from Wings & a Wand

I want educators of Emergent Bilingual students to create a shift in the learning environment through Blended Learning by leveraging technology resources to give these students choice, ownership, and voice in their learning.  Influencers for this change include my principal, my teachers of ESL piloting this initiative, and myself.  In order for this to happen, educators will need to change their behavior to:

-take time to create student-centered resources such as a menu of ways a student can demonstrate their knowledge of the content based on their ability in English i.e. beginner, intermediate, advanced, or advanced high.

– use data to enable students to be peer tutors to help other students achieve content mastery in stations and create videos to show mastery of a concept where these can be placed in a resource library for student access.

– take time to create student goal binders with sheets where students can record their data and write down their goals for improving their data.

Results that demonstrate this shift toward Blended Learning can be measured through the creation of a menu for content mastery, peer tutoring stations, peer tutoring videos, and goal tracking sheets during each nine weeks as content curriculum changes to meet the Learning Progression Targets on each nine week’s report card.

Here is my Influencer Strategy with the Six Sources of Influence.

References:

Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). COVA: Choice,

ownership, and voice through authentic learning (0.9) [eBook].

Creative Commons License.

Horn, M. B., Staker, H., & Christensen, C. M. (2014). Blended: Using disruptive

innovation to improve schools. Wiley.

Vogt, M., Echevarria, J. J., & Short, D. J. (2016). Making content

comprehensible for english learners (5th ed.). Pearson