Imagine a middle school Reading and Language Arts classroom where newcomer emergent bilingual students (NEBS) are actively engaged, using technology to explore diverse literary worlds that reflect not only their own experiences and cultures, but also the the new world they’re navigating in the United States. They collaborate on interactive projects, create digital stories, and communicate with peers, all while developing their language skills in an immersive and supportive environment.
This is the vision behind my innovation project: developing a Technology-Enhanced Project-Based Learning (TEPBL) reading/language arts curriculum specifically designed for NEBS. The text below chronicles my journey, from the initial proposal outlining the unique needs of NEBS to the current phase of refining the curriculum and beyond. It’s a journey filled with challenges and discoveries, and one that has positively shaped me as an educator.
Laying the Foundation: Needs Assessment and Proposal Development
The first major component of my innovation project was the innovation proposal. In this proposal, I outlined the opportunity I observed in addressing the unique needs of NEBS in language arts classes and detailed what the TEPBL curriculum has to offer. I also conducted a literature review that highlighted the benefits of TEPBL for NEBS, including increased motivation, enhanced language proficiency, and improved academic performance. Through this proposal and literature review, I aimed to address the opportunity by designing a TEPBL curriculum that incorporates COVA (Choice, Ownership, and Voice), meaningful technology use, and a significant learning environment. I hoped to inspire key stakeholders in my district to embrace this innovation and support its implementation.
Literature Review 1 of 2 conducted on TEPBL.
Another important founding document was my innovation plan’s implementation outline. The implementation outline detailed the progress I have made thus far in my innovation project and maps out the progress I intend to continue making in the months to come. Currently in Phase 3, the Reconstruction and Iteration phase, I have been revising and editing all the units and lesson plans to ensure they align with my innovation goals. I have integrated COVA, meaningful technology use, and a significant learning environment throughout the curriculum.
Lastly, I created a short video that serves as an emotional appeal and a call to action for stakeholders to embrace my innovation project. This video subtly showcases the potential impact of TEPBL on NEBS and encourages adoption from the district.
Leading Change: A Strategic Approach
Throughout the ADL program, I have recognized that implementing a change in the way NEBS are traditionally taught requires a significant behavior change from myself, my students, my colleagues, and other stakeholders. To lead this change effectively, I have focused on having a clear sense of purpose and direction. By defining my why, how, and what, I ensure that my actions and decisions align with my principles and values. This demonstrates integrity and consistency, inspiring others to join me in this change initiative.
I have also worked on reducing distractions and the “whirlwind” by utilizing organizational influencers and implementing a well-thought-out Influencer Strategy and a 4 Disciplines of Execution (4DX) plan. Additionally, handling resistance and conflict has been crucial to the success of my innovation plan, and I have embraced the traits of a self-differentiated leader to manage these situations effectively. Additionally, mastering the art of crucial conversations has helped me maintain open communication and foster better outcomes and relationships.
Cultivating a Growth Mindset: Empowering Learners and Educators
Recognizing the power of a growth mindset in the success of my innovation plan, I have created a Growth Mindset Plan and have gone as far as to revise this plan with further learnings as I progressed through the ADL program. This plan includes specific strategies and actions that I can implement to cultivate a growth mindset in myself and others. It also outlines steps to take when a fixed mindset arises and recommends resources for further developing a growth mindset. By nurturing a growth mindset, I believe I can overcome challenges and setbacks and encourage my students, colleagues, and stakeholders to do the same.
Designing for Success: A Framework for Significant Learning
Having a focus on learning and creating significant learning environments is essential for the success of my innovation plan. As I progressed through the ADL program and continued to develop my innovation project, it became apparent that I must prioritize the learning process and outcomes of students over the teaching process and outcomes. I focused on designing engaging, meaningful, and relevant learning experiences for students that empower them to take charge of their own learning.
To ensure the effectiveness of my curriculum, for the first unit of my TEPBL curriculum (the fiction/storytelling unit), I utilized L. Dee Fink’s 3 Column Table, aligning learning goals, activities, and assessments with Fink’s taxonomy of significant learning. I also used the Learning Environment and Situational Factors Outline to analyze the specific and general factors that impact my teaching and learning situation. This analysis helped me highlight the unique challenges and opportunities of my school, profession, subject, students, and teachers.
Another important TEPBL course planning document addressed various aspects related to the course’s immediate and long-term goals and answered questions that support formulating significant learning goals of my TEPBL course. The answers to these questions are directly tied to the learning goals, learning activities, and assessment activities found in the 3-column table for the fiction unit. Moreover, I created a unit plan using the UbD (Understanding by Design) Design Template, following the backward design process advocated by Grant Wiggins and Jay McTighe. This unit plan aligned with my innovation plan and incorporated project-based learning and cross-cultural communication principles for NEBS.
Lastly, I designed a Conversation Practice professional learning series aimed at equipping educators with strategies to enhance conversational and speaking practice for NEBS in TEPBL English Language Arts/Reading classrooms. This professional learning series focused on the principles of effective professional learning and provided educators with a range of strategies to support the needs of NEBS in language development.
Session 1 of a multipart professional learning series on Conversation Practice for Newcomer Emergent Bilingual Students.
Research and Evaluation: Measuring Impact on Newcomer Emergent Bilingual Students
As part of my research, I have created an action research design outline to measure the effectiveness of my innovation plan. This outline includes the research design, data collection methods, and data analysis procedures that I will employ. To add to this, and to support the academic and linguistic development of newcomer emergent bilingual students (NEBS) in middle school language arts classes, I conducted an additional literature review that focuses on the potential of technology-enhanced project-based learning (TEPBL). This review explores the advantages of TEPBL for student engagement and learning, emphasizing its ability to foster critical thinking, collaboration, and communication skills.
Literature Review 2 of 2 conducted on TEPBL.
Continuing with the literature review, I acknowledged the challenges associated with implementing PBL, such as teacher preparedness, time constraints, and student difficulties with project management and inquiry-based learning. I also delved specifically into the challenges faced by NEBS in TEPBL environments. These challenges include language barriers, cultural differences, and academic gaps. By gathering this information, I aim to fully understand the context in which my innovation plan will be implemented and to identify potential areas for improvement.
In my action research plan, which is another element of my innovation project, I outlined various data collection strategies to capture both quantitative and qualitative data throughout the intervention/innovation cycle. These strategies include administering pre-tests and unit assessments to measure students’ academic progress, conducting surveys and interviews to gather insights from students, teachers, and other stakeholders, and collecting student artifacts to assess their project work and language development. By utilizing a combination of these methods, I aim to obtain a comprehensive understanding of the impact of the TEPBL intervention on NEBS in middle school language arts classes.
Furthermore, I have emphasized the importance of sharing the findings of this research with various stakeholders, including educators, administrators, and researchers. By disseminating these findings, I hope to maximize the impact of the research and inform educational practice in a way that benefits NEBS and promotes their academic and linguistic development.
Overall, through the creation of an action research design outline and an additional literature review, I have taken a thorough and multi-faceted approach to investigating the potential of technology-enhanced project-based learning to support the academic and linguistic development of newcomer emergent bilingual students in middle school language arts classes. By considering the benefits and challenges associated with this approach, as well as the specific needs of NEBS, I am confident that this research will provide valuable insights into effective educational practices and contribute to the growth and success of these students.
Looking Ahead: Milestones, Improvements, Reflections, Spreading the Word, and Future Endeavors
Milestones and Improvements – As I mentioned earlier, I am currently in Phase 3, the Reconstruction and Iteration phase of my innovation project. At this stage, my focus is on revising and editing all units and lesson plans to ensure they align with my innovation goals of incorporating COVA, meaningful technology use, and creating a significant learning environment for NEBS. However, due to my work and school obligations, this process is taking longer than expected.
To address this challenge and continue improving the TEPBL for NEBS curriculum, I have planned to collaborate with my planning partner over the summer. By working together, we can divide the workload and provide each other with feedback and support. This collaborative effort will help us progress more efficiently and make substantial improvements to the curriculum.
Ideally, I aim to complete Phase 3 by the end of summer 2024. This timeline would allow us to be ready for the pilot or soft launch of the project by the start of the 2024/2025 school year, marking the beginning of Phase 4.
A Moment of Reflection – Reflecting on the learning process I have undergone throughout my innovation project; two significant components stand out: my learning manifesto and learning philosophy. My learning manifesto is a personal statement that articulates my beliefs, values, goals, and expectations about learning. It served as a tool to define my beliefs and align them with my purpose, ensuring that I stay true to my vision and mission as an educator. Additionally, my learning philosophy, which is a statement of my core values and principles guiding my teaching and learning, played a crucial role in shaping my innovation plan. By identifying key influences, experiences, and theories, I developed a teaching philosophy that informs and supports my innovation plan.
Also, reading “A New Culture of Learning” by Douglas Thomas and John Seely Brown had a profound impact on my understanding of teaching and learning in the 21st century. The book challenged my assumptions and beliefs, emphasizing the concepts of play, imagination, and innovation as catalysts for fostering collaborative, creative, and adaptive learning cultures. This perspective resonated with my innovation project, reinforcing the significance of COVA, CSLE, and a growth and learner’s mindset as essential elements of an effective learning environment.
The ideas explored in ‘A New Culture of Learning’ didn’t just deepen my understanding of education; they further prompted me to engage in continuous learning. To elevate my curriculum writing practice, I built an annotated reading list that included resources on topics like project-based learning and curriculum development. This proactive approach is already paying off! I have read texts like ‘The ELL Teacher’s Toolbox‘ and ‘Crucial Conversations‘, and these books have helped me design engaging (professional and educational) learning experiences that truly embody the transformative power of COVA and CSLE.
What’s Worked and Areas of Improvement – Throughout my innovation project, certain aspects have worked well. The process of integrating COVA, meaningful technology use, and creating a significant learning environment has shown promising results. Students responded positively to the opportunity to make choices, take ownership of their learning via PBL, and use technology purposefully to enhance their language and literacy skills. Additionally, the project-based nature of the curriculum provided a rich and engaging learning experience for NEBS, fostering language growth and overall academic performance.
However, there are areas where I could improve. One key lesson I have learned is the importance of clear communication and collaboration with stakeholders throughout the innovation process, especially in the foundational stages. By involving teachers, administrators, and other key stakeholders from the beginning, I could gain their support and input, ultimately creating a more successful implementation.
Spreading the Word – In terms of promoting and communicating my innovation project, I further developed my innovation plan by creating digital resources in written and podcast formats. These resources will serve to spread the word about my innovation plan and its potential benefits to a broader much audience. By publishing these resources, I aim to inspire and influence others with my message and encourage them to embrace TEPBL for NEBS in their own contexts.
One Last Look Back
The videos below provide glimpses into two of the video interview exit surveys we conducted with newcomer EB students who completed the inaugural Technology-Enhanced Project-Based Learning reading and language arts curriculum. Our initial implementation of this project has underscored the effectiveness of Project-Based Learning and, in many ways, the COVA approach in captivating the interest of NEBS. The students were particularly enthusiastic about the autonomy they had in selecting their project topics, taking charge of their educational journey, and using technology to bolster their language proficiency. Moreover, they found the integration of reading and language arts standards into the curriculum to be both enjoyable and enriching.
Nabiullah: First-year student from Afghanistan
Daniella: First-year student from Venezuela
As I reflect on my experiences with my current innovation project and look forward in anticipation of future endeavors, I have identified a couple of enhancements for future innovation projects. A foundational step will be assembling a comprehensive team that includes and involves key stakeholders from the outset, one that brings together a wealth of perspectives and expertise to boost the project’s prospects. Ongoing, transparent communication with all stakeholders will be a cornerstone, ensuring that every voice is heard, and every concern is met with consideration throughout the project’s evolution.
Moreover, I plan to dedicate additional time and resources to the pilot phase, soliciting feedback and making iterative improvements before the full-scale rollout of the innovation plan. This approach will not only refine the project but also build a stronger foundation for its success.
As I embark on the next innovation endeavor, the insights gained from past projects, especially my ADL innovation project, will guide my strategy. Emphasizing collaboration, clarity in communication, and active stakeholder engagement will be vital from the start. The principles of a growth mindset, learner’s mindset, and the COVA and CSLE frameworks will be woven into the fabric of the project’s design and execution. Furthermore, I’ll harness digital tools and communication platforms to amplify the project’s mission and broaden its impact. This holistic approach will ensure that the project resonates with and is accessible to a wider audience.
References
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