Admin Neshaminy

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  • Admin Neshaminy

    1. 2. Housekeeping One thing you need to write down— http://21stcenturylearning.wikispaces.com
    2. 3. Source: enGauge 21st Century Skills
    3. 4. <ul><li>Critical thinking and problem-solving </li></ul><ul><li>Collaboration across networks and leading by influence </li></ul><ul><li>Agility and adaptability </li></ul><ul><li>Initiative and entrepreneurialism </li></ul><ul><li>Effective oral and written communication </li></ul><ul><li>Accessing and analyzing information </li></ul><ul><li>Curiosity and imagination </li></ul>Tony Wagner’s Seven Survival Skills as defined in his most recent book, The Global Achievement Gap. If all students are to acquire these survival skills for success in the 21st Century, then what systemic changes must take place in our schools and classrooms? What do good schools look like - schools where all students are mastering skills that matter the most?
    4. 6. Personal Learning Networks Community-- in and out of the classroom Are you “clickable”- Are your students?
    5. 7. Rethinking Teaching and Learning <ul><li>Multiliterate </li></ul><ul><li>Change in pedagogy </li></ul><ul><li>Change in the way classrooms are managed </li></ul><ul><li>A move from deficit based instruction to strength based learning </li></ul><ul><li>Collaboration and communication Inside and Outside the classroom </li></ul>
    6. 9. Spending most of your time in your area of weakness—while it will improve your skills, perhaps to a level of “average”—will NOT produce excellence This approach does NOT tap into student motivation or lead to student engagement The biggest challenge facing us as educators: how to engage the hearts and minds of the learners
    7. 10. Passion-based learning is more than quick learning bites used to produce test mastery… <ul><li>Geetha Narayanan talks about the need for slow, wholesome learning. She looks at ways to bring people, technology, and learning together with a new conceptual framework. </li></ul><ul><li>3- types of educational leaders in terms of relationship with technology </li></ul><ul><li>techno-skeptics </li></ul><ul><li>techno-evangelists </li></ul><ul><li>techno-mimetics . </li></ul>
    8. 11. techo-skeptics - The techno-skeptics take the view that nothing can or should really change. Rooted in the continuity of grade-based schooling and of linear and sequential learning. The skeptics value technology as a tool as long as it is in the right place - the lab and not the classroom, with specialist rather than generalist teachers and within the purview of a formal department such as computer studies and not integrated into the mainstream curriculum. They privilege the authority of the printed word, the traditional teacher, and the paper and pencil test.
    9. 12. techo-evangelist - They come from a wide range of disciplines and backgrounds and have worked hard over the years to substantiate their positions through research and development. Their world view is that a combination of speed, of simultaneity, of virtual simulations and distributed cognition will capacitate learners of all ages and from all backgrounds to survive in the 21st century. At the classroom level the evangelists use research on brain-based learning, learning styles, situated learning and constructionism to argue for an integrated curriculum with a focus on instructional strategies that foster inquiry and research.
    10. 13. techo-mimetics - as their label suggests, copiers who settle for the latest fashions, fads or trends in education, technology being no exception. Their interest in technology is short-lived and transient. Therefore their schools have large state of the art computer labs, with perhaps both broadband connectivity and wi-fi; their brochures repeat the current rhetoric on technology-related learning and they invest a lot in both mass and custom made brands to support this position. To mimetics education is like a shopping mall or a theme park, something that has value only in the short term as long as it attracts young consumer-learners who can plug, play and perhaps even learn!
    11. 15. New Media Literacies- What are they? Will the future of education include broad-based, global reflection and inquiry?
    12. 16. TPCK Model There is a new model that helps us think about how to develop technological pedagogical content knowledge. You can learn more about this model at the website: http:// tpck.org/tpck/index.php?title =TPCK_-_ Technological_Pedagogical_Content_Knowledge
    13. 17. <ul><li>9000 School </li></ul><ul><li>35,000 math and science teachers in 22 countries </li></ul><ul><li>How are teachers using technology in their instruction? </li></ul><ul><li>Law, N., Pelgrum, W.J. & Plomp, T. (eds.) (2008). Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study . Hong Kong: CERC-Springer, the report presenting results for 22 educational systems participating in the IEA SITES 2006, was released by Dr Hans Wagemaker, IEA Executive Director and Dr Nancy Law, International Co-coordinator of the study. </li></ul>SITE 2006 IEA Second Information Technology in Education Study
    14. 18. <ul><li>Increased technology use does not lead to student learning. Rather, effectiveness of technology use depended on teaching approaches used in conjunction with the technology. </li></ul><ul><li>How you integrate matters- not just the technology alone. </li></ul><ul><li>It needs to be about the learning, not the technology. And you need to choose the right tool for the task. </li></ul><ul><li>As long as we see content, technology and pedagogy as separate- technology will always be just an add on. </li></ul>Findings
    15. 19. <ul><li>See yourself as a curriculum designer– owners of the curriculum you teach. </li></ul><ul><li>Honor creativity (yours first, then the student’s) </li></ul><ul><li>Repurpose the technology! Go beyond simple “use” and “integration” to innovation! </li></ul>Teacher as Designer
    16. 21. Define Community
    17. 22. What Is An Online Learning Community? Much of the learning currently happening on the Internet comes from self-motivated individuals with a common interest and a desire to interact with others who share the same interest (Wenger, 1998). The focus is on interaction… Centralized, bureaucratic,risk averse, multi-leveled, limit access to data, inward focused culture Empowering, non bureaucratic, risk tolerant, fewer levels, distribute data widely, externally oriented. Walled Garden
    18. 23. A Definition of Community Communities are quite simply, collections of individuals who are bound together by natural will and a set of shared ideas and ideals. “ A system in which people can enter into relations that are determined by problems or shared ambitions rather than by rules or structure.” (Heckscher, 1994, p. 24). The process of social learning that occurs when people who have a common interest in some subject or problem collaborate over an extended period to share ideas, find solutions, and build innovations. (Wikipedia)
    19. 24. Virtual Learning Communities of Relationship A community built on relationships promotes special kinds of connections among people. These connections might be based on a shared concern, issue or learning problem, but in each instance, the emphasis is on the relationships built among participants. Issues of commitment, trust and values are inherent in any relationships which emerge in the community. (Teacher Leaders Network) Virtual Learning Communities of Place Individuals in this type of community enjoy a common habitat or locale. (My Space, Second Life, World of Warcraft) Virtual Learning Communities of Passion Communities of passion reinforce people's commitment to other people, to common goals, shared values and shared conceptions of being and doing. This can be as trivial as a shared interest in wine making, or as profound as a shared search for truth. Virtual Learning Communities of Memory A virtual learning community of memory is based on a shared past or a common sense of history. (Holocaust Survivors Network)
    20. 25. NETWORKING IN COMMUNITIES OF PRACTICE helps us reach for what we need, according to our contexts and knowledge levels. provides us with opportunities for experiential learning with different tools and platforms builds an online professional and social presence helps us gain confidence and practice and then apply experience to our teaching and learning.
    21. 26. Looking Closely at Learning Community Design 4L Model (Linking, Lurking, Learning, and Leading) inspired by John Seeley Brown http://learningcircuits.blogspot.com/2006/06/roles-in-cops.html This model is developed around the roles and interactions members of a community have as participants in that community.
    22. 28. Personal Learning Networks <ul><li>Model how to develop PLNs for your teachers. </li></ul><ul><li>Look at teachers not just as coleaders but as co-learners in the effort to use technology in a constructivist classroom. </li></ul><ul><li>Try new things in front of your teachers and talk about what you are doing--model risk taking. </li></ul>Twitter Ustream
    23. 29. Skype: Web Conferencing Conference Calls Classroom Collaboration Meetings
    24. 30. Classrooms of the 21st Century are: Collaborative, student centered, project/problem based, student choice, experiential, democratic, construction of knowledge is a shared , encourage risk taking-- mistakes are allowed and seen as normal on the path . Students are active participants in own learning– not seen as an object to be acted on. Can’t Give Away What You Do Not Own
    25. 31. My community work…
    26. 32. ENDAPT <ul><li>E lectronically </li></ul><ul><li>N etworking to </li></ul><ul><li>D evelop </li></ul><ul><li>A ccomplished </li></ul><ul><li>P rofessional </li></ul><ul><li>T eachers </li></ul><ul><li>EN abling new teachers to… </li></ul><ul><li>A DAPT to—and to adapt— the complex, ever-changing contexts of education as teacher leaders and in service of student learning. </li></ul>
    27. 33. 1-to-1 Group http://endapt.wm.edu/modules/emissary-admin/info.php?template=home_page.html Info on demand
    28. 34. Through ENDAPT, we aim to… <ul><li>Improve pre-service preparation </li></ul><ul><li>Improve novice induction </li></ul><ul><li>Improve teacher effectiveness </li></ul><ul><li>Improve teacher retention </li></ul><ul><li>Foster teacher leadership </li></ul><ul><li>Improve K-12 student learning </li></ul>
    29. 35. <ul><li>Overcomes some recognized limitations of site-based mentoring: </li></ul><ul><ul><li>Access to highly experienced, communicative mentors </li></ul></ul><ul><ul><li>Scheduling mentoring sessions </li></ul></ul><ul><ul><li>School politics </li></ul></ul><ul><ul><li> </li></ul></ul><ul><ul><li>(Abbott, 2003; Schlager, Fusco, Koch, Crawford, & Phillips, 2003) </li></ul></ul>Why Online Mentoring for Novice Teachers? Telementoring e-mentoring Online mentoring Virtual learning community Computer-mediated communication
    30. 36. Perspective “ Like Alice in Teacher Wonderland  virtual communities allow my teacher world to grow larger and smaller at the same time!” Susan middle school teacher Virginia Friday, June 9, 2006
    31. 37. posted by Matt November 2006 The longer I do this (a whopping 11 weeks now!), I'm realizing that to be an effective teacher, it will take my all. My ALL! I constantly think about school: what I've done, all that still needs to get done, the handful of students that try to make the classroom miserable, the other handful that are the reason I get out of bed (some kids are in both groups)…. I guess my question is: is it always like this? I like teaching (I think), but I'm tired of working 12 hours a day, 5-6 days a week for questionable results. Jobs that you can walk away from at the end of the day, and not think about until you return the next seem mighty enticing right now…. I am honestly not trying to be pessimistic, but why teach? Matt
    32. 38. The end. posted by Matt on Jun 1, 2006, 3:05 PM   Today it ends. When the bell rang at 11:28 am, the students walked out the door for the last time this academic year. Tonight is graduation. Tomorrow is a work-day. Done. And my friends, what a ride it has been. Ask me how it was. My response: I have no clue- I'll let you know in a week or two. Regardless, from a deep place inside, thank you all. It was very reassuring to know that you were available to run to when my world was collapsing. Your input has been internalized and has shaped my approaches this year. As I look forward to reflecting this summer, know that your input and our conversations will be one of my primary sources for material. Again, my sincerest thanks. Matt 2nd year teacher.
    33. 39. Del.icio.us http://del.icio.us/abpcjohn
    34. 40. Tech Enhanced Learning http:// techenhancedlearning.wikispaces.com / 21st Century Teaching and Learning http:// abpc.wikispaces.com /
    35. 41. Wikis Tech Enhanced Learning http://techenhancedlearning.wikispaces.com/ 21 st Century Teaching and Learning http://abpc.wikispaces.com/ PLP Consortium https://consortium.wikispaces.com/ 21 st Century Collaborative Wiki http://21stcenturylearning.wikispaces.com Look at What We Can Build When We Work Together!
    36. 42. Blogs and RSS My Blog http://21stcenturylearning.typepad.com RSS http://www.bloglines.com/public/snbeach Blogging Community http://supportblogging.com/Links+to+School+Bloggers
    37. 44. Two all day workshops that build capacity, community and develop 21 st Century skills. Workshops Live meetings where teams meet, listen and then reflect in small groups. Elluminate Where we deepen understanding, network, share resources and grow as a community of practice. VLC Professional Learning Teams Job embedded teams who meet f2f and work towards scale and alignment of 21 st C skills with school improvement goals Powerful Learning Practice Delivery Model
    38. 45. Our basic experimental design is this… • Seek out schools willing to invest some time in exploring the challenge of 21st Century Learning. • Ask the schools to identify small teams of educators who are ready for this exploration. • With the support of the PLP Fellows, begin that exploration together. • … with the eventual goal of &quot;scaling up&quot; the exploration in each participating school.
    39. 46. <ul><li>20 schools (teams of 5) </li></ul><ul><li>Each team has a leader </li></ul><ul><li>10 Fellows to support the work </li></ul><ul><li>2 f2f meetings </li></ul><ul><li>4 live curriculum sessions </li></ul><ul><li>Ongoing collaboration in VLC </li></ul><ul><li>Ongoing evaluation </li></ul><ul><li>Development of 3 year plans </li></ul>The Plan
    40. 47. Getting the RIGHT people on the bus and the WRONG people off. Jim Collins, “Good to Great”
    41. 48. <ul><li>Collaborative Tools </li></ul><ul><li>Wikispaces </li></ul><ul><li>Del.icio.us </li></ul><ul><li>Elluminate </li></ul><ul><li>NING </li></ul>
    42. 49. <ul><li>TEAM PROJECTS </li></ul><ul><li>Your team will work in PLCs with two main goals. 1) To develop a creative plan to share what you have learned over the past few years with the rest of your school or district 2) To help students, led by your student team members, to develop a 21st Century curriculum project that is constructivist in nature. </li></ul>
    43. 50. Knowledge: An understanding of the transformative potential of Web 2.0 tools in a global perspective and context, and how those potentials can be realized in schools. Pedagogy: An understanding of the shifting learning literacies that the 21 Century demands and how those literacies inform teacher practice . Planned Outcomes
    44. 51. Connections : The development of sustained professional learning networks for team members to begin experimenting and sharing with other team members and online colleagues from around the world. Sustainability : The creation of long term plans to move the vision forward in participating districts at the end of the program. Capacity: An increase in the abilities and resources of individuals, teams and the community to manage change. Planned Outcomes
    45. 52. Questions or Comments? What concerns, questions, reactions do you have about the shift? Why is it hard for educators to unlearn and relearn- try new things?

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