Throughout my journey in education and as a teacher, I have found that students grow and flourish when you provide them with more than one delivery method. I have also observed as a teacher that using technology with effective blended learning models has given back students' learning motivation, better preparation and feedback, and more engagement. So, deciding to build a blended learning classroom model for teachers and myself to use was an easy decision as the semester before starting the DLL (Digital Learning and Leading) program with Lamar University. The program helped me understand and learn in-depth knowledge of blended learning in current classrooms and ways to improve myself and my initial innovation plan. 

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When provided with the opportunity to create an innovation plan to enhance the learning experience, I knew I wanted to discuss blended learning with my organization. I am passionate about learning and teaching. I believe students must strive to be the best they can be. Effective education should be transformative, dynamic, participatory, intrinsically motivated, and lifelong. I believe in the effectiveness of blended learning if properly enacted into the education system. Blended learning, my focus, will entail both student-centered and teacher-led approaches and combines traditional knowledge in which learners and instructors share a classroom setting and e-learning, which involves technology. Bouilheres et al. (2020) consider the design of a blended learning curriculum to span the digital and physical environment, within and outside classrooms, with increased teacher-students and student-student interaction. As you can see by reading this paragraph, this program has helped me better explain and voice my passion for blended learning in ways I could not before. I am proud of everything I have accomplished in my career and education.

 

When I started my innovation plan journey, I had to explain why it is necessary to bring blended learning to my organization. So this led me to propose an Innovation Plan to my Principal.   

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This was a fun project for me because it was something new and something that allowed me to voice something I was passionate about. It allowed me to show my administrators that I had a plan to change the school for the better to assist students academically. 

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Next, I followed up with a call to action video, giving my supporters and administrators a visual of what blended learning is, the problems we are facing, and how we can change it if my innovation plan is approved for the green light. I then wrote my first literature review on building a culture of blended learning classrooms and an implementation outline to address how I foresee my plan coming together. 

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I wanted to demonstrate a blended learning classroom for my peers and administrators using my students that show a significant learning environment, so I devised a project for them to do.  I started with a Big Hairy Audacious Goal (BHAG) using Fink’s 3 Column Table and Wiggins & McTighe Understanding by Design (UbD).  Using the 3 Column Table and the UbD model allowed me to think about what I wanted the students to accomplish and work backward to create a significant learning environment.  The UbD was a bit easier for me to develop than the 3 Column Table, but I believe they are both beneficial as we start with the end in mind - backward planning. 

 

I also created a professional learning plan using the 3 Column Table and the UbD model to educate my colleagues on the ins and outs of implementing a blended learning classroom.  Another call to action video was made. We as professionals in the field of education need to be more conscious of the “why” instead of the “what” and “how” in our endeavors, whether we are in the classroom or when we are acting as agents of innovation and trying to get others on board with our ideas. I produced a video from google slides on my call to action for blended learning professional development. My professional learning plan includes an outline and a timeline of how the entire training will unfold.

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As with asking people to change their mindset, you must have research to back it up. I further researched blended learning classroom models. I looked at it from a global perspective.  All the research I uncovered allowed me the opportunity to develop several versions of my literature review, adding the newfound knowledge of how blended learning classrooms are used globally. 

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Lastly, I wrote my third and final literature review on blended learning classroom models, focusing on data.  It is essential to prove statistically that data support this innovative idea.  I developed my action research plan and outline using quantitative and qualitative data to provide the most accurate results that I could showcase.  

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I believe the guidance I received from my teachers worked for me with the innovation plan. I was able to do projects that made the flow of the innovation plan go smoothly. I was able to get a good understanding of what I was trying to get across throughout my innovation plan. I could have used my time to do a more in-depth evaluation of some sections of my innovation plan. 

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I learned a lot about different blended learning models and what works for one class does not work for another. You must know when to use what model and when to use another. I learned to be open-minded to get people to understand my passion for blended learning. I also learned how to conduct research and submit it for publication. 

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I plan to communicate and improve my innovation plan as I receive more data from teachers who have adopted my innovation plan. My school has successfully adopted my goal, and we will continue to make improvements as we go. 

 

I truly loved developing my innovative project. I wanted to do this for students to help them achieve the best academic learning environment so they can flourish.  I could spark much interest and get teachers and administrators to remember why they started teaching.  I’ve learned so much during this process, and as I wrap up my reflection piece, I realize how much I did know and accomplish. 

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References

Bouilheres, F., Le, L. T. V. H., McDonald, S., Nkhoma, C., & Jandug-Montera, L. (2020). Defining student learning experience through blended learning. Education and Information Technologies, 25(4), 3049-3069.

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