Influencing Instructional Change

In my graduate course, through online discussions, videos and books, I learned about the influences of leadership and vital behaviors. How to effectively lead change, motivate it and attain it with skills, not only by heart but also raise to the value of the vital behaviors. I then cultivated a proposal below of formalized developments pleasing the instruction change in the ASL classroom at the university including the statements of the Measurement of Change, Vital Behaviors, and Six Sources of Influences to achieve the goal.

Measurement of Change

  • Instructors will increase and maintain as priority the amount of time for interactive activities in the classroom to help students reach a reasonable level of ASL conversational ability, before the end of the level 2 course.

 Vital Behaviors

  • The instructors will develop healthy peer mentor relationships and support each other through developing abilities in managing change.
  • The ASL instructors will select a category in a lesson to create a supplemental video resource weekly.
  • The program director, instructors, and lab assistant will have opportunity to meet weekly for discussion and to share facilitating tips and supplements.

Six Sources of Influences

This table below arranged with 2 columns: motivation and ability, and 3 rows: personal, social, and structural that identifies six sources of influence. This implement can help to manage successfully instructional change.

Six Sources of Influence Matrix

  Motivation Ability
personal ·         Reflect on the “Why” statement as a constructivist educator to promote independent thinking and learning in the students.

·         Decreased length of lectures to extend student-centered learning and leverage students’ motivation.

·         Develop supplemental story videos and allow students to incorporate learning artifacts to increase interactive learning in the classroom.

·         Our IT offers individual training sessions for all levels of technical aptitude.

·         Provide meaningful dialogue about improvements or common goals.

·         Contribute creative thinking and support each other to encourage student-centered learning.

social ·         Collaborate on mini lesson plans and share supplements so there is no need to re-invent lesson plans every time they teach.

·         Discuss and recognize any possibilities for expanding and refining strategies.

·         Observe colleagues in action on recorded videos to acquire their areas of strength or provide feedback about student-faculty and student-student interactions.

·         Gather and attend professional development seminars such as TECA or ISTE conferences focusing on a variety of topics related to the use of classroom technologies and instructional strategies.

·         Recall how to use social media vlogs as learning tools or digital feedback.

·         Participate in online communities to create culture, knowledge, and learning artifacts for each other.

structural ·         Recognition for exceeding expectations as innovative instructors on faculty annual performance evaluations.

·         Cultivate reputation as leaders and coaches within the profession.

·         Successful implementation of new strategies will reflect positively on the on the organization.

·         Establish toolkits of interactive instructional strategies, talents and resources that strengthen students’ observational, communication, and interpersonal skills.

·         Subscribe to and regularly read TECA, ISTE and other magazines related to technology and instructional strategies.

·         Access available existing literature on new learning approaches.

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