Passion Based Learning


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Passion Based Learning

  1. 1. In Phillip Schlechtys, 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.
  2. 2. Transformation- is intended to make it possible to do things that have never been done by the organization undergoing the transformation. Different thanIt involves repositioning andreorienting action by puttingan organization into a newbusiness or adopting radicallydifferent means of doing thework 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.
  3. 3. So as you develop your vision forlearning in the 21st Century how do yousee it- should you be a reformer or a transformer and why?Make a case for usingone or the other as achange strategy.
  4. 4. Play — the capacity to experiment with one’s surroundings as a form ofproblem-solvingPerformance — the ability to adopt alternative identities for the purpose ofimprovisation and discoverySimulation — the ability to interpret and construct dynamic models of real-world processesAppropriation — the ability to meaningfully sample and remix mediacontentMultitasking — the ability to scan one’s environment and shift focus asneeded to salient details.Distributed Cognition — the ability to interact meaningfully with tools thatexpand mental capacities.
  5. 5. Collective Intelligence — the ability to pool knowledge and comparenotes with others toward a common goalJudgment — the ability to evaluate the reliability and credibility of differentinformation sourcesTransmedia Navigation — the ability to follow the flow of stories andinformation across multiple modalitiesNetworking — the ability to search for, synthesize, and disseminateinformationNegotiation — the ability to travel across diverse communities, discerningand respecting multiple perspectives, and grasping and followingalternative norms..
  6. 6. New Media Literacies- What are they?Will the future of education include broad-based,global reflection and inquiry?Will your current level of new media literacy skillsallow you to take part in leading learning throughthese mediums?What place does emerging media have in your role asa change savvy leader?
  7. 7. Shift in Learning = New Possibilities Shift from emphasis on teaching…To an emphasis onco-learning
  8. 8. John Dewey "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."Deweys thoughts have laid the foundation for inquiry drivenapproaches.Deweys description of the four primary interests of the child are stillappropriate starting points:1. the childs instinctive desire to find things out2. in conversation, the propensity children have to communicate3. in construction, their delight in making things4. in their gifts of artistic expression.
  9. 9. Students are Individuals1. 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..
  10. 10. Have wereplaced ―doing‖ with―mastering skills‖?Have we subordinatedour student’s initiativeto a schedule wedesigned according to We require them to try andpragmatic factors become interested in hoursother than their of listening to talking and therecreative needs? is little time for those students to express themselves.
  11. 11. Three Rules of Passion-based Teaching 1. Authentic task• Move them from extrinsic 2. Student Ownershipmotivation to intrinsic 3. Connected Learningmotivation• Help them learn self-government and other-mindedness• Shift your curriculum toinclude service learningoutcomes that addresssocial justice issues
  12. 12. Let Go of Curriculum
  13. 13. Rethinking Teaching and Learning1. Multiliterate2. Change in pedagogy3. Change in the way classrooms are managed4. A move from deficit based instruction to strength based learning5. Collaboration and communication Inside and Outside the classroom6.
  14. 14. Classic Problem Solving Approach Most families, schools, – Identify problem organizations function – Conduct root cause analysis on an unwritten rule… – Brainstorm solutions and analyze – Develop action plans/ interventions –Let’s fix w hat’s w rong and let the strengths take care of themselves Focus on Possibilities –Appreciate ―What is‖ Speak life life to your –Imagine ―What Might Be‖ students and teachers… –Determine ―What Should Be‖ –Create ―What Will Be‖ –When you focus on Blossom Kids strengths- w eaknesses become irrelevant
  15. 15. Spending most of your time in your area ofweakness—while it will improve your skills, perhapsto a level of ―average‖—will NOT produce excellenceThis approach does NOT tap into motivation or leadto engagementThe biggest challenge facing us as leaders: how toengage the hearts and minds of the learners
  16. 16. Strengths Awareness  Confidence  Self-Efficacy  Motivation to excel  Engagement Apply strengths to areas needing improvement  Greater likelihood of success
  17. 17. How to Blossom Someone with Expectation – Building Self-Esteem1. 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)
  18. 18. 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-Curriculum1. What do you want to Designers 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)
  19. 19. Shifts focus ofliteracy fromindividualexpression tocommunityinvolvement.
  20. 20. Connected LearningThe computer connects the student to the rest of the worldLearning occurs through connections with other learnersLearning is based on conversation and interaction Stephen Downes
  21. 21. Connected Learner ScaleThis work is at which level(s) of the connected learner scale?Explain.Share (Publish & Participate) –Connect (Comment andCooperate) –Remixing (building on theideas of others) –Collaborate (Co-construction ofknowledge and meaning) –Collective Action (Social Justice, Activism, ServiceLearning) –
  22. 22. Digital literacies• Social networking cc Steve Wheeler, University of Plymouth, 2010• Transliteracy• Privacy maintenance• Identity management• Creating content• Organizing content• Reusing/repurposing content• Filtering and selecting• Self presenting
  23. 23. Education for Citizenship―A capable and productive citizen doesn’t simplyturn up for jury service. Rather, she is capable ofserving impartially on trials that may require learningunfamiliar facts and concepts and new ways tocommunicate and reach decisions with her fellowjurors…. Jurors may be called on to decide complexmatters that require the verbal, reasoning, math,science, and socialization skills that should beimparted in public schools. Jurors today mustdetermine questions of fact concerning DNAevidence, statistical analyses, and convolutedfinancial fraud, to name only three topics.‖ Justice Leland DeGrasse, 2001 26
  24. 24. 21st Centurizing your Lesson Plans Step 1- Best PracticeResearchers at Mid-continent Research for Education and Learning (McREL) haveidentified nine instructional strategies that are most likely to improve student achievementacross all content areas and across all grade levels. These strategies are explained in thebook Classroom Instruction That Works by Robert Marzano, Debra Pickering, and JanePollock.1. Identifying similarities and differences2. Summarizing and note taking3. Reinforcing effort and providing recognition4. Homework and practice5. Nonlinguistic representations6. Cooperative learning7. Setting objectives and providing feedback8. Generating and testing hypotheses9. Cues, questions, and advance organizers
  25. 25. What are specific strategies you use in your classroomfor a particular discipline?
  26. 26. Step 2- What Tool Fits?
  27. 27. Pick the ContentChoose the StrategyChoose the ToolCreate the Learning ActivityThen apply connected learner scale----------------------------------------1. Get in groups2. What are the Essential Instructional Activities you typically use?3. Have a discussion and list possible Web 2.0 tools that fit nicely with yourdisciplines essential instructional activities.4. Create a 21st Century type instructional activityThink: Share, Connect, Remix, Collaborate, Collective Action
  28. 28. 21st Century Learning – Check ListIt is never just about content. Learners are trying to getbetter at something.It is never just routine. It requires thinking with what youknow and pushing further.It is never just problem solving. It also involves problemfinding.It’s not just about right answers. It involves explanationand justification.It is not emotionally flat. It involves curiosity, discovery,creativity, and community.It’s not in a vacuum. It involves methods, purposes, andforms of one of more disciplines, situated in a socialcontext.David Perkins- Making Learning Whole
  29. 29. Academic Learning Time David BerlinerPace- Is each learner actively engaged? Timingand delivery paced well?Focus Are learning activities within core contentaqnd aimed at helping them get better atsomething?Stretch Are learners being optimally challenged?Not too easy or difficult.Stickiness Is activity designed such that it will stickand not be memorized and forgotten?
  32. 32. Feedback• Task -oriented- Providesinformation on how well thetask is being accomplished .• Clarification- Looks atprocess.How to improve the work.• Self-regulating - Encourageslearner to evaluate their ownwork.• Appreciation- specific praiselinked to affective growth. What makes a difference to student learning? Constant and meaningful feedback -- The Student --Teacher relationship --Challenging goals
  33. 33. What does it look like?
  34. 34. 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?
  35. 35. Answer… No significant testdifferences were found
  36. 36. 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‖