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  1. 1. Today’s Start Page
  2. 2. How will education bedifferent tomorrow because ofour meeting today?How will you contextualize andmobilize what you learn?How will you leverage, howwill you enable your facultyor students to leverage-collective intelligence?
  3. 3. What is PLP?YEAR 1:Learning in the 21st Century: Networks and CommunitiesFocus: Understanding the global changes created by onlinesocial technologies and the implications for teaching andlearning; provoking deep thinking about professional andpersonal learning practice; understanding practical andpedagogical implications for classrooms; conducting actionresearch that is aligned to school improvement goals;initiating district-wide conversations and planning aroundlong-term change and the scaling of these ideas andtechnologies.
  4. 4. Professional development needs• THE CONNECTED EDUCATOR to change. We know this. A revolution in technology has transformed the way we can find each other, interact, and collaborate to create knowledge as connected learners.
  7. 7. Meet the new model for professionaldevelopment: • THE CONNECTED EDUCATORConnected Learning CommunitiesIn CLCs educators have several ways toconnect and collaborate:• F2F learning communities (PLCs)• Personal learning networks (PLNs)• Communities of practice or inquiry (CoPs)
  8. 8. 1. Local community: Purposeful, face-to-faceconnections among members of a committed group—aprofessional learning community (PLC) • THE CONNECTED EDUCATOR2. Global network: Individually chosen, onlineconnections with a diverse collection of people andresources from around the world—a personal learningnetwork (PLN)3. Bounded community: A committed, collective, andoften global group of individuals who have overlappinginterests and recognize a need for connections that godeeper than the personal learning network or theprofessional learning community can provide—acommunity of practice or inquiry (CoP)
  9. 9. Professional Personal Learning Communities of Learning Networks Practice Communities• THE CONNECTED EDUCATORMethod Often organized for Do-it-yourself Educators organize teachers it themselvesPurpose To collaborate in For individuals to Collective subject area or gather info for knowledge building grade leverl teams personal knowledge around shared around tasks construction and to interests and goals. bring back info to the communityStructure Team/group Individual, face to Collective, face to F2f face, and online face, or onlineFocus Student Personal growth Systemic achievement improvement
  10. 10. Connection CollaborationCelebration Communication Steve Wheeler, University of Plymouth, 2010 User Generated Co-created Content
  11. 11. Community is the New Professional DevelopmentCochran-Smith and Lytle (1999a) describe three ways of knowing and constructingknowledge…Knowledge for Practice is often reflected in traditional PD efforts when a trainer shareswith teachers information produced by educational researchers. This knowledgepresumes a commonly accepted degree of correctness about what is being shared. Thelearner is typically passive in this kind of "sit and get" experience. This kind of knowledgeis 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 andisolation of teaching.Knowledge in Practice recognizes the importance of teacher experience and practicalknowledge in improving classroom practice. As a teacher tests out new strategies andassimilates them into teaching routines they construct knowledge in practice. They learnby doing. This knowledge is strengthened when teachers reflect and share with oneanother lessons learned during specific teaching sessions and describe the tacitknowledge embedded in their experiences.
  12. 12. Community is the New Professional DevelopmentKnowledge of Practice believes that systematic inquiry where teachers createknowledge as they focus on raising questions about and systematically studyingtheir own classroom teaching practices collaboratively, allows educators toconstruct knowledge of practice in ways that move beyond the basics ofclassroom practice to a more systemic view of learning.I believe that by attending to the development of knowledge for, in and ofpractice, we can enhance professional growth that leads to real change.Cochran-Smith, M., & Lytle, S.L. (1999a). Relationships of knowledge andpractice: Teaching learning in communities. Review of Research inEducation, 24, 249-305. Passive, active, and reflective knowledge building in local (PLC), global (CoP) and contextual (PLN) learning spaces.
  13. 13. FOCUS: Situated, Sync hronous, Asyn chronous- Online and Walled GardenCommunities of Practice
  14. 14. Personal LearningNetworksFOCUS: Individual, Connecting to Learning Objects, Resourcesand People – Social Network Driven
  15. 15. Do it Yourself PD as Communities Of PracticeSelf DirectedConnected Learners DIY-PD Personal Learning Networks F2F Teams"Rather than belittling or showing disdain for knowledge orexpertise, DIY champions the average individual seeking knowledgeand expertise for him/herself. Instead of using the services of otherswho have expertise, a DIY oriented person would seek out theknowledge for him/herself." (Wikipedia, n.d.)
  16. 16. Change is hard
  17. 17. Connected educators are more effective change agents
  18. 18. Let’s just admit it…You are an agent ofchange!Now. Always. And nowyou have the tools toleverage your ideas.
  19. 19. An effective changeagent is someonewho isn’t afraid tochange course.
  20. 20. Real Question is this:Are we willing to change- to risk change- to meet the needsof the precious folks we serve?Can you accept that Change (with a “big” C) is sometimes amessy process and that learning new things together isgoing to require some tolerance for ambiguity.
  21. 21. Last Generation