8 steps to diy pd surreydinner


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8 steps to diy pd surreydinner

  1. 1. Sheryl Nussbaum-Beach Co-Founder & CEO Powerful Learning Practice, LLC http://plpnetwork.com sheryl@plpnetwork.com President 21st Century Collaborative, LLC http://21stcenturycollaborative.com Author “The Connected Educator: Learning and Leading in a Digital Age” Follow me on Twitter @snbeach
  2. 2. Housekeeping • THE CONNECTED EDUCATOR Get close to someone Paperless handouts http://plpwiki.com Back Channel Twitter hashtag #sd36learn
  3. 3. Learner First— Educator Second 1. Introduce yourselves and what you do. 2. What have you been thinking about lately in terms of change in your school/district? What is becoming clearer? 3. If you could change one thing … Emerson and Thoreau reunited would ask- “What has become clearer to you since we last met?”
  4. 4. Just admit it… You are an agent of change! Now. Always. And now you have the tools to leverage your ideas.
  5. 5. An effective change agent is someone who isn’t afraid to change course.
  6. 6. What will change in education because of your being here tonight? Will you go back and … Make a stand for? Create an awareness of? Do? Share? Connect? Collaborate? Act Collectively?
  7. 7. You- Child Advocate- Education Activist
  8. 8. We have a choice: A choice to be powerful or pitiful. A choice to allow ourselves to become victims of all that is wrong in education or activists. Activists who set their own course. Who resist the urge to quit prematurely. DIY change agents who choose to be powerful learners on behalf of the children they serve.
  9. 9. Mantra for tonight… We are stronger together than apart. None of us is as smart, creative, or productive as all of us.
  10. 10. Are you Ready for Learning and Leading 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.
  11. 11. The world is changing…. ButI do not need to convince this group that schools have to change. That there is a need for a culture shift. I do not need to convince you of the why. Let’s remind each other. What is the justification for change in practice and culture for schools today?
  12. 12. Recap… 1.The world is changing. 2.The context has shifted 3.We have amazing tools that enable us to connected, collaborate and create. 4.Schools are remaining just about the same. We are in the midst of seeing education transform from a book-based, linear system with a focus on individual achievement to an web-based, divergent system with a focus on community building.
  13. 13. We have to change school culture… From: Azhar Sent: 2013-10-04 11:03 AM To: Daddy Subject: Our teacher fell asleep -- change behaviors -- experience success -- creates faith -- creates hope -- changes beliefs, values, dispositions
  14. 14. Which takes LEADERSHIP (this is where you come in)
  15. 15. Managers • Believe in standardization of the process • Fiercely protects the status quo • Manipulate resources to get the job done • Focus is on tools and deployment • Expect compliance and reliance • Safe- Tried- True Leaders • Create change as a way of solving problems and innovating • Ask what if– builds on strengths and what people know and can do • Focus on what can happen if people (learners) know what to do with tools for self directed learning • Build thick leadership density in others. • Take risks and expect criticism
  16. 16. In Phillip Schlechty's book Leading for Learning: How to Transform Schools into Learning Organizations He makes a case for transformation of schools.
  17. 17. Reform- installing innovations that will work within the context of the existing culture and structure of schools. It usually means changing procedures, processes, and technologies with the intent of improving performance of existing operation systems.
  18. 18. Transformation- is intended to make it possible to do things that have never been done by the organization undergoing the transformation. Different than It involves repositioning and reorienting action by putting an organization into a new business or adopting radically different means of doing the work traditionally done. Transformation includes altering the beliefs, values, meanings- the culture- in which programs are embedded, as well as changing the current system of rules, roles, and relationship- social structure-so that the innovations needed will be supported.
  19. 19. So as we develop our change agent vision for learning -- How do you see it- should you be a reformer or a transformer and why? Make your case for using one or the other as a change strategy in your school.
  20. 20. Professional development needs to change. We know this. ----Do it Yourself PD A revolution in technology has transformed the way we can find each other, interact, and collaborate to create knowledge as connected learners.
  21. 21. What are connected learners? Learners who collaborate online; learners who use social media to connect with others around the globe; learners who engage in conversations in safe online spaces; learners who bring what they learn online back to their classrooms, schools, and districts. They are DIY, self-directed learners.
  22. 22. What is Do -It- Yourself Learning ?
  23. 23. Status Quo-- Things are working well most of the time. THEN Something happens that creates a sense of urgency to change. A desire to learn something new. You are presented with evidence that makes you feel something. It touches you in some way. Maybe… - a disturbing look at a problem - a hopeful glimpse of the future - a sobering self reflection .
  24. 24. You see it. You feel it and you are moved to change or act or learn One of three things happen: 1. Complacency - You are moved but fail act - telling yourself or others, "Everything is fine." 2. False urgency - You are busy, working-working-working and never reflect or move yourself to action. You talk and it scratches the itch. 3. True urgency or passion- You are clearly focused on making real progress every single day. Urgent behavior is driven by a belief that the world contains great opportunities and great hazards. It inspires a gut-level determination to move, and win, now.
  25. 25. • Letting go of control • Willing to unlearn & relearn • Mindset of discovery • Reversed mentorship • Co-learning and co-creating • Messy, ground zero, risk taking Image: http://flic.kr/p/ch6kp3
  26. 26. http://bit.ly/QSqfjI Maybe a first change step could be developing your own Manifesto around changed practice in your school. What strong assertions do you and others who serve there feel (believe) about the culture?
  27. 27. Be a learner first--educator second • It's all about asking hard questions and then listening deeply • A connected learner isn’t afraid to admit that they don’t know the answer to a question or problem, and willingly invite others into a dialogue to explore, discuss, debate, or generate more questions. (@barb_english) • Asking our questions out in the open in connected ways @lisaneale • I believe that being a connected learner leads to more questions than answers and that is good. I also believe that connected learners have to learn to take risks - exposing your learning and thoughts can be challenging @ccoffa • Lurkers become learners. Learners become contributors. @sjhayes8
  28. 28. Photo Credit: http://www.consciousaging.com/
  29. 29. Wonder is both a sense of awe and capacity for contemplation. Wonderment begins with curiosity but then goes deeper beyond the surface to a place of possibility. A place we look for patterns and testing of ideas we had closed to our more reasonable mind. Wonder is to leave aside our taken-for-granted assumptions, peel away our biases, and to willing explore aspects and angles we wouldn't have seen before.
  30. 30. It also helps to ask yourself questions like: 1) Why am I planning to do this? 2) How will I initiate this change? 3) Who can I connect with online in my network that can help me? 4) How will I measure my progress? Or how will I know if I am learning? 5) Am I using various social media tools for different purposes?
  31. 31. Networks are very “me” oriented. You intentionally with purpose pick and choose who is in your network to learn from and why. Learning with networks happens through BOTH social and cognitive presence.
  33. 33. Connected Learning has the potential to takes us deeper “The interconnected, interactive nature of social learning exponentially amplifies the rate at which critical content can be shared and questions can be answered.” Cathy Davidson, professor at Duke University From: Collaborative Learning for the Digital Age in The Chronicle of Higher Education
  34. 34. Connected sometimes trumps F2F with deep learning… Via Marc Andreessen’s blog, the findings of researchers as related by Frans Johansson in The Medici Effect:
  35. 35. Diversity of thought Allows for Greater Innovation Frans Johansson explores one simple yet profound insight about innovation: in the intersection of different fields, disciplines and cultures, there’s an abundance of extraordinary new ideas to be explored.
  36. 36. Photo Credit: http://flic.kr/p/8vn7B5 The amplification ability of social tools provides the possibility for a more diverse, purposeful tribe from which to connect, leverage and learn. • Collaboration and teamwork allow us control our environment • Reciprocal and trusting relationships create effective collaboration •Social validation and social identity maintain emotional engagement and enhance attachment to our mates and our group • Competence contributes to the survival of our group and our sense of security and safety . ~ P. Rutledge
  37. 37. The Secret to Change … to a Connected School Tribe • Humans have a natural propensity to tribe. • Social learning is a part of our DNA • We all have basic needsincluding the need to belong • Collaborative Inquiry produces a higher level of cognition and more joy Photo Credit: http://newdriven.wordpress.com/2013/04/08/how-to-leverage-the-power-of-the-tribe/
  38. 38. Developing Your Tribe A group of people connected to one another, connected to a leader, connected to an idea Need two things: 1) Shared interest (mission) 2) A way to communicate
  39. 39. Motivations • Social connectedness • Psychological wellbeing • Gratification • Collective Efficacy
  40. 40. Personal Learning Networks (building of your tribe) Are you mobilizing and contextualizing what you are learning? Can I find you and learn from you? It’s out of networks that community falls. ~ Nancy White
  41. 41. 1. Local community: Purposeful, face-to-face connections among members of a committed group—a professional learning community (PLC) • THE CONNECTED EDUCATOR 2. Global network: Individually chosen, online connections with a diverse collection of people and resources from around the world—a personal learning network (PLN) 3. Bounded community: A committed, collective, and often global group of individuals who have overlapping interests and recognize a need for connections that go deeper than the personal learning network or the professional learning community can provide—a community of practice or inquiry (CoP)
  42. 42. Professional Learning Communities Personal Learning Networks Often organized for Do-it-yourself • THE CONNECTED EDUCATOR Method teachers Communities of Practice Educators organize it themselves Purpose To collaborate in subject area or grade leverl teams around tasks For individuals to gather info for personal knowledge construction and to bring back info to the community Collective knowledge building around shared interests and goals. Structure Team/group F2f Individual, face to face, and online Collective, face to face, or online Focus Student achievement Personal growth Systemic improvement
  43. 43. Community is the New Professional Development Cochran-Smith and Lytle (1999a) describe three ways of knowing and constructing knowledge… Knowledge for Practice is often reflected in traditional PD efforts when a trainer shares with teachers information produced by educational researchers. This knowledge presumes a commonly accepted degree of correctness about what is being shared. The learner is typically passive in this kind of "sit and get" experience. This kind of knowledge is difficult for teachers to transfer to classrooms without support and follow through. After a workshop, much of what was useful gets lost in the daily grind, pressures and isolation of teaching. Knowledge in Practice recognizes the importance of teacher experience and practical knowledge in improving classroom practice. As a teacher tests out new strategies and assimilates them into teaching routines they construct knowledge in practice. They learn by doing. This knowledge is strengthened when teachers reflect and share with one another lessons learned during specific teaching sessions and describe the tacit knowledge embedded in their experiences.
  44. 44. Community is the New Professional Development Knowledge of Practice believes that systematic inquiry where teachers create knowledge as they focus on raising questions about and systematically studying their own classroom teaching practices collaboratively, allows educators to construct knowledge of practice in ways that move beyond the basics of classroom practice to a more systemic view of learning. I believe that by attending to the development of knowledge for, in and of practice, we can enhance professional growth that leads to real change. Cochran-Smith, M., & Lytle, S.L. (1999a). Relationships of knowledge and practice: Teaching learning in communities. Review of Research in Education, 24, 249-305. Passive, active, and reflective knowledge building in local (PLC), global (CoP) and contextual (PLN) learning spaces.
  45. 45. Dispositions and Values Commitment to understanding asking Dedication to the good questions ongoing development of expertise Explores ideas and concepts, rethinking, revising, and Shares and contributes continuously repacks and unpacks, resisting urges to finish prematurely Engages in strength-based approaches and appreciative inquiry Co-learner, Co-leader, Co-creator Demonstrates mindfulness Self directed, open minded Willingness to leaving one's comfort Commits to deep reflection zone to experiment with new strategies and taking on new responsibilities Transparent in thinking Values and engages in a culture of collegiality
  46. 46. What is community, really? Very “we” oriented. We do not choose who is part of our community. We make a commitment to grow together and improve at the art and science of teaching and learning. It is more collegial than congenial. It is more collaborative than cooperative.
  47. 47. A Place to Build Trust and Relationships
  48. 48. A Domain of Interest
  49. 49. A Place to Meet
  50. 50. A Place to Construct Knowledge Collaboratively
  51. 51. Celebration Celebration
  52. 52. The New Third Place? “All great societies provide informal meeting places, like the Forum in ancient Rome or a contemporary English pub. But since World War II, America has ceased doing so. The neighborhood tavern hasn't followed the middle class out to the suburbs...” -- Ray Oldenburg
  53. 53. A Community of Practice is a network of individuals with common problems or interests who get together to explore ways of working, identify common solutions, and share good practice and ideas. • puts you in touch with like-minded colleagues and peers • allows you to share your experiences and learn from others • allows you to collaborate and achieve common outcomes • accelerates your learning • Improves student achievement • validates and builds on existing knowledge and good practice • provides the opportunity to innovate and create new ideas
  54. 54. Attributes of a healthy online community
  55. 55. Healthy communities are collaborative, co-created and designed with evolution in mind.
  56. 56. Example- Inspired Learning
  57. 57. “ Do you know what who you know knows?” H. Rheingold
  58. 58. Critical friends: Form a professional learning team who come together voluntarily at least once a month. Have members commit to improving their practice through collaborative learning. Use protocols to examine each other’s teaching or leadership activities and share both warm and cool feedback in respectful ways. Curriculum review or mapping groups: Meet regularly in teams to review what team members are teaching, to reflect together on the impact of assumptions that underlie the curriculum, and to make collaborative decisions. Teams often study lesson plans together.
  59. 59. Action research groups: Do active, collaborative research focused on improvement around a possibility or problem in a classroom, school, district, or state. Book study groups: Collaboratively read and discuss a book in an online space. Case studies: Analyze in detail specific situations and their relationship to current thinking and pedagogy. Write, discuss, and reflect on cases using a 21st century lens to produce collaborative reflection and improve practice.
  60. 60. Instructional rounds: Adopt a process through which educators develop a shared practice of observing each other, analyzing learning and teaching from a research perspective, and sharing expertise. Connected coaching: Assign a connected coach to individuals on teams who will discuss and share teaching practices in order to promote collegiality and help educators think about how the new literacies inform current teaching practices.
  61. 61. Connected Learning Communities provide the personal learning environment (PLE) to do the nudging
  62. 62. "Imagine an organization with an employee who can accurately see the truth, understand the situation, and understand the potential outcomes of various decisions. And now imagine that this person is able to make something happen." ~ Seth Godin.
  63. 63. • Leverage the Tribe Connected Communities (Tribes) are forming everywhere • You have the tools you need at your fingertips • Your faculty, your students, your school community– need/want leadership • We are all leaders… • You were called to lead..Not manage • Share…Connect…Leverage…Co-create • Inside, Outside, Upside Down
  64. 64. Change is hard
  65. 65. Connected learners are more effective change agents
  66. 66. Real Question is this: Are we willing to change- to risk change- to meet the needs of the precious folks we serve? Can you accept that Change (with a “big” C) is sometimes a messy process and that learning new things together is going to require some tolerance for ambiguity.
  67. 67. Last Generation
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