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  • Sheryl, I was unable to attend this year's Keystone summit. I see so many familiar pieces in this presentation. I look forward to schools joining the collaborative process to change the face of education.
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#Isast2014 #Isast2014 Presentation Transcript

  • 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
  • • THE CONNECTED EDUCATOR Housekeeping Get close to someone Paperless handouts http://plpwiki.com Back Channel Chat https://todaysmeet.com/isast2014
  • 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?‖
  • Mantra for today’s keynote… We are stronger together than apart. None of us is as smart, creative, good or interesting as all of us.
  • • THE CONNECTED EDUCATOR Things do not change; we change. —Henry David Thoreau What are you doing to contextualize and mobilize what you are learning? How will you leverage, how will you enable your teachers, your leadership or your students to leverage- collective intelligence?
  • 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.
  • Tech is Changing the World Photo credit: http://smeitexpo2011.blogspot.com/2010/11/era-of-technological-revolution.html
  • 6 Trends for the digital age Analogue Digital Tethered Mobile Closed Open Isolated Connected Generic Personal Consuming Creating Source: David Wiley: Openness and the disaggregated future of higher education
  • ―We are tethered to our always on/ always on us communication devices and the people and things we reach through them.‖ ~ Sherry Turkle
  • 2nd
  • Photo credit: http://cradlepoint.com/sites/default/files/uploads/Internet_of_Things.jpg
  • Internet of Things & Services • The Internet of Things is a technological system, a suite of products and services that will make life a bit more comfortable. • It is more than the Internet we know — it goes beyond empowering people to communicate and collaborate. • The Internet of Things can connect any product or service. And it automatically links what might emerge as a result of this collaboration — interact even without human intervention.
  • What do you wonder… About how the emergence of the 2nd renaissance will change education? About leading this shift in a connected school? About what students will need to prepare them for their future? About connected learning in general?
  • 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.
  • We have to change school culture Recapture OUR passion for the profession. -- change behaviors -- experience success -- creates faith -- creates hope -- changes beliefs, values, dispositions From: Azhar Sent: 2013-10- 04 11:03 AM To: Daddy Subject: Our teacher fell asleep
  • Which takes LEADERSHIP (this is where you come in)
  • Managers Leaders • 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 • 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 know what to do with tools for self directed learning • Build thick leadership density in others. • Take risks and expect criticism
  • In Phillip Schlechty's, Leading for Learning: How to Transform Schools into Learning Organizations he makes a case for transformation of schools. 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.
  • 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. Transformation- is intended to make it possible to do things that have never been done by the organization undergoing the transformation. Different than
  • 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. 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.
  • Share Cooperate Collaborate Collective Action According to Clay Shirky, there are four steps on a ladder to mastering the connected world: sharing, cooperating, collaborating, and collective action. From his book- “Here Comes Everybody”
  • 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.‖ From: Collaborative Learning for the Digital Age in The Chronicle of Higher Education Cathy Davidson, professor at Duke University
  • 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:
  • 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.
  • The Secret to Change to a Connected School Tribe Photo Credit: http://newdriven.wordpress.com/2013/04/08/how-to-leverage-the-power-of-the-tribe/ • Humans have a natural propensity to tribe. • Social learning is a part of our DNA • We all have basic needs- including the need to belong • Collaborative Inquiry produces a higher level of cognition and more joy
  • 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
  • Motivations • Social connectedness • Psychological well-being • Gratification • Collective Efficacy
  • Leveraging Tribe as a Means to Self Actualization
  • Photo Credit: http://www.consciousaging.com/
  • • THE CONNECTED EDUCATOR
  • • THE CONNECTED EDUCATOR
  • • THE CONNECTED EDUCATOR Meet the new model for professional development: Connected Learning Communities In CLCs educators have several ways to connect and collaborate: • F2F learning communities (PLCs) • Personal learning networks (PLNs) • Communities of practice or inquiry (CoPs)
  • • THE CONNECTED EDUCATOR 1. Local community: Purposeful, face-to-face connections among members of a committed group— a professional learning community (PLC) 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)
  • • THE CONNECTED EDUCATOR Professional Learning Communities Personal Learning Networks Communities of Practice Method Often organized for teachers Do-it-yourself 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
  • 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.
  • 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.
  • Dedication to the ongoing development of expertise Shares and contributes Engages in strength-based approaches and appreciative inquiry Demonstrates mindfulness Willingness to leaving one's comfort zone to experiment with new strategies and taking on new responsibilities Dispositions and Values Commitment to understanding asking good questions Explores ideas and concepts, rethinking, revising, and continuously repacks and unpacks, resisting urges to finish prematurely Co-learner, Co-leader, Co-creator Self directed, open minded Commits to deep reflection Transparent in thinking Values and engages in a culture of collegiality
  • • Connected Communities (Tribes) are forming everywhere • You have the tools you need at your fingertips with more coming • 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 Leverage the Tribe
  • 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 You see it. You feel it and you are moved to change or act or learn .
  • • 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
  • Be a learner first—leader 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
  • Wonder is both a sense of awe and capacity for contemplation.
  • It also helps to ask 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 our progress? Or how will I know if we are learning?
  • “Understanding how networks work is one of the most important literacies of the 21st Century.” - Howard Rheingold http://www.ischool.berkeley.edu
  • In connectivism, learnin g involves creating connections and developing a network. It is a theory for the digital age drawing upon chaos, emergent properties, and self organized learning. Photo credit: Cogdogblog George Siemens
  • Personal Learning Networks FOCUS: Individual, Connecting to Learning Objects, Resources and People – Social Network Driven
  • What is community tribe?
  • A Place to Build Trust and Relationships
  • A Domain of Interest
  • A Place to Meet
  • A Place to Construct Knowledge Collaboratively
  • CelebrationCelebration
  • ― Do you know what who you know knows?‖ H. Rheingold
  • 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.
  • 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.
  • 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.
  • "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.
  • Change is hard
  • Connected learners are more effective change agents
  • 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.
  • Let’s just admit it… You are an agent of change! Now. Always. And now you have the tools to leverage your ideas.
  • An effective change agent is someone who isn’t afraid to change course.
  • Last Generation
  • All of October Free professional learning Free for you– free for your staff http://connectededucators.org/