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. www.teachermagazine.org www.teachermagazine.org/tsb/
Elements of Effective PD: Consensus View Gerald Herbert/AP Collaboration 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
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…
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 http://21stcenturylearning.wikispaces.com Sheryl Nussbaum-BeachCo-Founder & CEO Powerful Learning Practice, LLChttp://firstname.lastname@example.org President21st Century Collaborative, LLChttp://21stcenturycollaborative.com email@example.com
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.
FORMAL INFORMAL 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
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.
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 VLC Workshops Elluminate 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