Big Picture Growth
Influencing meaningful growth in students requires a clearly established goal, followed by identifying the vital behaviors that can be observed in others as they reach the goal. Finding ways to measure these behaviors and utilizing influencers strengthens the likelihood of success. For the largest impact of change, focusing on six sources of influence, motivation and ability in the personal, social, and structural categories, is key (Grenny, 2013).
For my innovation plan, Teaching 21st Century Skills in a Blended Learning Environment, I propose to pilot a blended learning environment using the station rotation model to promote 21st century skills through the lens of mathematics. Our students deserve an education that genuinely prepares them for college and/or career, so my innovation proposal expresses our chance to have deep, meaningful impact on their futures. Blended learning environments using the station rotation model are not new and neither are 21st century skills and how technology is accelerating the workplace and the global economy. The connections between these two familiar concepts are vital to this innovation plan and my literature review examines education past, present, and future, and how 21st century skills can be incorporated in a blended learning environment. The vision and research cannot be seen to fruition without actionable steps.
My implementation outline provides an overview of the next two years and the framework of phases, starting with establishing the learning goals and objectives, inviting stakeholders to be a part of the conversation and journey, and building the structures in a single classroom period, leading towards expansion in the content area, department, campus, district, and beyond. In order to be successful, I am incorporating the influencer model outlined in Greeny's book Influencer to foster and influence meaningful growth in students.
Goal: 100% of students will self-report growth in at least one of the 21st century skills through a personal reflection compilation by the end of the school year.
Vital Behaviors
Engaged Participation
Students will be actively engaged in identifying 21st century skills used in learning tasks and intentionally work to improve through the math content lens.
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Reflection
Students will consistently reflect on their progress in acquiring 21st century skills. They will redefine their understanding of what the skill looks like, acts like, sounds like, and feels like in various scenarios.
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Big World Connection
Students will connect how 21st century skills and math content connect to current endeavors as well as potential future colleges and careers.
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Measurement: Students will complete self-reporting surveys at each grading cycle. Students will also engage in teacher and peer feedback to use in reflection.
Influencers: Teacher, students, university representatives, business professionals
Influencers: Teacher, students, university representatives, business professionals
Personal
Social
Structural
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Motivation
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Ability
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As these sources of influence are introduced and reinforced, reflection and feedback will be required to address the effectiveness of these sources, adding, refining, and eliminating components as needed. Accomplishing the lofty goal of 100% of students will self-report growth in at least one of the 21st century skills through a personal reflection compilation by the end of the school year is much more manageable with the influencer model.
References
Grenny, J. (2013). Influencer : The new science of leading change. Mcgraw-Hill Education.
Influencer Outline Icons - Free SVG & PNG Influencer Outline Images - Noun Project. (n.d.). https://thenounproject.com/browse/icons/term/influencer-outline/
Influencer Outline Icons - Free SVG & PNG Influencer Outline Images - Noun Project. (n.d.). https://thenounproject.com/browse/icons/term/influencer-outline/