When you know where you are headed, you can focus on the end or the goal. The example Dr. H provided about Google maps made me think (Harapnuik, 2016). It is true that when planning to venture out somewhere, I check the mileage and the time it says it will take to get there. I always add more time, because when I travel I like to make stops for sweet tea, snacks, or restroom breaks. I now realize that I do plan backwards in my own life.

By using worksheet one and worksheet two, it was a great way to reflect and think through some ideas for the 3 column table.

After reading Fink’s guide (Fink, 2005), I constructed this 3 column table to coincide with my innovation plan for my pre-k students. Putting this innovation plan into action is important. In his guide, he says, "we can dare to dream about doing something different, something special in our courses that would significantly improve the quality of student learning. This option leads to the question faced by teachers everywhere and at all levels of education: Should we make the effort to change, or not?" (Fink, 1). This was a great way to start the guide. I do want to make a change. I want my pre-k students to develop a love for learning, learn from their learning, and take ownership of what they are learning.

Our pre-k program is a play-based program. The students are engaged in play for part of the day while learning. I want the students to become independent thinkers and be prepared for the real world they will enter after graduation. By incorporating my innovation plan at this grade level, the students will have the experience and knowledge they need as they move forward in the educational system. I want them to be a dot connector, not a dot collector as Godwin mentions in his video. (Godin, 2012).

I want my students to be surrounded by creativity, critical thinking and problem-solving abilities as well as making meaningful connections to their own lives. I want my students to learn technology as a tool to assist them with problems, rather than hinder them from their own thinking.

When my students leave my classroom and move on to kindergarten, I want them to not only have fulfilled the district’s requirements, but I want them to leave being a better, well-rounded, happier version of their former self with some knowledge, experience, and technology tools in their “educational tool bag”.