Reform Symposium 2011


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Developing teachers as learners - a prof. development discussion at #rscon3

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  • Maybe this is the reason I’m here today. Here I am ready to go to my first day of school and the excitement is evident .i love to learn, I recently wrote a post about the spark my teachers ignited in me. That’s at the core of what we do as educators- igniting a fire for learning. So now on the administrative role, I need to find ways to do that for my teachers as well as my students.\n
  • one of the troubling things is that technology is taking education on a whirlwind ride of change and with reform and everything, we’re focusing on evaluating teachers, merit pay, test scores, etc. do we hear about prof. development and what’s needed? have to better help our teachers keep growing. \n\n
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  • tell a story - a love of learning - charlotte’s web? a spark? audra’s daily 5 experience?\nwe need teachers doing IT\n
  • active participation in learning\n problem and experienced centered\n an active search for meaning that relates to prior knowledge\n a sense of excitement about learning (stress can be a major roadblock)\n collaborative modes of learning\n nonthreatening learning environments\n learning that promotes question-asking and problem-solving and express a tolerance for uncertainty\n a way to assess their own skills to discover personal needs\n control over their learning\n
  • teachers are attracted to PD that will expand their knowledge and skills, contribute to their growth, and enhance their effectiveness with students.\nthey’re looking for better outcomes for students as a result. \ntoo frequently, PD sessions are designed to change teachers’ beliefs and attitudes at the outset. they often fail. while it’s important to gauge teachers’ interests and needs, PD HAS TO INVOLVE EXPERIENCE in practice. the experience of successful implementation then leads to changing teachers’ attitudes and beliefs. they’ve seen it work for students. clear evidence of improvement of learning outcomes for students \n\n
  • Kolb developed a theory of experiential learning that can give us a useful model by which to develop our practice. This is called The Kolb Cycle, The Learning Cycle or The Experiential Learning Cycle. The cycle comprises four different stages of learning from experience and can be entered at any point but all stages must be followed in sequence for successful learning to take place. The Learning Cycle suggests that it is not sufficient to have an experience in order to learn. It is necessary to reflect on the experience to make generalisations and formulate concepts which can then be applied to new situations. This learning must then be tested out in new situations. The learner must make the link between the theory and action by planning, acting out, reflecting and relating it back to the theory.\n
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  • so, think about professional development that’s being offered in your school. are we headed in the right direction? is it one-size fits all? are teachers involved in deep learning experiences that lead to reflective observation, and the experiential cycle? is it a social process? make it about the experience! \n\nMake it meaningful for this person. above. all else. How do we design it for this teacher? differentiation is a buzzword and we all know we’re supposed to do it for our kids. but we need to also break away from one-size-fits-all PD. differentiated PD-is tailored for teachers at different levels of understanding - addresses teachers’ interests -allows for teacher autonomy-requires flexibility\n
  • the dreaded 3-ring binder of professional development - “the plan”\nfrightening that in my district there were some teachers who didn’t know its whereabouts or what was inside of it; so many times they are developed at the central office level and imposed upon teachers. it’s like the PD is done TO them, not FOR them or WITH them.\n
  • the non-negotiables. teacher professional development should be planned as a result of wanting to improve learning opportunities for students. PD should help teachers learn more about how to help students learn what they need to learn. personal growth. there should always be a reflective element. \n
  • what we ultimately want is a teacher who is open to learning from all of these sources. let’s not limit their learning and PD to people we pay tens of thousands of dollars to deliver. let’s use our experts, let’s connect to those who have lived it. if we want to involve teachers in experiential learning, we now have many avenues to do so. does not have to be stand and deliver. does not have to cost a lot of money. \n
  • i could not have done this without social media. administrators looking to design differentiated PD need to use these tools to help them. we focus on the negatives and fears associated with connected learning too often rather than see them for what they’re worth: tools fantastic for encouraing collaboration, communication, creativity, and critical thinking. Using SM for PD is free, reflective, personalized, allows for connections with others, and is available! free - tools are free, use them. connected - let’s stop being our own islands. share our greatness. reflective- this is the part of our practice we don’t often have time for. available- learning doesn’t have to stop after school is over. 24/7 access.\n\nthis is also a great lesson for teachers. it’s not that they don’t want to. they’re fearful of starting. once they get a taste, they want to learn more. \n
  • these are some of the structures that can be used to enhance learning for teachers. links to examples of these being used in real schools are located on my wiki.\nSocial media can play a role in any of these. \nconcrete experiencereflective observationabstract conceptualizationactive experimentation\n
  • How do you see the role of technology most benefiting your students? How do you see the role of technology most benefiting your students? What are the topics you most want to explore this year through our ETC work?\nstructure that works for us: beginning of month, midmonth, end of month\nthe wiki is the place where we share ideas and collaborate in discussions as well as in face:face situations\nWHy it works:\nnot just about tech, thats an interest we have to explore. starting on daily 5 now.\nconcrete experience reflective observation abstract conceptualization active experimentation\n
  • first surveyed all elem. staff about needs/interests using Google Forms\norganized the whole day through social media- forms for surveys/schedules, wikis for posting resources\nteachers used feedback forms\nsaw the move from consumer of info to producer and sharer - I now have teachers blogging and putting their ideas out there for others to see\nconcrete experience reflective observation abstract conceptualization active experimentation\n
  • concrete experiencereflective observationabstract conceptualizationactive experimentation\nPatrick larkin quote: “hire great people and get out of their way” \nThis begun for me when I read a post on Connected Principals by Chris Wejr in October. He’d just finished Drive and wanted to bring the Atlassian notion of Fed-Ex days shared by Daniel Pink in his book Drive. Bring that to teachers. \nI’m continually amazed with the great things my teachers do each day. Need their enthusiasm and expertise to infect us all. That’s not going to happen without the opportunity to collaborate together in inspiring ways. - the feedback was overwhelming that they appreciated being treated as professionals. \nChris Wejr and Josh Stumpenhorst - Innovation Day\nI introduced Drive, the idea of the day, told them the parameters: work with whomever you want to, on whatever project you want to, for the day. The only thing you have to do is deliver at the end of it. A product, an idea, a plan moving forward. Then we shared out on this glog what we’ve been doing. Share Liz’s idea. Steve’s art plan. \n
  • Aiming for Authenticity With Connected Learning \npersonalized learning opportunities --> action --> data analysis --> reflection --> taught others \nAction Research Projects\nAction research is a process in which Powerful Learning Team members collaboratively examine their own educational practice systematically and carefully. Action research is:\nDisciplined inquiry into a problem or possibility within the school or classroom\nCollaborative and usually takes place in a community of practice\nMeaningful, positive, and reflective\nData-driven, action-based, improvement-focused\nTransformative\nconcrete experience reflective observation abstract conceptualization active experimentation\nHere are a few Action Research projects from schools who have participated in the Powerful Learning Practice experience. Check this showcase often for new featured projects.\n
  • \n\n\nEmbrace the constraints you’ve been given. Use them as assets, an opportunity to be the one who solved the problem. \n
  • Let’s continue to inspire each other to grow and learn continuously with one another. Let’s not allow complacency or stagnation. When PD plans are developed, and teacher input is sought, provide your input. Share with them what other schools are doing successfully to help teachers grow. \n\nWe owe it to kids. No tool is going to reform education. People willl. Teachers will, administrators will, students will. Focus on learning.\n
  • questions?\nResources from today: \n
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  • Reform Symposium 2011

    1. 1. teachers what we want professional development to be as learners what we need professional development to beReform Symposium 2011Lyn Hilt * @l_hilt *
    2. 2. a poll....A - administratorB - teacherC - other role in education/ who are you? parent wheretellare you? add your location to the map! us who you are!
    3. 3. hello! k-6 principal in pennsylvaniaelementary technology integrator/coach connected learner, reader & writer
    4. 4. today✤ experiential learning and essential components✤ involvement of social media and networks✤ what’s worked for us✤ discussion
    5. 5. The problem with PD is that on the whole it treats teachers as ‘consumers’ of professional knowledge, and discourages teachers from thinking for themselves. Teachers need to be ‘creators’ of professional knowledge. -Peter Kent✤
    6. 6. kolb cycle/experiential learning cycle
    7. 7. concrete experience the “doing” reading, viewing, workshop participationexperience in the classroom implementing ideas with students reflective observation reviewing and reflecting upon experiences analysis and judgment about learning and teaching discussions with colleagues, mentors, administrators needs to be systemic to be powerful
    8. 8. abstract conceptualization concluding and learning from the experience connect to educational theory generate conclusions about the effectiveness of practices active experimentation plan the changes implement the changes in practiceleads to another concrete experience ... and the cycle continues
    9. 9. “Adult learning is facilitated when the learner’s representation and interpretation of his ownexperience are accepted as valid, acknowledged as an essential aspect influencing change, and respected as a potential resource for learning.” Brundage and MacKeracher, 1980 via Dewar, 1999
    10. 10. make it meaningful. (even for this guy.)
    11. 11. so what could it look like?
    12. 12. aligned to school vision and goalsconnected to student learning outcomesexperientialempoweringcollaborative, social, reflectivesupported through a culture of trust
    13. 13. Image: Alec Couros
    14. 14. PLCs Lesson Study Book Circles ReflectiveSpecial Interest Action Research Journaling/ Cohorts Teams Blogging Teacher-led Coaching/ Fed-Ex Days workshops Mentoring
    15. 15. developing interestselementary technology cohort
    16. 16. teachers as leadersfacilitating learning sessions
    17. 17. providing autonomyFed-Ex days
    18. 18. action research✤ inquiry into a problem/ possibility within the school or classrooms✤ collaborative, meaningful, reflective✤ data-informed✤ action-based✤ transformative
    19. 19. embrace constraints“There’s no time!” Get creative with schedules… before/after school, flex time, reduce non-instructional duties, provide coverage yourself“Central office will never go for this!” Start with a pilot group… gather teacher feedback, prove the positive impact on teacher and student growth alike“Your budget is being cut!” Building teacher leadership eliminates the need for expensive out-of-house PD offerings… seek out affordable or free online venues- webinars, #rscons… send your teachers to #edcamps, #ntcamps
    20. 20. “We are teachers and we are in the business of relationships,motivation, and the facilitation of dreams. And so we develop ourselves. On blogs. On Twitter. Throughout the PLN. We have used the opportunity of the tools at our disposal to engage in an older and vastly more satisfying form of professional development thanthe mandatory in-service. Weve developed a relationship withdevelopment. We are engaging with our growth and our communal experience in an open, social, and mutually beneficial way.” -Shelly Blake-Plock @teachpaperless
    21. 21. acknowledgementsFor Sharing IdeasSteven Andersen @web20classroom For Sharing ImagesShelly Blake-Plock @teachpaperless Principals cliff_robin/618199950/sizes/o/in/photostream/Alec Couros @courosa Godin @thisissethsblog Larkin @bhsprincipal http://www photostream/Lisa Nielsen @innovativeedu Pink @danielpink photostream/ Learning Practice photostream/Eric Sheninger @nmhs_principal Stumpenhorst @stumpteacher photostream/Chris Wejr @mrwejr Elementary School Teachers in/photostream/ Resources found here: photostream