Influencer Strategy Part A & B
PART A: Results and Measurement
Improvement in Linguistic Competence
Desired Outcome: Increase the linguistic competence of bilingual students.
Target: Achieve an 80% improvement in conversation fluency and a 20% reduction in grammatical errors compared to initial assessments.
Measurement: This will be accomplished through regular online conversation sessions where students can practice and enhance their fluency with the assistance of native speakers.
Enhanced Academic Results
Desired Outcome: Attain improvements in overall academic performance.
Target: Observe a 15% increase in students' average grades in specific assessments related to blended learning, such as incorporating online tools that provide immediate feedback on evaluations.
Measurement:
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Implement an individual progress tracking system for both students and teachers to monitor performance over time.
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Establish customized goals for each student through the completion of a self-assessment questionnaire.
Development of Technological Skills
Desired Outcome: Facilitate the development of technological skills.
Target: Certify that 95% of students will effectively use built-in online tools, demonstrating proficiency in creating and presenting digital content related to English language learning.
Strategies:
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Utilize the Platform of Interest-Based Projects, offering a variety of projects related to English learning, such as research, presentations, blogs, debates, etc.
PART B: Vital Behaviors and Organizational Influencers
Vital Behaviors to be Considered:
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Consistent Practice: Students must regularly engage in online conversation sessions and language exercises.
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Active Participation: Encourage students to actively participate in "Bilingual Literary Café" and other interactive activities.
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Feedback Utilization: Ensure students utilize immediate feedback from online tools to improve their English language skills.
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Technological Proficiency: Students should effectively use online tools and platforms to create and present digital content.
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Progress Tracking: Implement and regularly update individual progress tracking for students to monitor and achieve their customized goals.
Organizational Influencers:
1. English Instructors:
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Language coaches from the Aldine Dual Language Program, with their experience and dedication, will be essential to guide students in the new approach of blended learning with a focus on grammar and reading in English for the emerging bilingual students.
2. Educational Technology Coordinators:
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This team will lead the implementation of the online tools, ensuring they are used effectively to improve English learning.
3. Chief Academic Officers:
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The Chief Academic Officer at Aldine ISD's Raymond Elementary will support the initiative by allocating resources and supporting ongoing staff development to ensure the success of blended learning.
Six Sources of Influence:
1. Personal Motivation: Foster a growth mindset and intrinsic motivation among students to engage in blended learning activities.
2. Personal Ability: Provide training and resources to enhance students' and teachers' skills in using blended learning tools and strategies.
3. Social Motivation: Encourage collaboration and peer support among students and between students and instructors.
4. Social Ability: Leverage the expertise of language coaches and educational technology coordinators to assist and mentor students.
5. Structural Motivation: Implement reward systems and recognition for students who demonstrate significant progress and active participation.
6. Structural Ability: Ensure the availability and accessibility of necessary technological resources and support systems for effective blended learning implementation.
References:
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Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Multilingual Matters.
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Hegel, G. W. F., et al. (2000). G.W.F. Hegel, the Oxford University Press translations (Electronic ed.). InteLex Corporation.
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Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25. https://doi.org/10.3102/0013189X11428813