This final time was quite a duo of courses. I used learning as application and learning as reflection. Incredibly, time had come to an end at this stage, these were the last two courses of the ADL program. There are a variety of emotions associated with completing this program: excitement at having completed a goal I set out to achieve a year ago, sadness at not moving forward with my classmates but also a bit of relief knowing that I will have some time back on my weekends for a while. Most importantly, I am motivated to move forward and represent the ideals and concepts of this program in my work, career, and future education. The two classes had the theme “everything together.” EDLD5318 – Instructional Design – offered techniques and outcomes that began to position and harness all of our learning and begin to channel it into a viable learning design product. EDLD5320 aligned everything to a single matrix. The final synthesis offered 8 weeks of pure reflection. Both classes really posed a question of “okay, what now?” – just in two different ways: one in application and one in reflection.

 

MY INNOVATION PLAN IS REALLY COMING INTO ACTION.

In EDLD5320, I wrote an Innovation Plan Update. Two months ago, the new dual language program academy began in my school district, and I am one of the participants in this great project. In these two months, I have been able to make great progress towards important components of my innovation plan in ways that I did not imagine possible when I started the ADL program last year, although there is still some way to go, during this year and next, we will be once every month, preparing to make this plan a great dual plan, language, culture and combined learning. While my innovation plan addresses the innovation of a specific "Dual Language" program in rotation stations within small groups to blended learning, my achievements have not only affected this program, but have quickly extended to a learning strategy broader combined across the team and school district I work for. The following are the main achievements and milestones that I wanted to incorporate into this learning contribution.

 

• Now I am actively preparing for the first vacancy that is proposed to me on my team, in the role of Dual Language Counselor. I will design your onboarding plan in a way that presents you with my strategies, which are now influenced by the ADL program.

• A “learning design strategy” continues to be deepened with connection to my Influencer Strategy.

• A new set of design documents has been created in direct connection with ADL concepts.

• For example, a “statement of work” planning document was designed to support the new strategy.

• I introduced my team and all learning designers to a hybrid model of Bloom's taxonomy and Fink's taxonomy when it comes to writing learning objectives. We have moved on to recognize Fink's 6 learning domains as we move toward developing meaningful learning environments.

• We have reshaped our designer consultation process around an objectives/key results approach that is consistent with the learning present in Outcomes, Assessments and Activities Alignment Outcomes Assessment & Activities and Understanding by Design. In 2024, I hope to implement a new "integration" process for Parents or Representatives who want to venture into the role of supporting their students in dual languages, inviting our students to a more ambitious foreign language space.

 

• A fellow teacher has taken on the role of Learning Experience Designer, where she will program manage the core elements of our ADL-inspired blended learning strategy.

• We have confirmed our partnership with our Leadership Development Team to work in partnership to offer other academic training plans, "content blocks/learning journeys" and apply them in the coming quarters at different levels of competency (essential, advanced practice, leader model). We are projecting work in the consultation and design process of our first blended learning trip: “Station Rotation” in multiple presentations. We anticipate a pilot this Q4 of 2023, with a full implementation in March 2024. Although not exact, I will refer to my Implementation Plan for further ideas.

 

EVALUATION AS LEARNING

 

EDLD5318 and EDLD5320 are courses that work together in a supporting/supporting type of relationship. EDLD5318 was about developing a robust instructional design sample course. This was learning in action. EDLD5320 was about learning through reflection. Each quarter, I work diligently to connect the content and value of each of the two courses, to begin synthesizing information and giving meaning to new ideas. The benefit of this setup is that the readings, frameworks, and assignments from each class drove the other. Looking back, I feel that the work I was accomplishing in one course only enhanced and progressed my work in the other.

 

I suggest the following ratings based on the self-assessment and self-determined criteria that follow. I approached the eight weeks in total as a connected effort, I must admit that it was not easy for me to record myself and be able to show my deficiencies and nervousness in videos, but I strived to make each moment a new experience that added to my innovation project, and although It may not seem like it in my case, this is very significant, instead of two different experiences. For that reason, I set each grade to be the same. I wanted to rate myself below this, but I felt that my total contribution was of greater content than in previous periods. My group of colleagues also encouraged me to do so, who daily inspire and support me in the great work I am doing both inside and outside. from the classroom. As I said previously, I am using my ADL knowledge daily in my new role as a participant in my School District's first Dual Language Academy to build my strategy around these frameworks. Being able to share this experience is very meaningful.

EDLD 5318: 95/100 (95%)

EDLD 5320: 95/100 (95%)

In January of this year (2023) the ADL program was starting. I remember being excited, nervous about going back to school, and to be honest, a little skeptical if I had made the right decision. Initially, I was in a maze of decisions, I had planned to go back to school to pursue a Master's or Graduate program. Many of the Master's programs that interested me required other requirements that, as a foreign professional, were more difficult for me to achieve at that time; today the test has been passed. My goal was to find an accelerated, interesting, and challenging Master of Education program as a way to achieve these 30 credits and get back into the swing of things. I found Lamar. Well, in fact, Lamar found me, a group of foreign teachers like me sent me the information one afternoon and after meeting several requirements, the acceptance letter arrived.

FELIZ NAVIDAD.