Reflections
Professional Learning 5389 (97/100)
CSLE 5313 (97/100)
I am convinced that continuous learning allows us not to age our minds; even though the appearance is different, the brain and its capabilities can remain current.
My dad is 75 years old; he is an economist by profession and has been a professor of econometrics at the university for over 25 years. He recently decided to train himself and learn the trade of gardening. When I asked him why he wanted to learn something so opposed to his acquaintance's line of interest, your response was revealing... I need my brain to feel recharged by unknown things...
Thus, I concluded that of the five and six assignments of my Master's degree, these have undoubtedly taken me the most out of my comfort zone: designing learning plans for children. It is the daily dynamic, and although we will never be perfect, it is a well-worked topic that can give you the peace of mind that you already know how to do it.
But what happens when the proposal is that you are the one who must design a complete professional learning plan for teachers? Wow, what an adventure.
I worked well with my colleagues and encouraged debate in the discussion forums and weekly virtual meetings. I feel that I contributed valuable to each work session in 5389 and 5313, and many times, I took on the role of "leader" as the first to speak or the group member who informed the larger group about what we discussed. I also helped build and provided feedback and progress to my core collaborative group.
I accepted and appreciated feedback and revisions from my instructors and peers on all course assignments and incorporated this feedback into my assignments. While most of the corrections needed in my case were minor, this was a personal improvement because I used to have a fixed mindset regarding receiving feedback.
Working with Estefania, Iliana, and Vitalia was fascinating; they were so different but similar in the end. Creating a professional learning plan allowed us to capture many of our needs as teachers and ask ourselves, are all those hours of training necessary? We found that the hours do not matter; what is essential and what makes the difference between hours of training and A complete professional learning plan is the purpose and thorough, detailed planning.
There were more than 10 hours of meetings to design a plan that, ultimately, was to our complete satisfaction. We firmly believe in it, and each one from their position will present this proposal to continue with the changes that the new generations of educators are proposing.
My team's dynamic of support and contribution is perfect; each one has skills that provide quality, and the feedback, opinions, and suggestions were always exceptionally well received; our common objective is to design a professional learning plan that works and that we would like to implement immediately.
The evolution of our group has been exponential and dynamic. Before, we had some failures in schedules and times; now, our meetings have defined purposes and established times.
I am proud of myself for the contributions I have made to both my learning and my learning community. Still, in the future, I hope to continue to reinforce these types of activities and retake a leadership role at more effective times as I complete all of the "required" readings and publications required for this course. As I become more comfortable with both the program itself and this new way of learning, I will be able to reap the benefits of the approach this program takes. I also look forward to seeing how the ideas, themes, and materials in subsequent program courses interconnect as I progress through the accelerated ADL option.
My eportfolio
My Team