Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

21C Journey at LCHS


Published on

Published in: Education
  • Be the first to comment

  • Be the first to like this

21C Journey at LCHS

  1. 1. Leveraging SSDZ for Instruction<br />Our Journey at LCHS<br /><br />
  2. 2. Goals for this session<br />Share some specific details about the journey that Lacombe Composite has been involved with during the last two years.<br />How did we build an awareness of SSDZ with our parents, students, and staff?<br />How did we prepare the same stakeholders for changing pedagogy and classroom environment?<br />How did we address DC issues and concerns? <br />How did we encourage the use of tools such as social media and other Web 2.0 and tech. tools. <br />Other considerations and logistics. <br />
  3. 3. Caveat 1<br />“The search for truth is more precious than its possession.”<br /><br />
  4. 4. Caveat 2<br />“A ship in harbour is safe … but that is not what ships are for.”<br />John A Shedd<br /><br />
  5. 5. The inception ... <br />LCHS Support Staff<br />LCHS Teachers<br />LCHS Admin.<br />Tech. Services<br />Central Office<br />Focus Group <br />Model<br /><br />
  6. 6. Awareness - general<br /><ul><li>Parent Council presentations;
  7. 7. Parent teacher Interviews /Success Night;
  8. 8. FAQ Documents (heavily borrowed from the 1:1 projects at Crestomere and Bluffton).
  9. 9. Staff Meeting and PD Days
  10. 10. AISI Partnership / Rocks and Rolls
  11. 11. Newsletter
  12. 12. Homepage
  13. 13. School Newspaper / Blog
  14. 14. Lunchtime Tech. Training
  15. 15. Announcements
  16. 16. Documents and forms included with registration.</li></ul>SSDZ<br />Change<br />Pedagogy<br />DC<br />Classroom <br />Environment<br /><br />
  17. 17. The cornerstone: role of “coach”<br />I have found that my most important function in this role is to build and nurture relationships with my colleagues and mentor them through a paradigm shift which some will find difficult and frightening. <br /><br />
  18. 18. Some of my main functions … <br /><ul><li>Model a transferrable set of skills that can be used to work with a wide variety of tech tools. Help my staff create this skill set for themselves.
  19. 19. Create exemplars of useful tools.
  20. 20. Find and share useful information, tools, and other resources related to 21C Skills and Learning.
  21. 21. Model and help my staff develop the same confidence in their own abilities to adapt to a new learning environment and use technology as an appropriate tool.</li></ul><br />
  22. 22. Re-examine Paradigms<br />
  23. 23. This is their/our world … <br /><ul><li>A lot changes for the learner and teacher in this type of environment!</li></li></ul><li>Pedagogical “Reboot”<br /><br />
  24. 24. Our Pedagogical Focus<br />Social Studies Department<br />Critical mass of willing and able innovators<br />Team oriented crew<br />Curriculum which was designed with 21st century learning and the every day use of technology in mind. <br />The idea was to begin small with one class, then 2-3 classes and then one department. <br />We will now work towards helping other departments in their own journeys towards utilizing student owned devices. <br />Without this focus … nothing changes when you “give” access to wireless resources or open up to student owned devices . The learner and the facilitator/teacher must change.<br />
  25. 25. Digital Citizenship<br />Parent Council <br />Parent Presentations<br />All of our staff received a workshop from Mark and myself on DC scenarios and issues<br />Professional Development Days<br />Teachers taught lessons about DC elements<br />Moderation of class content<br />PLTs <br />Newsletters<br /><br /><br /><br />
  26. 26. Evidence of Change at LCHS<br />
  27. 27. The Implementation Dip<br />This will be an issue as you encourage student owned devices and a move to a 21st century learning model in your schools. <br />As leaders’, your actions can play a huge role in mitigating the depth and length of the dip. <br />Plan for it! It is a natural consequence of change.<br />Support your staff through times where they may feel like nothing is working or “feeling like it fits” in their practice. <br />Remember the “crew” on your ship need your guidance and support to arrive at your mutual destination.<br /><br />
  28. 28. So you want to follow a similar path?<br />Think about what your stakeholder groups are going to require in order to make this change to teaching and learning.<br />Plan to help them make the change. <br />Go slow to go fast!<br />Eat the elephant … one bite at a time. <br />More considerations<br />Have your foundation documents ready before you put devices in the hands of kids:<br /> SSDZ AUP’s, FAQ’s for parents, Digital Citizenship Documents, etc. <br />Lean on others that have been on this path already to help. <br /><br />
  29. 29. Yet more “food for thought” ... <br />What will your procedure be for dealing with things like:<br /><ul><li>Malicious or accidental damage to a student’s computer?
  30. 30. Equity of access?
  31. 31. Professional development for staff?
  32. 32. Inappropriate use?
  33. 33. Balance?</li></ul>Our widening implementation of student owned and staff owned devices is currently causing a rethinking of our:<br /> Cell phone policies …<br />Web filter policies … <br />An Open Letter to Educators<br />
  34. 34. Voices of Alberta’s 21st Century Learners on Learning <br />We want to do work that makes a difference to me and to my world. <br />We don’t want to remember, recall and regurgitate .<br />We don’t want to learn for the sake of tests .<br />We don’t want learning made easy; rather, we want it to mean something. <br />We want to learn with the media and technology of our times. <br />We want to do work that is relevant, meaningful and authentic. <br />We want to be engagedintellectually .<br />We want stronger relationships with our teachers, with each other and with their communities locally, provincially, nationally and globally .<br />We want teachers to know how we learn, to take into account what we understand and what we misunderstand and use this knowledge as a starting place to guide our continued learning. <br />We want to be able to work with othersin the classroom, online and in our community. <br />We want to be able to pick up our information anywhere, anytime. <br />We want indepth learning. <br />We need feedback in time to help us learn and in time do something about it. <br />Friesen and Jardine – University of Calgary<br />
  35. 35. Questions? Reflections?<br /><br />
  36. 36. Thanks and Resources<br /><br /><br />