Core Breakfast - Leading meaningful and manageable change
Leading Meaningful (and Manageable) ChangeUsing teaching as inquiry to create ane-learning action planClaire Amos – Deputy PrincipalHobsonville Point Secondary SchoolVLN: http://www.vln.school.nz/pg/groups/49720/epsom-girls-grammar-school-ict-pd/Email: email@example.comTwitter: @claireamosnzPart One: E-learning and BYOD at EGGS 2011 to 2012Part Two: Creating your e-learning action plan
Transitioning from 2010 to 2011Overarching Programme Goals stayed thesame.To improve student engagement through theintegration of ICT strategies to enhance:(a) student centred learning(b) strong learning relationships betweenteachers, students and caregivers
ICTPD National Goals1. Students to become successful digital citizens2. Principals to lead the integration of e-learning intheir schools (strategic and operational)3. Teachers to integrate e-learning effectively intotheir practice creating an innovative and excitinglearning environment for all students4. Family and whānau to actively participate intheir child’s learning5. Sharing online professional reflections to informcolleagues of the challenges and opportunitiesafforded by e-learning
Using Teaching as Inquiryto produce an ‘E-learning Action Plan’
E-learning Action PlanInquiry Cycle Stage E-learning Action Plan StageFocusing Inquiry Selecting a group of students to focus onand ‘Desired Student LearningOutcome(s)’(PLG Focus)Teaching Inquiry ICT/e-learning strategies that willsupport DSLOTeaching and Learning Who/When (Timeline)Learning Inquiry Evidence that you will collect tomeasure shift in regards to DSLO
So how does this work?• E-mentors are Learning Area based• PLGs will have been formed within LearningAreas to suit specific needs of Learning Area• Learning Areas have produced an ‘E-learningAction Plan’ led by LADs and e-mentors• PLGs have developed specific ‘E-learningAction Plans based on desired studentlearning outcomes’
and…• Several sessions a term have been allocated toPLG sessions to work on their ‘E-learningAction Plan’ and workshops offered (based onneeds highlighted in the action plans) tosupport e-learning needs.
Transitioning from 2011 to 2012Overarching Programme Goals stayed thesame.To improve student engagement through theintegration of ICT strategies to enhance:(a) student centred learning(b) strong learning relationships betweenteachers, students and caregivers
Transitioning from 2011 to 2012Three ICT PD foci for 20121. Establishing online classroom environments onMoodle for all classes2. Encouraging student to bring and use ‘studentowned devices’3. Completing another cycle of a Teaching asInquiry e-learning action plan with a greaterfocus on effective pedagogy (to ensure wecontinue to reflect and question the effect ofintegrating e-learning and ICTs)
Student Outcomes to Effective PedagogyThe focus will change:• 2011 – Student Outcomes informed the ‘e-learning action plan’• 2012 – Effective Pedagogy/Key Competencieswill inform the ‘e-learning action plan’
E-learning Action Plan 2012Inquiry Cycle Stage E-learning Action Plan StageFocusing Inquiry Selecting a group of students to focus onand an area of ‘Thinking’ to focus on(PLG Focus)Teaching Inquiry Collaborative/Differentiated/ICT/e-learning strategies that will supportdevelopment of ‘Thinking’Teaching and Learning Who/When (Timeline)Learning Inquiry Evidence that you will collect tomeasure shift in regards to ‘Thinking’
Suggested timeline for 2012Term OneWeeks 1-5 PD focus on Effective Pedagogy/Student Competenciesnot ITWeeks 6-10 PLGs formed and ‘E-learning Action Plans’ developedTerm TwoICTPD Workshops and PLG timeMid-year feedback gathered at end of Term 2Term ThreeICTPD Workshops and PLG timeTerm FourSharing and final feedback
Moodle, Google and PedagogyDo the following online actions and tools support these pedagogical foci?Moodle Thinking Collaboration DifferentiationAdding document Yes No YesAdding a link Yes No YesForums Absolutely Yes YesWiki Yes Absolutely YesGoogle Apps Thinking Collaboration DifferentiationDocs Yes Absolutely YesPresentation Yes Absolutely YesForms Yes Could do YesSites Yes Absolutely Absolutely
Why this works!• It is based on effective pedagogy as outlined in theNZC• It can be personalised to fit personal professionalneeds• It can be contextualised into any curriculum area• It provides a plan of action with provides a structureand a level of accountability• It puts the focus on the student outcomes, not thetechnology!
Tips• Integrate all school initiatives into the one teaching as inquirycycle – rather than separating out into disparate topics• Allow teachers to work in curriculum based professionallearning groups• Provide a common template• Provide a clear timeline for completing each part of theinquiry• Get them to publish and share their plans – this helps with theaccountability but also provides opportunities for identifyingneeds and common foci.• Offer technical and ICT skills PD based on their plans (considercreating online tutorials to do this)
21st Century Pedagogyhttp://www.teachthought.com/technology/a-diagram-of-21st-century-pedagogy/
So where do we start?In a way you need to conduct your own Teaching as Inquiryproject to design your Teaching as Inquiry school-specific model.Inquiry Cycle Stage PLD Plan StageFocusing InquiryWhat is important (and therefore worth spendingtime on), given where our students (andteachers) are at?Teaching InquiryWhat strategies (evidence-based) are most likelyto help my teachers learn this (Teaching asInquiry!)Teaching and Learning How/when will you deliver this PLD?Learning InquiryHow will capture/measure the success of whathappened as a result of the PLD, and what arethe implications for future teaching?
Creating your owne-learning action planGo to: http://www.claireamos.com/core-breakfastsTo access more info and templates you can use to create your own e-learning action plan!Things to consider:• What are your school’s strategic goals?• What are your department’s goals?• What are your personal/professional goals?These will determine what you will focus on in your focusing inquiry andteaching and learning inquiry.