Passion based wiu21


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Passionbased leadership

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Passion based wiu21

  1. 1.
  2. 2. How will education be different tomorrow because of our meeting today? <br />
  3. 3. In Phillip Schlechty's, Leading for Learning: How to Transform Schools into Learning Organizations he makes a case for transformation of schools.<br />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.<br />
  4. 4. Transformation- is intended to make it possible to do things that have never been done by the organization undergoing the transformation.<br />Different than<br />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.<br />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.<br />
  5. 5. So as you develop your vision for leading in the 21st Century how do you see it- should you be a reformer ora transformer and why? <br />Make a case for using one or the other as a change strategy.<br />
  6. 6. John Dewey <br />"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." <br />Dewey's thoughts have laid the foundation for inquiry driven approaches.<br />Dewey's description of the four primary interests of the child are still appropriate starting points:<br />1. the child's instinctive desire to find things out<br />2. in conversation, the propensity children have to communicate<br />3. in construction, their delight in making things<br />4. in their gifts of artistic expression.<br />
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  8. 8. New Media Literacies- What are they?<br />Will the future of education include broad-based, global reflection and inquiry?<br />Will your current level of new media literacy skills allow you to take part in leading learning through these mediums?<br />What place does emerging media have in your role as a change savvy leader? <br />
  9. 9. Play — the capacity to experiment with one’s surroundings as a form of problem-solving<br />Performance — the ability to adopt alternative identities for the purpose of improvisation and discovery<br />Simulation — the ability to interpret and construct dynamic models of real-world processes<br />Appropriation — the ability to meaningfully sample and remix media content<br />Multitasking — the ability to scan one’s environment and shift focus as needed to salient details.<br />Distributed Cognition — the ability to interact meaningfully with tools that expand mental capacities.<br />
  10. 10. Collective Intelligence — the ability to pool knowledge and compare notes with others toward a common goal<br />Judgment — the ability to evaluate the reliability and credibility of different information sources<br />Transmedia Navigation — the ability to follow the flow of stories and information across multiple modalities<br />Networking — the ability to search for, synthesize, and disseminate information<br />Negotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms..<br />
  11. 11. Rethinking Leading and Learning<br /> Relationships first & capacity building <br /> Understand shift , movement and nature of change itself<br />Power of mobilized collaboration and communication<br />4. Community and social fabric <br />5. Teacher as action researcher<br />6. Transparency, transparency, transparency<br />
  12. 12. Welcome to the human network<br />
  13. 13. Tony Wagner’s Seven Survival Skills as defined in his most recent book, The Global Achievement Gap.<br /><ul><li> Critical thinking and problem-solving
  14. 14. Collaboration across networks and leading by influence
  15. 15. Agility and adaptability
  16. 16. Initiative and entrepreneurialism
  17. 17. Effective oral and written communication
  18. 18. Accessing and analyzing information
  19. 19. Curiosity and imagination</li></ul>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?<br />
  20. 20. Let Go of Curriculum<br />
  21. 21. FORMAL INFORMAL<br />Yougowherethe bus goes<br />You go where you choose<br />Jay Cross – Internet Time<br />
  22. 22. MULTI-CHANNEL APPROACH<br />webcam<br />SYNCHRONOUS<br />Community platforms<br />VoIP<br />Conference rooms<br />Instant messenger<br />Worldbridges<br />PEER TO PEER<br />WEBCAST<br />folksonomies<br />Mailing lists<br />email<br />PLE<br />f2f<br />forums<br />vlogs<br />CMS<br />wikis<br />blogs<br />photoblogs<br />podcasts<br />ASYNCHRONOUS<br />
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  24. 24. Shifts focus of literacy from individual expression to community involvement.<br />Students become producers, notjust consumersof knowledge.<br />
  25. 25. TPCK Model<br />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:<br />
  26. 26. SITE 2006IEA Second Information Technology in Education Study<br />9000 School<br />35,000 math and science teachers in 22 countries<br />How are teachers using technology in their instruction?<br />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.<br />
  27. 27. Increased technology use does not lead to student learning. Rather, effectiveness of technology use depended on teaching approaches used in conjunction with the technology. <br />How you integrate matters- not just the technology alone.<br />It needs to be about the learning, not the technology. And you need to choose the right tool for the task.<br />As long as we see content, technology and pedagogy as separate- technology will always be just an add on.<br />Findings<br />
  28. 28. Teacher as Designer<br />See yourself as a curriculum designer– owners of the curriculum you teach.<br />Honor creativity (yours first, then the student’s)<br />Repurpose the technology! Go beyond simple “use” and “integration” to innovation!<br />
  29. 29. Spiral – Not Linear Development<br />TechnologyUSE<br />Mechanical<br />Technology<br />Integrate<br />Meaningful<br />Technology<br />Innovate<br />Generative<br />
  30. 30. Shifts focus of literacy from individual expression to community involvement.<br />
  31. 31. Connected Learning<br />The computer connects the student to the rest of the world<br />Learning occurs through connections with other learners<br />Learning is based on conversation and interaction<br />Stephen Downes<br />
  32. 32. Connected Learner Scale<br />This work is at which level(s) of the connected learner scale?Explain.<br />Share (Publish & Participate) –<br />Connect (Comment and Cooperate) –<br />Remixing (building on the ideas of others) – <br />Collaborate (Co-construction of knowledge and meaning) –<br />Collective Action (Social Justice, Activism, Service Learning) –<br />
  33. 33. Digital literacies<br />Social networking<br />Transliteracy<br />Privacy maintenance<br />Identity management<br />Creating content<br />Organizing content<br />Reusing/repurposing content<br />Filtering and selecting<br />Self presenting<br />cc Steve Wheeler, University of Plymouth, 2010<br /><br />
  34. 34. What does it mean to be a connected learner with a well developed network?<br />What are the advantages or drawbacks?<br />How is it a game changer? <br />Photo credit: Alec Couros<br />
  35. 35. Inclination toward being open minded<br />Dedication to the ongoing development of expertise<br />Creation of a culture of collegiality- believing that "None of us is as good as all of us" and that the contributions of all can lead to improved individual practice<br />Willingness to be a co-learner, co-creator, and co-leader <br />Willingness to leaving one's comfort zone to experiment with new strategies and taking on new responsibilities<br />Dispositions and Values<br />Commitment to understanding gained through listening and asking good questions related to practice<br />Perseverance toward deep thought by exploring ideas and concepts, rethinking, revising, and continual repacking and unpacking, resisting <br />urges to finish prematurely<br />Courage and initiative to engage in discussions on difficult topics <br />Alacrity to share and contribute<br />Desire to be transparent in thinking <br />
  36. 36. 30<br />Education for Citizenship<br />“A capable and productive citizen doesn’t simply turn up for jury service. Rather, she is capable of serving impartially on trials that may require learning unfamiliar facts and concepts and new ways to communicate and reach decisions with her fellow jurors…. Jurors may be called on to decide complex matters that require the verbal, reasoning, math, science, and socialization skills that should be imparted in public schools. Jurors today must determine questions of fact concerning DNA evidence, statistical analyses, and convoluted financial fraud, to name only three topics.” <br />Justice Leland DeGrasse, 2001<br />
  37. 37. 31<br />Education for Future Economic Competitiveness<br />“When the world becomes this flat—with so many distributed tools of innovation and connectivity empowering individuals from anywhere to compete, connect and collaborate—the most important competition is between you and your own imagination, because energetic, innovative and connected individuals can now act on their imaginations farther, faster, deeper and cheaper than ever before…. Those countries and companies that empower their individuals to imagine and act quickly on their imagination are going to thrive…. These are oil wells that don’t run dry.” <br />Thomas Friedman, The New York Times, June 10, 2007 <br />
  38. 38. 32<br />The Focus of our Instructional Vision <br />Strengthening student work by examining and refining curriculum, assessment, and classroom instruction <br />Strengthening teacher practice by examining and refining the feedback teachers receive<br />Strengthening leadership by becoming a connected leader who owns 21st Century shift.<br />The Framework for Teaching - Charlotte Danielson<br />
  39. 39. 33<br />
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  41. 41. 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<br />This approach does NOT tap into motivation or lead to engagement<br />The biggest challenge facing us as leaders: how to engage the hearts and minds of the learners<br />
  42. 42. Strengths Awareness  Confidence  Self-Efficacy  Motivation to excel Engagement<br />Apply strengths to areas needing improvement  Greater likelihood of success<br />
  43. 43. Three Rules of Passion-based Teaching<br />Authentic task<br />Student Ownership<br />Connected Learning<br /><ul><li> Move them from extrinsic motivation to intrinsic motivation
  44. 44. Help them learn self-government and other-mindedness
  45. 45. Shift your curriculum to include service learning outcomes that address social justice issues</li></ul><br />
  46. 46.
  47. 47. Bloom's Taxonomy Blooms Digitally<br />By Andrew Churches<br /><br />Andrew has embedded 21st centurized verbs into the new levels of Bloom’s taxonomy.<br />
  48. 48. How do you do it?-- TPCK and Understanding by Design<br />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. <br />Teacher and Students as Co-Curriculum Designers<br />What do you want to know and be able to do at the end of this activity, project, or lesson?<br />What evidence will you collect to prove mastery? (What will you create or do)<br />What is the best way to learn what you want to learn?<br />How are you making your learning transparent? (connected learning)<br />
  49. 49. 21st Century Learning – Check List<br />It is never just about content. Learners are trying to get better at something.<br />It is never just routine. It requires thinking with what you know and pushing further.<br />It is never just problem solving. It also involves problem finding.<br />It’s not just about right answers. It involves explanation and justification.<br />It is not emotionally flat. It involves curiosity, discovery, creativity, and community. <br />It’s not in a vacuum. It involves methods, purposes, and forms of one of more disciplines, situated in a social context.<br />David Perkins- Making Learning Whole<br />
  50. 50. Man is so made that whenever anything fires his soul, impossibilities vanish. <br />-- Jean de la Fontaine<br />