When I first applied to the Applied Digital Learning (ADL) program, I genuinely thought this would be a walk in the park, breezing through the content in a few weekends, taking any assessments, and having the rest of the time to relax. I would follow what seemed to be the easiest path to learning some information, regurgitating it in assignments and tests, and walking across the graduation stage with a master’s degree, ready to change the world. I now know how naive that perspective was but how grateful I am to be wrong. It was apparent from my first course in ePortfolios that choice, ownership, and voice through authentic learning environments (COVA) would be something I would experience firsthand (Harapnuik et al., 2018). It did not take me long to be VOCAL and embrace the COVA approach despite the discomfort. Looking through all of the examples and suggestions on how to build an ePortfolio, I was overwhelmed with the abundance of options within a number of blogging websites for layouts, fonts, and colors that I would have to choose from to represent my brand, my spirit, and my passion for education. I quickly realized my use of language, pictures, and videos would help me be vibrant and share my love of teaching. I even wrote about my path in building my ePortfolio a few times early on... ePortfolios - GenuineLee Me, ePortfolios - GenuineLee Me Pt. 2, and Exploring Worlds through ePortfolios. Getting feedback that did not address my lack of color but really about the content supported my understanding that I genuinely had choice, ownership, and voice over my products and even the process to building them. The initial shock of the program being the exact opposite of what I had anticipated wore off pretty quickly, but that also is likely due in large part to being a life-long learner (see my post on the Living Museum of Me, Math, and More). I figured out quickly that this program is the antithesis of my previous experience as a student, which initially was overwhelming. Freedom and responsibility for my learning means making more decisions on top of the numerous other decision I make daily as a teacher, leader, wife, dog mom, and friend. Embracing the challenges and discomfort of freedom has nurtured substantial personal growth than a factory model program I expected. One decision I am beyond thankful I made was taking ownership and tackling everything head on, including forming a collaborative group. Finding others as eager as me meant looking at discussion boards, actively engaging in breakout rooms during class meetings, and being bold to initiate the awkward conversation of “hey, do you want to be in my collaborative group?”. This actually reinforced my confidence in my own voice. I have always had a strong opinionated voice and being more confident and comfortable in my own skin came out of my mental health journey (one which I am still very firmly on...). What this program is helping me to do is to speak more boldly at school. My innovation plan, Teaching 21st Century Skills in a Blended Learning Environment, is very authentic but has evolved into one that utilizes Building Thinking Classrooms by Peter Liljedahl to provide opportunities for students to use 21st century skills. First semester, I did little to nothing regarding my innovation plan with the exception to telling colleagues about it in the first week back to school. The challenge has really been about how to articulate my plans effectively in my organization and acquire the support I feel I need to bring people alongside me in my innovation plan to help me be intentional and consistent in my work. As we learned about how to influence people by identifying vital behaviors in my big picture growth and catering to the six sources of influence, motivation, and ability in the personal, social, and structural categories (Grenny, 2013), as well as Covey’s four disciplines of execution in my big picture goals, (Covey et al., 2018), realized why I was ineffective in gaining traction from the beginning of the school year, essentially abandoning my notion of change in the fall semester. Even if I had gotten others invested in my ideas and dreams, the whirlwind got in the way, and I did not focus on my big audacious goals. My goal, like most teachers lately, became to survive. Lately though, it has become overwhelmingly clear that the work is hard, but necessary and I should not let obstacles or fixed mindsets hold me back. My innovation plan was not just created to get through the course work; I really hope to change my organization from inside out, starting in my classroom and working out in waves across my content team, department, campus, and district. One major change that I desire to bring is actually utilizing COVA and creating significant learning environments in the math classroom. The analytical logical person I am finds comfort in the cognitivist mindset within my learning philosophy, building connections between what I know and what I am learning to weave everything into the existing web of information, but the ADL program has evolved my perspective into a blend of cognitivism and constructivism. If I cannot find a connection, I ask questions and search for my own answers, making and creating new connections. Another way I fuse these viewpoints together is through my writing and the use of analogies. They help me to create a picture of what my brain visualizes and understands to be true, attempting to articulate that viewpoint to others also have their own unique perspective and internal philosophies. With this new viewpoint of the importance and necessity of COVA and CSLE, I am empowered to make decisions that disrupt the comfort of students, parents, colleagues , and administration with purpose, to engage students in deeper learning than they have probably ever experienced inside the walls of a classroom. My campus has a legacy of high achievement in the state and nation, so changing the pedagogy that produced those results seems ridiculous. Why fix what does not seem broken? If it worked before, it should work now, right? Realistically, because our society has evolved exponentially over the past decade, we cannot continue implementing past practices in a future world. Disturbing the sense of order is daunting because it directly impacts others and their sense of comfort and safety in what they feel should be normal. Going through this program though has immersed me in the environment I know I need to build for my students. Having lived the life of a learner breaking out of my comfort zone of regurgitating information on an assessment and into a world of connections and creation, it is inspiring me to really consider the possibility of what might come out of doing this in a mathematics classroom. Conflict will inevitably arise from developing an expectation that what was once the norm is now in the past is scary, because it will be, at times, exhausting to manage the combatting side. It will definitely require me to be even stronger in my conviction that COVA and CSLE need to happen now and not later, breaking the chains my current setting has me in. If we want to maintain the legacy of high achievement, we must evolve with society to reach these new heights. I will start by bringing in other members of my content team to come beside me and learn by implementing innovative plans together. I will use the knowledge and resources I have built within the structures I have learned about in the ADL program to develop professional learning that models the blended learning environments we should be creating, providing those attending a glimpse into what our students’ realities could be. I need to be intentional about what I am doing and why. Explicitly sharing the reasoning behind my actions can obtain buy-in and continuously reiterating this rationale throughout the year will only emphasize its importance to me. It is challenging still for me to consider what choice, ownership, and voice looks like in a math classroom bounded by state objectives, grading guidelines, and standardized tests. In a subject where the question usually leads to one correct answer, being intentional about questioning that requires open-ended responses and can lead to multiple answers and even more questions will take work, time, and energy. Current available resources like this are few and far between. Also, the control aspect of the classroom is why teachers, specifically math teachers, tend to stick with the factory model. Math logic is “always” true but when computers can run calculations, we are essentially training our students to also be computers cranking through calculations rather than making connections. Students have been subconsciously conditioned to expect this from a math classroom, which is why my innovation plan and Building Thinking Classrooms principles are so troublesome for a lot of people. I can already hear the complains in questions:
Nobody will argue that 21st century skills are vital to one’s future and society’s survival, but the learning environment needed to facilitate acquiring and refining these skills does not meet the norm. Again, I need to be intentional about what I am doing and why. Explicitly sharing the reasoning behind my actions can obtain buy-in and continuously reiterating this rationale throughout the year will only emphasize its importance to me. Being transparent in my purpose will begin building a culture of trust and collaboration, encouraging students to take risks and explore in their learning. To incorporate COVA, I must provide opportunities for students to have choice, ownership and voice.
As I include these opportunities in the classroom, I can use strategies I have learned about action research to determine the impact of specific structures and share my findings with colleagues to further enrich the work they are doing in their classrooms. Applying effective structures and strategies within professional learning and reinforcing their effectiveness by including my findings will further develop the same culture of taking risks and exploring ideas I hope for in my classroom. If you had told me a year ago that this is where I would be, after ten years of experience in the classroom, ready to start again like a first-year teacher by finding my groove and establishing what my classroom looks, sounds, and acts like with the COVA approach to create a significant learning environment, I would likely say you are nuts. But let’s go crazy and change the world. References Covey, S., McChesney, C., & Huling, J. (2018). 4 Disciplines Of Execution. Simon & Schuster Ltd.
Grenny, J. (2013). Influencer : The new science of leading change. Mcgraw-Hill Education. Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). Choice, Ownership, and Voice through Authentic Learning. Creative Commons License. Liljedahl, P. (n.d.). Building thinking classrooms. Building Thinking Classrooms. https://buildingthinkingclassrooms.com/ Liljedahl, P. (2021). Building thinking classrooms in mathematics, grades K-12: 14 teaching practices for... enhancing learning. Sage Publications Inc.
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I resonate with Piaget’s cognitivist theory, so I constantly incorporated and applied the patterns I recognize in my life and other topics by using analogies (like riding a bike in my discussion post turned blog post New Digital Age, New Learning Culture) and personal stories (like in my post on Effective Professional Learning for Math Teachers) to foster relationships and connections with my peers. Frequently, there were remarks that these perspectives enhanced others’ learning and broadened perspectives. I would also gravitate towards other analogies, but I intentionally found discussion posts or replies that held a different viewpoint than my own. Doing so allowed me to link the new perspective to my working schema. Even when I met the minimum expectations of one initial post and at least two replies, I revisited the discussion boards and replied to ideas every time a new post was submitted. These discussion posts became the foundation for some blog posts, and I intentionally incorporated my peer’s comments (with their permission) into my writing, such as in my post Being Comfortable with Being Uncomfortable. Some of the discussion board replies turned into conversations and collaboration outside of them. I have spoken with Katie Beauchene periodically since the beginning of our journey in our master's program but recently, we engaged in class individual chat conversations, text message threads, and email exchanges to elicit feedback/feedforward on resubmitted assignments, flexible seating structures, and even components of our jobs that do not directly correspond to our class assignments. Contributions have also been made between individuals through Blackboard messaging and breakout rooms. Usually, I gauge the audience of my peers by sharing my work and perspective and then leaving the door open to receive feedback and give the same for others. Something I could try to do better is take a step back and not being so eager to be the first to speak up, but rather encourage others behind the scenes to be bold. This could enrich others' learning and teach me how to have impact in the silence, connecting dots in a new way. Every term we are encouraged to use the student/faculty lounge discussion board and I find myself trying to engage with others to do the same. When they did not get answered, I reached out to the professors, instructional assistants, and my collaborative group. I also never hesitated to ask questions during class meetings and when I got answers, I posted my own reply with that information for others to reference. Usually, if I have a question, others also have a similar question or concern, but I take the initiative to speak up and be bold, ignoring the subconscious concerns of looking incompetent or oblivious. My core collaborative group has been steady since the summer with Amanda, Hillary, and Lindsey. These relationships I have built with these beautiful women are something I will cherish for the rest of my life. We have really struggled for various reasons, such as personal illness and home ownership woes, along with balancing everything else that comes with life and being in education. Our contribution to each other’s learning and ourselves has really come in the form of encouragement. We also continue to divide and conquer readings and when someone has to miss a class, our text message thread recaps the class conversations real-time. We would connect when working on assignments and discuss our different perspectives on how to meet the rubric criteria. In the in-between, we would talk about our Halloween or Thanksgiving plans, sending pictures of our kids (or in my case, my dog Bruce). This really gets to the caring component of collaboration and learning. For this term, even though my group divided readings, I still read and annotated every reading assigned, including supplemental readings, and looked to connect them more concretely to the work I am doing for individual courses but also between current courses and past courses. One specific example is my inquiry on the difference between big hairy audacious goal (BHAG) and wildly important goal (WIG). I also found direct correlations to developing effective professional learning and creating significant learning environments. This led to a major adjustment in the implementation of my innovation plan, shifting from piloting blended learning environments using the station rotations model in my classroom to inviting others to join me through professional learning cycles so we can implement blended learning environments together. As assignments were turned in, I would take the feedback and adjust my work, as well as revisit and revise components as bigger connections emerged or more details were discovered and analyzed. Something new this term I did to authentically start connecting the dots was when certain experts would show up in videos or reading, such as Angela Duckworth, L. Dee Fink, and Grant Lichtman, I would always research further what they are currently up to. Through this, I found some incredible resources that support my learning for my masters’ program but also resources that I could integrate in the classroom immediately. Just accepting what was provided in our modules has not become enough for me; the blended learning environment I have come to love has shown me to embrace the opportunities to do my work extension of thinking, even if no one requires or encourages me to. The line between the courses has been blurred because they have become so closely related. I cannot develop effective professional learning without creating a significant learning environment for those in the professional learning sessions. There is always room to grow, so I would grade myself 99/100 for both courses. This feels arrogant but definitely justified with the work I have done up to this point to continue pushing myself to learn and grow as I work towards earning my masters’ in the spring of 2024. Considering my own journey, my why, and where my head and heart meet, I am a lifelong learner. For as long as I can remember, I have loved learning and actively sought after and found opportunities to push out of my comfort zone so I could learn and grow. This mindset has gifted me with such tremendous experiences that I know I will continue to add to the Living Museum of Me, Math, and More. Starting my career in education, not much has changed in regards to my admiration for learning. Even my blog's title, "I Learned Something New Today!" speaks for itself. Because of this intrinsic desire to learn and grow, I model for students what it looks like to be a lifelong learner, but why stop there? When I submitted my first letter of intent for department lead, I expressed the desire for the role to "allow me to continue the passion I feel to serve and support others to be the best versions of themselves for students and colleagues. I can balance what is best for teachers and their students with administrative responsibilities and I have the capacity to appropriately push people out of their comfort zone in a way that causes them to reflect and adjust their practice for the better." Every two years, the position opens up, so when submitting my second letter of intent, I clearly stated that "for me, a more critical piece (of the department lead position) is the impact on teacher growth, especially in the coming years with adapting instruction and practices based on the rapidly evolving technology." I have always sought to provide others opportunities to blossom, so they can create significant learning environments for their students too. Before creating a presentation, I considered who my audience would be. Initially, I thought about including the entire administrative team at my school. I also thought about presenting to the Director of Advanced Academics and GT Services, the Secondary Math Curriculum Coordinator, and the Superintendent (who was, at the time, the principal who hired me). While these people are important, it made more sense to start at the core of what I do, which is serve students and serve the other math teachers in my department. The two people who also include this in their work are the Dean of Instruction and our Instructional Coach. I also have worked with them closely to support teachers in other ways in my department lead role, so that culture of improvement and collaboration is solid. With this focus, I knew how to move forward. When creating these resources, I really wanted to let pictures capture my small audience and give them stories they can directly relate to. They know and have worked with Mikayla and Monica personally (you will see these two women in the presentation), so capturing their hearts with people we mutually love and respect made sense. After that, getting into the research I did was necessary. Our Dean of Instruction is data-driven; she loves looking at statistics, comparing our progress with the progress of other campuses in our district, area, state, and nation. She has a heart of gold, but her analytical mindset is hooked with objective information. On the other hand, our Instructional Coach, who also is such a vital support to our work, is hooked through the opportunity to serve others and help them grow. She has witnessed current teacher struggles with providing impactful instruction, especially with a decline in student efficacy, so including how her role can offer her another structure where she can coach teachers to bring strategies into the classroom and really serve them to reach their full potential also needed to be included. This meant reading through a number of articles and reports that compared our current state of professional development with the potential of effective professional learning. Anything that captured my attention and/or would capture my audience, I recorded in a notes document. From there, as I considered the progression of my presentation, I included information from these resources if it followed the narrative I was seeking. Below is a picture of my screen where I have my notes I am going through and the slides I created with the script underneath. The PowerPoint document Effective Professional Learning for Teachers - Pilot is the presentation I would give to my Dean of Instruction and Instructional Coach. The PDF document Effective Professional Learning for Teachers - Pilot NOTES underneath the presentation contains my script that I would practice and use when presenting. The embedded document below contains both the slides and the associated script. My plan is to go through the presentation live with my Dean of Instruction and Instructional Coach, using the script with what to say during each slide while using a clicker to advance the slides on a projection screen. This script allows me to give context to the slides, rather than put it all the text on each slide and just read it to them. I followed strategies included in Garr Reynold's Presentation Zen and Nancy Duarte's Resonate, which highlight the story-telling aspects of presentation through engaging the audience early and setting a clear vision for change (Duarte Inc., n.d.; Reynolds, 2014). If I had chosen any other audience, my presentation would be drastically different. With the relationships I have built over the years with my Dean of Instruction and Instructional Coach, I believe that after this presentation, they will be inspired and respond with "let's get started now". I am excited to see where this journey takes us as we collaborate together to bring teachers effective professional learning. References Duarte Inc. (n.d.). Resonate®. Duarte. https://www.duarte.com/resources/books/resonate/
Goodwin, B. (2015). Research Says/Does Teacher Collaboration Promote Teacher Growth? Educational Leadership, 73(4), 82–83. Retrieved from http://www.ascd. org/publications/educational-leadership/dec15/vol73/num04/Does-Teacher- Collaboration-Promote-Teacher-Growth%C2%A2.aspx Gulamhussein, A. (2013). Teaching the Teachers Effective Professional Development in an Era of High Stakes Accountability. Center for Public Education. Retrieved from http://www.centerforpubliceducation.org/system/files/ 2013-176_ProfessionalDevelopment.pdf Hill, Heather. (2015). Review of The Mirage: Confronting the Hard Truth about Our Quest for Teacher Development. Harvard Graduate School of Education. Retrieved from http://www.greatlakescenter.org/docs/Think_Twice/TT-Hill-TNTP.pdf Joyce, B. & Showers, B. (2002). Student achievement through staff development. Alexandria, VA: Association for Supervision and Curriculum Development. Kane, T. J. & Staiger, D. O. (2012). Gathering feedback for teaching: Combining high-quality observations with student surveys and achievement gains. Seattle, WA: Bill and Melinda Gates Foundation. Pope, C., Beal, C., Long, S., & McCammon, L. (2011). They teach us how to teach them: Teacher preparation for the 21st century. Contemporary Issues in Technology and Teacher Education, 11(4), 324-349. Retrieved from http://www.cite journal.org/wp-content/uploads/2016/04/v11i4languagearts1.pdf Reynolds, G. (2014). Presentation Zen. Presentation Zen. https://www.presentationzen.com/ TNTP. (2015). The Mirage: Confronting the Hard Truth About Our Quest for Teacher Development. Retrieved from http://tntp.org/publications/view /evaluation-and-development/the-mirage-confronting-the-truth-about-our-quest-for-teacher-development Toikkanen, T. (2016, June 30). Learning Despite School. Retrieved August 1, 2016, from https://medium.com/lifelearn/learning-despite-school-d0879be9464f#.f6roydrfs Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional Learning in the Learning Profession: A Status Report on Teacher Development in the U.S. and Abroad. Technical Report. National Staff Development Council. Retrieved from https://learningforward.org/report/status- professional-learning-2/phase-professional-learning-learning-profession/ With the chaos that is the beginning of the school year, a new semester with my master's program, and everything else, my family has been going through some trials. My husband's grandmother, Poo Poo, has had a pretty big health scare in California. So significant, that my mother-in-law flew out to see her and my father-in-law followed a few days later after Scott and I picked up his brother, Jeffrey. Jeff has severe Down syndrome. He communicates with grunts, limited single syllable words such as yes and no, and his own sign language. While he does have some limitations, he is very intelligent. When I first met Jeff, he was the first person with special needs I had really interacted with, and the best advice I was given was to treat him like he is normal. Jeff and I have a very interesting relationship because of this advice. He has opportunities to be mentally enriched here and there, but his days often include endless YouTube videos of Barney and the Wiggles with meals mixed in. His autistic nature causes him to fixate on specific video clips and sounds within them, so he has ownership and choice over those aspects, navigating through the various channels at his own pace. This goes with what I am learning about applying digital learning in my classroom. Being VOCAL is something we should strive for in the classroom and I realized with Jeffrey being here, I also try to provide him other opportunities to have voice, ownership, and choice. The authentic learning for Jeff comes from doing the ordinary things most people do every day. Now, Jeff LOVES pizza. The first time I "Jeff-sat" when all of the family was out, I basically bribed my way into Jeff's heart the way the cliche goes for any man, through his stomach. He likes to constantly ask me for pizza with sign language and I like to try and sneak some vegetables into his diet. When we have pizza, building the pizza is part of our process. He consistently chooses to overload with pepperoni but the other veggies are placed as his own pace, wherever he chooses. When he is done, he will vocalize that. As the pizza is baking, we also make a salad. He had a number of choices but decided to stick with carrots, cucumbers, and tortilla chip strips. There was not any pressure to pick the others but he knew he had to choose something at whatever degree he wanted. This relates to my classroom because having voice, ownership, and choice in an authentic learning environment is inclusive. I choose to follow a vegan and gluten free diet, so my pizza was completely different than Jeff and Scott's pizza. My salad included a lot more vegetables and Scott chose to take what toppings were left. Even the order in which we ate our meals varied: I ate my salad, then the pizza. Scott ate his pizza, then the salad. Jeffrey picked off the veggies and pepperonis first, taking bites of salad in between. Being VOCAL is inclusive for all learners and in all contexts. We should look for more opportunities to embrace learning in different ways and on our terms.
My Why: The Purpose
Everyone deserves access to opportunities that nurture the deeply intrinsic human desire to make the most out of life by learning and growing daily through experiences as individuals in a global community.
My How: The Process
Supporting students to become the better people they desire to be by pouring into them the love, encouragement, support, and feedback that has been poured into me comes from teaching 21st century skills in a blended learning environment through the lens of mathematics.
My What: The Result
Students will learn connections between mathematics and the characteristics that set them apart to be positive contributing adult members of society with more opportunities to continue learning and growing in college, career, and/or military.
Education and learning has been my safe space for as long as I can remember. While my parents provided me the foundation for Maslow's Pyramid of Needs, including the physiological and safety needs, it was through my friends and teachers in school that I progressed towards self-actualization from belongingness, love needs, and esteem needs (The School of Life, 2019). I have had the deficiency needs met almost daily and the growth needs fulfilled almost daily as well in some capacity (Hierarchy of Needs, n.d.). I also recognize that I come from privilege and I have been called to use my privilege to provide others opportunity to move from the deficiency needs to growth needs. For most teachers, we get a group of students for only one academic school year while they sit in our classrooms as students on an official roster. We also recognize that our students become a part of our hearts forever, even after they leave for the summer, graduate from high school, and move into adult life as a college student, career person, or military personnel. Because we are invested in their livelihoods as well as academic content, we cannot just spend time focusing only on the subject knowledge. Students who buy into your classroom are the ones who know why we do what we do - we care about their well-being and their future. Our actions of what and how we operate in our classrooms, lessons, and interactions are rooted in this belief in them. We urgently need to meet students where they are at in their hearts first to create deep, meaningful impact on their lives because they deserve the opportunity for someone to invest in them and this very well may be the only chance. We cannot assume students have this in their lives yet through parents, coaches, or other teachers. We could literally be the teacher in their life that they reflect back on and see a monumental shift in their future. We can know that students need this but feel like it is too much work. It is just like, you can know you are smart but feel dumb. You can know you are beautiful but feel ugly. You can know you are valuable but feel worthless. Just because I know something to be true doesn't necessarily change how I feel 100% of the time. This reconciliation of heart versus mind is something I personally struggle with in certain capacities in my life, but part of my personal decision and intrinsic motivation in moving towards change is that I have been able to convince my heart and rely on my past experiences to acknowledge the disconnect between logic and feeling and keep moving towards a goal. It makes me consider all the times when I have tried to build relationships with challenging students. Daily battles, feeling like I did not matter to that child and nothing I could do would change that, did not stop me from continuing to try because I knew that at some point, whether in my classroom or not, they would have an opportunity to reflect back and know that I cared deeply about them as a student and a person. I know this to be true because I have had a student or two who would, at the end of the year, express their appreciation for my role in their education and life. In contrast, there are students who have also expressed their elation for never having to step foot in my class again... but those moments of clarity and reflection from the positive provide me memories and reminders that even when the head doesn't agree with the heart, keep moving until they do. Rather than asking why, we should ask why not now? Tomorrow may be too late and yesterday did not have this opportunity. Today is it.
References
Cassie . (2021, December 21). 23 Inspirational Quotes for Teachers to Lift You Up When You’re Down. Teach Starter. https://www.teachstarter.com/us/blog/10-inspirational-quotes-teachers-us/
Hierarchy of Needs. (n.d.). Www.wichita.edu. https://www.wichita.edu/services/mrc/OIR/Pedagogy/Theories/maslow.php#:~:text=Maslow The School of Life. (2019). Why Maslow’s Hierarchy Of Needs Matters. https://www.youtube.com/watch?v=L0PKWTta7lU Jr, M. (2017). Know Your Why | Michael Jr. In YouTube. https://www.youtube.com/watch?v=1ytFB8TrkTo At the beginning of the summer, I set an open personal goal: to read more. I restarted the Harry Potter series as I do every summer and had my queue of recommendations ready to go to expand my horizons outside light-hearted romantic comedies or science fiction/fantasy novels. I had not anticipated that setting this goal would include the tens of thousands of pages I would be reading as part of my masters. My professor co-authored a book about the educational environment that positively impacts student learning called COVA (request free access to the book here): Choice, Ownership, Voice, Authentic Learning. As I reflect on what I have read, it makes more sense for me to consider these ideas as VOCAL. |
My husband lovingly teases me when I reflect on my day with him and say "I learned something new today!" because he would be surprised if I didn't learn something new.
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