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Late Afternoon Keynote

Late Afternoon Keynote

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  • ISB’s vision
  • Transcript

    • 1. Things I have been told you should know about me. 1. Alberta (AISI turned Inspired Learning) work. 2. PLP’s Connected Learner Experience 3. PLP Lite and e-Courses 4. Voices from the Learning Revolution 5. PLPress 6. Don’t forget Connected Educator Month
    • 2. • THE CONNECTED EDUCATOR Housekeeping Get close to someone Paperless handouts http://plpwiki.com Back Channel Chat http://todaysmeet.com/NOEL13
    • 3. 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.
    • 4. 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
    • 5. So as you develop your vision for learning in the 21st Century how do you see it- should you be a reformer or a transformer and why? Make a case for using one or the other as a change strategy.
    • 6. FORMAL INFORMAL You go where the bus goes You go where you choose Jay Cross – Internet Time
    • 7. http://www.elearnspace.org/Articles/google_whitepaper.pdf
    • 8. MULTI-CHANNEL APPROACH SYNCHRONOUS ASYNCHRONOUS PEER TO PEER WEBCAST Instant messenger forumsf2f blogsphotoblogs vlogs wikis folksonomies Conference rooms email Mailing lists CMS Community platforms VoIP webcam podcasts PLE Worldbridges
    • 9. The NCTE Definition of 21st Century Literacy Develop proficiency with the tools of technology Build relationships with others to pose and solve problems collaboratively and cross-culturally Design and share information for global communities to meet a variety of purposes Manage, analyze and synthesize multiple streams of simultaneous information Create, critique, analyze, and evaluate multi-media texts Attend to the ethical responsibilities required by these complex environments
    • 10. Play — the capacity to experiment with one’s surroundings as a form of problem- solving Performance — the ability to adopt alternative identities for the purpose of improvisation and discovery Simulation — the ability to interpret and construct dynamic models of real-world processes Appropriation — the ability to meaningfully sample and remix media content Multitasking — the ability to scan one’s environment and shift focus as needed to salient details. Distributed Cognition — the ability to interact meaningfully with tools that expand mental capacities .
    • 11. Collective Intelligence — the ability to pool knowledge and compare notes with others toward a common goal Judgment — the ability to evaluate the reliability and credibility of different information sources Transmedia Navigation — the ability to follow the flow of stories and information across multiple modalities Networking — the ability to search for, synthesize, and disseminate information Negotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms. .
    • 12. Will the future of education include broad- based, global reflection and collaborative inquiry? Will your current level of new media literacy skills allow you to take part in leading learning through these mediums? Does it matter?
    • 13. Shift in Learning = New Possibilities Shift from emphasis on teaching… To an emphasis on co-learning
    • 14. "The world is moving at a tremendous rate. Going no one knows where. We must prepare our children, not for the world of the past. Not for our world. But for their world. The world of the future." John Dewey Dewey's thoughts have laid the foundation for inquiry driven approaches. Dewey's description of the four primary interests of the child are still appropriate starting points: 1. the child's instinctive desire to find things out 2. in conversation, the propensity children have to communicate 3. in construction, their delight in making things 4. in their gifts of artistic expression.
    • 15. Students are Individuals 1. Children are persons and should be treated as individuals as they are introduced to the variety and richness of the world in which they live. 2. Children are not something to be molded and pruned. Their value is in who they are – not who they will become. They simply need to grow in knowledge. 3. Think of the self-directed learning a child does from birth to three– most of it without language. As they mature they are even more capable of being self-directed learners. .
    • 16. Three Rules of Passion-based Teaching • Move them from extrinsic motivation to intrinsic motivation • Help them learn self- government and other- mindedness • Shift your curriculum to include service learning outcomes that address social justice issues 1. Authentic task 2. Student Ownership 3. Connected Learning http://bit.ly/lUxRIR
    • 17. Focuson Possibilities –Appreciate “What is” –Imagine “What Might Be” –Determine “What Should Be” –Create “What Will Be” Blossom Kids ClassicProblem Solving Approach – Identify problem – Conduct root cause analysis – Brainstorm solutions and analyze – Develop action plans/interventions Most families, schools, organizations function on an unwritten rule… –Let’sfix what’s wrong and let the strengthstake care of themselves Speak life life to your students and teachers… –When you focus on strengths- weaknesses become irrelevant
    • 18. Strengths Awareness  Confidence  Self-Efficacy  Motivation to excel  Engagement Apply strengths to areas needing improvement  Greater likelihood of success
    • 19. How to Blossom Someone with Expectation – Building Self-Esteem 1. Examine (pay close attention) 2. Expose (what they did specifically) 3. Emotion (describe how it makes you feel) 4. Expect (blossom them by telling them what this makes you expect in the future) 5. Endear (through appropriate touch)
    • 20. How do you do it?-- TPCK and Understanding by Design There is a new curriculum design model that helps us think about how to make assessment part of learning. Assessment before , during, and after instruction. Teacher and Students as Co-Curriculum Designers 1. What do you want to know and be able to do at the end of this activity, project, or lesson? 2. What evidence will you collect to prove mastery? (What will you create or do) 3. What is the best way to learn what you want to learn? 4. How are you making your learning transparent? (connected learning)
    • 21. Shifts focus of literacy from individual expression to community involvement.
    • 22. Shifts focus of literacy from individual expression to community involvement.
    • 23. Connected Learner Scale This work is at which level(s) of the connected learner scale? Explain. Share (Publish & Participate) – Connect (Comment and Cooperate) – Remixing (building on the ideas of others) – Collaborate (Co-construction of knowledge and meaning) – Collective Action (Social Justice, Activism, Service Learning) –
    • 24. Why TPACK? • Learning how to use technology is much different than knowing what to do with it for instructional purposes • Redesigning instruction requires an understanding of how knowledge about content, pedagogy, and technology overlap to inform your choices for curriculum and instruction
    • 25. Consider how your pedagogical approaches might be framed to effectively integrate technology into content- area instruction? What new knowledge might you need? Throughout the week (and back in your classroom)…
    • 26. • Content focus: What content does this lesson focus on? • Pedagogical focus: What pedagogical practices are employed in this lesson? • Technology used: What technologies are used? • PCK: Do these pedagogical practices make concepts clearer and/or foster deeper learning? • TCK: Does the use of technology help represent the content in diverse ways or maximize opportunities to transform the content in ways that make sense to the learner? • TPK: Do the pedagogical practices maximize the use of existing technologies for teaching and evaluating learning? • TPCK:How might things need to change if one aspect of the lesson were to be different or not available? TPACK Guidelines
    • 27. NEW DIRECTIONS IN ASSESSMENT
    • 28. NEW DIRECTIONS IN ASSESSMENT Photo Credit :http://www.annedavies.com/assessment_for_learning_tr_tjb.html
    • 29. Feedback • Task -oriented- Provides information on how well the task is being accomplished . • Clarification- Looks at process. How to improve the work. • Self-regulating - Encourages learner to evaluate their own work. • Appreciation- specific praise linked to affective growth. What makes a difference to student learning? Constant and meaningful feedback -- The Student --Teacher relationship --Challenging goals John Hattie, University of Auckland 2003
    • 30. What Does Connected Learning Look Like?
    • 31. Connected Learning Communities provide the personal learning environment (PLE) to do the nudging
    • 32. Use a 3-pronged Approach
    • 33. What will be our legacy… • Bertelsmann Foundation Report: The Impact of Media and Technology in Schools – 2 Groups – Content Area: Civil War – One Group taught using Sage on the Stage methodology – One Group taught using innovative applications of technology and project-based instructional models • End of the Study, both groups given identical teacher-constructed tests of their knowledge of the Civil War. Question: Which group did better?
    • 34. Answer… No significant test differences were found
    • 35. However… One Year Later – Students in the traditional group could recall almost nothing about the historical content – Students in the traditional group defined history as: ―the record of the facts of the past‖ – Students in the digital group “displayed elaborate concepts and ideas that they had extended to other areas of history” – Students in the digital group defined history as: ―a process of interpreting the past from different perspectives‖
    • 36. 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.
    • 37. Last Generation

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