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  • Teachers were generally not doing a lot of things differently ( although spikes existed). Work was limited to desktop word processing, web searches, (Lower order), 1:1 communication. Teachers indicated limited experience in online collaborative learning, both synchronous and asynchronous. Time or interest low. Teachers perceived that the hardware ..ie computer =engagement. Teachers did not have experiences beyond email, desk top publishing and 1 : 30 communication. Videos were used. NO sense of PLE and PLN.. Personal learning networks and shared learning environments. Letting go of control….Limited experience in collaborative learning, mainly relied on demonstration instruction ( Always 42.5 %),Sometimes group work was used (50%), Interestingly, students worked often on individual projects,54%, however only sometimes presented individual work to the class 48 %.
  • Role of the ModeratorThe role of the moderator is critical to a successful learning environment as through their dedication to creating a collaborative learning environment, knowledge is collectively constructed for the benefit of the community on the basis of participation in a trusting environment. In creating a successful learning environment, a balance between technological assistance and moderating needs to be achieved by supporting the community's technological needs in a way that supports the development and activity of the community (Salmon 2002, White 2007, Jolly et al 2009). To be successful, a moderator needs to:haveorganisational commitment (Jolly et al 2009);move the class ahead when discussions are circular (Shor 1980);act as a mediator, balancing inherent individual and group tensions to remain focused (White 2007, Shor 1980);evaluate community performance with respect to own actions;adjust moderation techniques according to community and individual needs (Salmon 2002);promote discussion using techniques in accordance with development (Salmon 2002);create a safe and positive learning environment (Anderson 2008);engage learners with content and each other through facilitation (Ally 2008); andacts as a convenor, bringing the class together as needed (Shor 1980).
  • Community of Practice:Justification of Collective Learning Opportunity A learning community is defined as a community in which, most simply, learning occurs. The value for this is that the interests, knowledge and conversations shared benefit the whole community (Kilpatrick et. al 2003). It is these common interests which bind people within the community together and cause them to seek out each other's skills and knowledge to further their own (Downes 2004, Kilpatrick et. al 2003). Furthermore, group diversity is valued (Gokhale 2005) for it can contribute to, and in some cases increase, the process of learning and the viewpoints expressed.It is these features of a learning community that give rise to a collective learning opportunity for its members. Members look to each other for shared interests, conversations and the formation of community.
  • Being a deputy in a school, I see the result of disengagement….spit balls across rooms.. Badly photocopied work books….small illegible writing.. Blah blah blah!!! No connection to the real world.. Or the world of the student.. QTF…connectedness….authentic…

Derht conf.litehouse4skools Derht conf.litehouse4skools Presentation Transcript

  • Leading Change for 21st Century Learning
    Mentoring for whole school change toward a paradigm shift & QT
  • Outcome of this session
    I have not got the answers, just the questions.
    There is more than one way….to skin a cat….
    The collective is the most powerful item in the room
    Its about the people, not the technology!
    Using technology is a mindset, not a skill set……
  • What are we really doing about student engagement?
    http://deniselofts64.edublogs.org/2010/05/16/teacher-engagement-is-that-the-first-step/
  • What our data told us.
    We conducted Surveys… simple.. using survey Monkey.
    http://litehouse4skools.wikispaces.com/file/view/SurveySummary_03072010-2.pdf
  • The Students
    Teachers were generally not doing a lot of things differently ( Although spikes in classrooms existed).
    Work was limited to desktop word processing, web searches, (Lower order), 1:1 communication. Teachers indicated limited experience in online collaborative learning, both synchronous and asynchronous. Time or interest low.
    Teachers perceived that the hardware ..ie computer =engagement.
    Teaching from the back of the room was not evident.
  • The teachers
    Teachers indicated limited experience in online collaborative learning, both synchronous and asynchronous. Time or interest low.
    Teachers did not have experiences beyond email, desk top publishing and 1 : 30 communication. Videos were used. NO sense of PLE and PLN.. Personal learning networks and shared learning environments. Letting go of control….
    Limited experience in collaborative learning, mainly relied on demonstration instruction ( Always 42.5 %),Sometimes group work was used (50%), Interestingly, students worked often on individual projects,54%, however only sometimes presented individual work to the class 48 %.
  • ‘Teachers vital KEY’
    Facilitator
    Moderator
    Coach
    Manager
    ……Vital to effective learning….
    We understand learning….
    We have the framework… but how should it look..
    http://edutweet.wikispaces.com/05.+Design+Elements
  • Do we need a paradigm shift?
    What is a Paradigm shift?
    http://www.youtube.com/watch?v=3cp6pEzx3uw&feature=player_embedded
    Initial stages with leadership from the top with emerging technologies.
    Confronting for many:
    Students as mentors, in the initial stages.
    “Everyone is the architect of their own learning.” — Appius Claudius, Roman Politician via @etalbert
7:23 PM Apr 29th from twhirl.
  • 3 key factors
    Champions as mentors…
    ‘Community of Practice’ –personal learning environments and networks
    Connectivism
  • What are the underpinning theories?
    MENTORS & CHAMPIONS
    The impact of e-learning champions on embedding e-learning- in organisations, industry & communities.
    From the Australian Flexible learning framework.
    http://www.flexiblelearning.net.au/
  • Champions, Communities of practice & Connectivity
    ‘Community of Practice’ (Wenger 1999)
    http://edutweet.wikispaces.com/02.+Key+Features
    http://edutweet.wikispaces.com/06.+The+Blue+Print+for+edutweet
    Connectivist Theory
    Modeling and building a foundation for an elearning community that underpins the complex interactions between the individual, their behaviour and the environment.
    (Downes, 2006 & Siemens 2004)
  • Overview structure
  • QTF
  • TOOLS
  • Team formulate teaching Strategies
  • Mentoring Champions
  • Back mapping from Syllabus
  • Reflect Back to the Data
  • HT’s are the Catalysts in leading change!
    Leadership behaviours of successful middle managers.
    1.A focus on learning
    2.Consistency
    3.Care
    4.Commitment
    5.High Expectations
  • Strategies to achieve this:
    Modeling: “Walk the talk”
    Monitoring: Leadership is strong when informed by data.
    Dialogue: Use conversation to develop everyone’s understanding about learning.
    Structures and systems: the work of the team is clear, explicit. Not autocratic, rather the consolidation and formalisation of agreed strategies.
  • Setting the Scene
    Learner ( teacher ) readiness
    Motivation to join the movement
    Comfort and feeling of support
    Support in classroom (HTs & Mentors)
    Ongoing support from systems, dialogue, individual and group.
    Already existing collaborative space to support the hardware….so that the learning can begin.
    http://rbscsupport4ict.wikispaces.com/
  • Mentoring at RBSC
  • Collaborative Spaces
    http://litehouse4skools.wikispaces.com/
    http://rbscsupport4ict.wikispaces.com/
  • Before we begin ‘know our students’
    STEP 1. Lets Join EDMODO.& the Group “HT'sLeadingChange : code to access this group is: pa4r5o…..
  • To finish
    Communities of Practice (Wenger 1999)
    "Communities are human systems given form by conversations of relatedness." (Block, 2008)
    http://edutweet.wikispaces.com/07.+An+Executive+Summary
    Personal learning networks and communities of practice
    http://www.slideshare.net/GrahamAttwell/personal-learning-environments-46423