• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Nsdc This One

Nsdc This One



Panel Pres with Anthony Rebora (Ed Week) and Nancy Flanagan (TLN)

Panel Pres with Anthony Rebora (Ed Week) and Nancy Flanagan (TLN)



Total Views
Views on SlideShare
Embed Views



3 Embeds 306

http://blogs.edweek.org 271
http://21stcenturylearning.wikispaces.com 32
http://peteraltbuch.blogspot.com 3



Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.


11 of 1 previous next

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

    Nsdc This One Nsdc This One Presentation Transcript

    • Leveraging Online Tools for Teacher LearningNSDC- St Louis, MO
    • Moderator
      Anthony Rebora
      Managing editor of Education Week’s teachermagazine.org channel and the Teacher Professional Development Sourcebook.
    • Elements of Effective PD: Consensus View
      Gerald Herbert/AP
      Teacher inquiry
      Focus on student work/relevant subj. matter
      Job embedded
      Sustained activities
      Consistent follow-up
    • What Online PD (Optimally) Enables:
      Gerald Herbert/AP
      Training extended over time
      Transference to classroom practice
      Strong focus on content through readings, multimedia, and online exploration
      Capacity building through teacher-led activities
      Learning community, rich online discussions
      (Barbara Treacy, EdTech Leaders Online, Education Week Webinar, Nov. 13, 2009: http://www.edweek.org/go/webinar/webpd)
    • Convergence of Trends
      Gerald Herbert/AP
      Pressure on schools to improve/modernize PD
      Mainstreaming of interactive (Web 2.0) tools
      Growing interest in teacher collaboration
      Growing interest on new (i.e., Web- supported) models of teaching and learning
      Budgetary constraints and changes
    • Convergence of Trends
      Gerald Herbert/AP
      “New resource constraints and continuing economic re-organization provides the opportunity to transform TPD activities and processes using newer and more meaningful models.”
      (Christopher Sessums, University of Florida, Education Week Webinar, Nov. 18, 2009: http://www.edweek.org/go/webinar/webpd )
    • Gerald Herbert/AP
      Types of Tools and Platforms
      Course management platforms (Moodle, Blackboard, etc.)
      Voice and content tools (Voicethread, Gcast, etc.)
      Collaboration/networking tools (Wikispaces, Ning, etc.)
      Communication tools (Skype, Elluminate, etc.)
    • Types of Tools
      Gerald Herbert/AP
      Resource sharing (delicious, diigo, etc.)
      Blogging and microblogging
      (Barbara Treacy, EdTech Leaders online)
    • Trend Lines: Teachers’ and the Web
      Gerald Herbert/AP
      The Percentage of teachers who use the Internet at least once a week to get teaching ideas: 62(MetLife,“Survey of the American Teacher,” 2008)
      Percentage of teachers who have read or written a blog about teaching: 28(MetLife)
      Percentage of teachers who communicate online with an educator outside their district at least once a week: 11(MetLife)
    • Trend Lines: Online Course Enrollment
      Gerald Herbert/AP
      Percentage of teachers who have taken an online course for degree or professional credit: 39 (MetLife, 2008)
      Percent growth in teachers who have taken an online PD course between 2007 and 2008: 51(Project Tomorrow, “Learning in the 21st Century: 2009 Trends Update)
    • Trend Lines: Teachers and Social Networking
      Percentage of educators who have joined a social networking Web site: 61(edWeb.net, 2009)
      Percentage of educators who have participated in a professionally-oriented SNS: 15 (MetLife, 2008)
      Percentage of teachers who see the value of SNS for sharing information and resources with other educators: 58 (most commonly identified value) (edWeb.net, 2009)
      Gerald Herbert/AP
    • TrendLines: Teachers and Social Networking
      Number of members on the English Companion Ning (begun Dec. 2008): 9,830
    • Food for Thought
      Gerald Herbert/AP
      “I think that online professional development does have the promise to [overcome teachers’ frustrations with PD], but that promised is only realized if people use the tools well. … But I do think some online tools, if the training takes advantage of them, can help with some of the classic issues of professional development.”
      (Chris Dede, Interview, Teacher Professional Development Sourcebook, Fall 2009: http://www.edweek.org/go/tsb/dede)
    • Gerald Herbert/AP
      Food For Thought
      “With online PD, I can work at home while my littlest one is napping. I love that. I love to tell my learners at the beginning of my course, ‘Hey, I’m teaching these courses in my pajamas.’ It’s great!”
      (Alethea Setser, PBS TeacherLine Course facilitator, Interview, Teacher Professional Development Sourcebook, Fall 2009: http://www.edweek.org/go/tsb/setser)
    • Resources
      Teacher Professional Development Sourcebook, Fall 2009: Leveraging Online Learning: http://www.teachersourcebook.org
      Chat Transcript: “Social Networking and Professional Development,” Nov. 12, 2009: http://www.edweek.org/ew/events/chats/2009/11/12/index.html
      Webinar: “Can Web 2.0 Save Professional Development,” Nov. 18, 2009: http://www.edweek.org/go/webinar/webpd
    • Online Professional Learning
      Ideas from the Field
    • Some Lessons Learned
      • Convenience is key for teachers
      • Good content emerges with time—relationships first
      • “Technology skills” are a side benefit—not the goal
      • Plan to change plans
      • Have fun
    • Models & Strategies
      Real-time and lots of time
      Pairs, trios, small & large groups
      Requiring a response
      Nifty ideas: polling, recording, slides and videos, case studies
      KEY PRINCIPLE: Nobody likes to feel dumb
    • Student Characteristics (pair-share review)
      LIST three things about your students that influence the way you set learning goals for them, and plan instruction that will meet their needs. What would another teacher need to know about this class to understand its “learning personality?”
      Share with a partner…
    • Setting Learning Goals (whole-group discussion, individual posts, asynchronous discussion prompts)
      • What makes a learning goal useful, for teachers and students? What makes it worthy?
      • What are some examples of high and worthwhile learning goals that you have set for your students?
      • How specific does a learning goal need to be?
      • Can you identify some inappropriate or lower-quality learning goals?
    • Sample Learning Goals (evaluation polling, deconstruction/reconstruction)
      My learning goals are:
      • For all students to get 80% or above on the quiz
      • Exploring the concepts of density and mass
      • Manipulate three measurement tools; compare results, using two different graphic representations
      • Having students build a model volcano, in cooperating teams
      • For my students to understand what “democracy” is
      • Write three drafts of a persuasive essay; students will improve vocabulary and mechanics in each draft
    • What are your learning goals? Why are they important?
      “In this lesson, I want my students to fully understand linear equations. Linear equations are an integral and vital part of the 8th grade math curriculum. They represent the rigorous content that my students will need to know to become scientists and mathematicians. Linear equations are now part of the state curriculum benchmarks and are referenced in the National Council for Teachers of Mathematics standards. My students will have to have this content mastered to meet the new state High School Merit Curriculum Standards, which require four years of formal mathematics coursework, so it’s very important that they understand them now.”
    • What are your learning goals?Why are they important?
      “This is the first lesson as we begin a unit on linear equations. My goals for this lesson include having every student set up the problems correctly, and then explore the concept of scale. I want them to notice how changing the scale will give the graphs a different appearance without changing the function. Students will experiment to find scales that fit common data points best. It will be messy work, a kind of trial and error. An abstract concept like linear function is really tough for 7th graders who have been working with arithmetic and more concrete problems; another goal is to make the students feel comfortable and competent in working with the tools of graphing.”
    • If the only tool you have is a hammer, you tend to see every problem as a nail — Abraham Maslow
    • Housekeeping
      Paperless handouts
      Sheryl Nussbaum-BeachCo-Founder & CEO Powerful Learning Practice, LLChttp://plpnetwork.comsheryl@plpnetwork.com
      President21st Century Collaborative, LLChttp://21stcenturycollaborative.com
    • Welcome to the human network
    • Are you Ready for Leading/Learning in the 21st Century?
      It isn’t just “coming”… it has arrived! And schools who aren’t redefining themselves, risk becoming irrelevant in preparing students for the future.
    • Web 1.0 Web 2.0 Web 3.0
      We are living in a new economy – powered by technology, fueled by information, and driven by knowledge.
      -- Futureworks: Trends and Challenges for Work in the 21st Century
    • By the year 2011 80% of all Fortune 500 companies will be using immersive worlds – Gartner Vice President Jackie Fenn
    • New Media Literacies- What are they?http://newmedialiteracies.org/ *
      Will the future of education include broad-based, global reflection and inquiry?
      What role will Professional Learning Communities and Personal Learning Networks play?
      Will your current level of new media literacy skills allow you to take part in learning through these mediums?
    • Trend 1 – Social and intellectual capital are the new economic values in the world economy.
      This new economy will be held together and advanced through the building of relationships. Unleashing and connecting the collective knowledge, ideas, and experiences of people creates and heightens value.
      Source:Journal of School Improvement, Volume 3, Issue 1, Spring 2002
    • Personal Learning Networks *
      Community-Dots On Your Map
      Are you “clickable”- Are your students?
    • Schools are one node in a network of learning options.
      You go where the bus goes
      You go where you choose
      Jay Cross – Internet Time
    • Teacher 2.0
      The Emergent 21st Century Teacher
      Teacher 2.0Source: Mark Treadwell- http://www.i-learnt.com
    • http://www.elearnspace.org/Articles/google_whitepaper.pdf
      Community platforms
      Conference rooms
      Instant messenger
      Mailing lists
    • Mobile Computing
      Smart Phones
      The mobile market has: 4 billion subscribers, three-fourths of whom live in developing
      countries. Over a billion new phones are produced each year, and the fastest-growing sales segment belongs to smart phones —
    • Open Content
      Relevance for Teaching, Learning & Creative Expression
      Open content allows teachers to customize their courses quickly and inexpensively and keep
      up with emerging information and ideas.
      Communities of practice and learner groups that form around open content provide a source
      of support for independent or life-long learners.
    • Question
      What does it mean to work in a participatory 2.0 world?
    • PD of the 21st Century will be—teacher directed through:
      Connections (PLN & CoP)
    • 44
      One-on-one Classroom Informal
    • How people learn their jobs
    • 46
      Free range learners
      Free-range learners choose how and what they learn. Self-service is less expensive and more timely than the alternative. Informal learning has no need for the busywork, chrome, and bureaucracy that accompany typical classroom instruction.
    • Powerful Learning Practice Delivery Model
      Where we deepen understanding, network, share resources and grow as a community of practice.
      Live meetings where teams meet, listen and then reflect in small groups.
      Two all day workshops that build capacity, community and develop 21st Century skills.
      Professional Learning Teams
      Job embedded teams who meet f2f and work towards scale and alignment of 21st C skills with school improvement goals
      http://plpnetwork.com *
    • Professional Learning Communities
      The driving engine of the collaborative culture of a PLC is the team. They work together in an ongoing effort to discover best practices and to expand their professional expertise.
      PLCs are our best hope for reculturing schools. We want to focus on shifting from a culture of teacher isolation to a culture of deep and meaningful collaboration.
      FOCUS: Local , F2F, Job-embedded- in Real Time
    • Communities of Practice
      FOCUS: Situated, Synchronous, Asynchronous- Online and Walled Garden
    • Characteristics of a healthy community
    • Personal Learning Networks
      FOCUS: Individual, Connecting to Learning Objects, Resources and People – Social Network Driven
    • Last Generation