities in our daily lives that keep us learning. As an experienced teacher, I know that children, no matter their age, they like to play games/activities that captures their imagination especially when it involves technology. We can succeed in students' learning by fusing vast informational resources with personal needs and actions.

I have heard too many times educators stating that their learning philosophy is "that all students can learn". But we

have to think beyond those words and think about how we are going to assure that all students will learn. Even though I have developed my Learning Philosophy, I will continue to adjust to the students' needs. My learning philosophy is not only a statement but it consists of my beliefs and practices about learning. I want to challenge all students so they can learn to their full potential. I believe that all students are unique individuals who need a caring motivating environment in which they can grow intellectually, emotionally and socially. My beliefs and practices are not based on only one theorist. But I do strongly believe that the following three theories should be integrated in my daily instruction in order for all students to succeed: a) Behaviorism b) Cognitivism c) Constructivism

In my Learning Environment & Situational Factors to Consider, I discussed the specific context of my teaching/learning situation. Of the 180 students we are working with, 99% are Hispanic which are composed of 80% are of low socio-economic status. Many of the students come from a home setting where their parents only speak Spanish and are single parents. Their prior knowledge in Science is very limited for various reasons. The characteristics of the teachers are very different from each other. Their values and beliefs have to be aligned with the school's vision. It is important that their knowledge in Science is strong, if not, that they are willing to receive assistance. One thing for sure, they should be knowledgeable with the Science TEKS.

BHAG stands for Big Hairy Audacious Goal. Learners will become critical thinkers through individual or collaborative learning by implementing intervention strategies to comprehend all Science objectives/TEKS standards for them to succeed in all projects/assessments. In the document below I discussed the learning goals, learning activities and assessment activities that define the BHAG. Fink (2003) designed a graph that integrates six types of learning entitled "A Taxonomy of Significant Learning". Below is the 3 column table that I completed for my BHAG.