12 Traits of Top 21st Century Teachers
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This document provides an overview of 21st century teaching traits and strategies through a series of short passages and images. It discusses 12 key traits of top 21st century educators, including innovating with a growth mindset, connecting with multiple audiences, learning together, and using vicarious learning opportunities. The document emphasizes embracing change, focusing on high-impact areas like classroom management and relationships, and leveraging new tools and partnerships to continually evolve one's teaching practice.
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12 Traits of Top 21st Century Teachers
- 1. Vicki Davis vicki@coolcatteacher.com @coolcatteacher 12 Traits of Top 21st Century Educators
- 5. How can I innovate when I’m so overwhelmed and tired all the time?
- 7. Step Strategy forTransformational Change STEP 1: Innovate Like aTurtle
- 8. 2 Step Strategy for Transformational Change STEP 2: Select your “Big 3”
- 11. Meet Mrs. Adkins: Innovation is not an AGE, it is a MINDSET Her secret to innovating with kids: 3 folders a weekend.
- 12. I connect myself to a good PLN and level up a little every day. Trait #1
- 13. yearsTo get to 50 million subscribers
- 14. yearsTo get to 50 million subscribers
- 15. yearsTo get to 50 million subscribers
- 16. yearsTo get to 50 million subscribers
- 17. daysTo get to 50 million subscribers
- 19. How can we keep up in the face of such rapid change?
- 22. 15 minutes 2-3 times a week
- 23. I connect myself to a good PLN and level up a little every day. Trait #1
- 24. I choose my relationships wisely. Trait #2
- 26. Mirror Neurons: Giacomo Rizzolatti et al., “Premotor Cortex and the Recognition of Motor Actions,” Cognitive Behavior Research, 3 (1996) 131-141.
- 29. We Become Who We Think About University of Georgia Website, Michelle van Dellen, Physorg.com 1/14/2010 9:10 am
- 30. We mirror the behaviors of those we are around.
- 31. Connect yourself! Personal Learning Network / Media Diet! – RSS Reader - Feedly ,Feedspot, Mr. Reader – Flipboard, Zite, Pulse – eBook Reader – Kindle, iBooks, Kobo – Diigo, Delicious, Reddit – Listen in – Bam Radio Network, Edtechtalk – Join Twitter – Online Conferences – Networking Organizations
- 33. Trait 3 I accept responsibility for me. Write this Down!
- 35. There is a difference between accepting responsibility and accepting blame
- 38. “I can either cry and die or I can be strong and live.” My Mom
- 39. You Make the Weather in Your Classroom
- 40. Trait 3 I accept responsibility for me. Write this Down!
- 41. Trait 4 I determine where to focus my energy for maximum impact. Write this Down!
- 43. ITEMIZED BILL Brian Tracy, Focal Point: A Proven System to Simplify Your Life, Double Your Production and Achieve All Your Goals, p 8 For placing “x” on gauge $ 1.00 For knowing which gauge to place the “x” on $9,999.00 Read
- 44. What We Can Learn About School from Gators
- 46. “Discover a few vital behaviors, change those, and problems – no matter their size – topple like a house of cards.” Kerry Patterson et al, Influencer: The Power to Change Anything, p 28 Write this Down! Read
- 47. 0 10 20 30 40 50 60 70 Classroom Management Metacognitive Processes Cognitive Processes Home Env/ Parental Inv Stdnt/Tchr Social Intxn Social/ Behavioral Attributes Motivational/ Affective Attr Peer Group Quantity of Instruction School Culture Classroom Climate Classroom Instruction Curriculum Design Stdnt/Tchr Academic Intxn Classroom Assessment Community Influences Psychomotor Skills Tchr/ Admin Decisionmaking Curriculum and Instruction Parental Involvement Policy Classroom Impl/ Support Student Demographics Out of Class Time Program Demographics School Demographics State Level Policies School Policies District Demographics Relative Influences on Learning Wang, Haertel, Walberg, 1997 “What Helps Students Learn? Spotlight on Student Success” http://files.eric.ed.gov/fulltext/ED461694.pdf
- 48. 50 52 54 56 58 60 62 64 66 Classroom Management Metacognitive Processes Cognitive Processes Home Env/ Parental Inv Stdnt/Tchr Social Intxn Social/ Behavioral Attributes Relative Influences on LearningWhat Can We Change Wang, Haertel, Walberg, 1997 “What Helps Students Learn? Spotlight on Student Success” http://files.eric.ed.gov/fulltext/ED461694.pdf
- 49. Trait 4 I determine where to focus my energy for maximum impact. Write this Down!
- 50. I have high expectations for myself, my students and my school Write this Down! Trait 4
- 51. “Santa’s Motto” in my childhood home “If you believe you receive.”
- 52. Believing in Students and Yourself: A Study of Expectations • 20% of students in the student were said to have “unusual potential for intellectual growth” • Three teachers selected were told they were selected because they were the best in the school Rosenthal, R., and Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and pupils' intellectual development'. New York: Rinehart and Winston.Read
- 53. At the end of the school year • Led the school and district in standardized test scores • Jumped 20-30% in academic achievement over previous year. Rosenthal, R., and Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and pupils' intellectual development'. New York: Rinehart and Winston.Read
- 54. Guess what? • The selections were RANDOM. – Students were a mix of good/bad/ medium. – So were teachers! Rosenthal, R., and Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and pupils' intellectual development'. New York: Rinehart and Winston.
- 55. You Believe, You Receive! “In experiment after experiment, it has been demonstrated that when teachers EXPECT their students to perform well, the students work hard and live up to their teacher’s expectations.” Brian Tracy, Maximum AchievementRead
- 57. The most important “A” in your classroom Att-I-tude
- 60. Love
- 62. They are part of this • Best Wiki in Education 2006, 2008 • ISTE Online Learning Award 2007 • TIG Best Online Project 2006 • WISE Shortlist Finalist, Pluralism • Open Sim Pioneers 2009 • Finalist Best Wiki 2010 • Digital Youth – Edutopia Winner • Wall Street Journal, WIRED, Boston Globe, Edutopia • NCWIT Award winner 2011, 2014
- 63. I have high expectations for myself, my students and my school Write this Down! Trait 4
- 64. I accept that problems are part of the job every single day and make the most of them. Write this Down! Trait #5
- 65. Leaders ARE 1. Knowledgeable 2. Trustworthy 3. Generous with their Time The Influencer by Kerry Patterson, et al, p 154
- 66. Leadership = Problem Solving “The day soldiers stop bringing you their complaints is the day you have stopped leading them.” Colin Powell
- 67. You don’t have to influence everyone at once Leverage Influence: Formal Leaders Opinion Leaders
- 68. Teachers are Leaders and Leadership is Hard “It is hard being a leader because we must take initiative. Many times people won’t understand you and no one cares. We must make the world in which we live a better place anyway. Sometimes we end up in unexpected places, but the status quo is unacceptable.” Michael Catt, Pastor Sherwood Church Senior Producer, Sherwood Pictures “Not on My Watch” 3/8/15 @michaelcatt
- 69. 2 kinds of people: Transmitters Transformers Dale Carnegie, How to Stop Worrying and Start Living
- 71. Transformers “Turn the negativity into something positive.”
- 72. Leaders CAN 1. Remove the obstacle. 2. Be the obstacle.
- 73. “The budget cuts have become opportunistic because we are having to think outside the box.”Jody Kennedy, Teacher White Plains Middle School New York
- 74. “This class is a joke.”
- 75. In every problem is the potential for greatness.
- 76. “We are better at coping than exerting influence.” Kerry Patterson et al, Influencer: The Power to Change Anything, p 8
- 78. Tools of influence are value neutral! Write this Down!
- 82. I accept that problems are part of the job every single day and make the most of them. Write this Down! Trait #5
- 83. I have good habits. Trait #6
- 84. 2006 Duke University Study “40% of our actions aren’t decisions but are habits.”
- 85. 2 Categories of Habits 1. Habits can be successing 2. Habits can be depressing
- 86. “Exercise boosts brain power.” Brain Rules by John Medina
- 87. Research Shows “We do what is easy, not what makes us happy.”
- 90. The Things the Rich Do Every Day Rich Poor Habit 70% 3% Eat less than 300 junk food calories a day 76% 23% Focus on a single goal 80% 12% Exercize Aerobically 4 days a week 81% 19% Maintain a to do list 80% 3% Make Happy Birthday Calls 6% 69% Say What’s On Their Mind 67% 23% Watch one hour or less of TV every day 6% 78% Watch reality TV 44% 3% Wake up 3 hours before work starts 74% 1% Teach good daily success habits to their children 84% 4% Believe Good habits create opportunities/ luck 76% 9% Believe bad habits create detrimental things/ bad luck 86% 26% Love to Read 20 Things the Rich Do Every Day by Tom Corley as reprinted on Dave Ramsey’s Site
- 91. The power of a phone call
- 92. I have good habits. Trait #6
- 93. I have a growth mindset. Trait #7
- 94. Will you be ok with teaching the same year 30 times -or- 30 years with each one better than the last?
- 95. FIXED MINDSET A belief that you are what you are right now and can never improve or change.
- 96. GROWTH MINDSET A belief that you can grow, improve, and learn
- 97. 50 52 54 56 58 60 62 64 66 Classroom Management Metacognitive Processes Cognitive Processes Home Env/ Parental Inv Stdnt/Tchr Social Intxn Social/ Behavioral Attributes Relative Influences on LearningWhat Can We Change Wang, Haertel, Walberg, 1997 “What Helps Students Learn? Spotlight on Student Success” http://files.eric.ed.gov/fulltext/ED461694.pdf
- 98. Top 5 Relative Influences on Learning •Classroom Management HarryWong, the First Days of School •Metacognitive Processes Mindset by Carol Dweck, Goalsetting with tools likeTrello •Cognitive How toThink and Learn,Take Notes, Remember •Home / Parent Involvement Facebook, Remind/Celly, “Beyond the Bake Sale” •StudentTeacher SOCIAL Interaction Relationships
- 99. Goal Setting Tip: Accurately assess your strengths and weaknesses ““If, like those with the growth mindset, you believe you can develop yourself, then you're open to accurate information about your current abilities, even if it's unflattering. What's more, if you're oriented toward learning, as they are, you need accurate information about your current abilities in order to learn effectively.” Carol Dweck, Mindset
- 100. Remember: You can reboot your classroom any day you choose!
- 101. I CAN Care about
- 102. I have a growth mindset. Trait #7
- 103. “My classroom evolves and ______ with multiple audiences …” Write this Down! Trait 8
- 105. Classroom Wiki (2005) K12 Online Conference Teacher Collaboration Wiki (2006) Flat Classroom™ Project (2006-2012) Horizon Project (2007- 2008) Digiteen Project (2007- 2012) Digiteen Island in Open Sim (2008-2010) Arab Israeli Conflict Simulation (2009, 2011, 2013) Flat Classroom Conference – Doha, Qatar (2009) NetGenEd Project (2009- 2013) – with Don Tapscott Flat Classroom Live at ASB Unplugged, Mumbai (2010) India Immersion Project (2010) Eracism Project (2009, 2010, 2011, 2012, 2013) Flat Classroom Conference China 2011 China Immersion Project (2011) Hope for Slaves (2012) Gamifi-ed (2014) Physics of the Future (2014) A Global Project Journey
- 107. TEAMS “Working with people across the world has challenged me.” “The majority of my partners wanted to contribute something meaningful to the project.” Horizon Project Students http://horizonproject.wikispaces.com
- 108. Read #geniushour The Passion Driven Classroom by Angela Maiers
- 109. Read #invent2learn Invent to Learn By Sylvia Martinez and Gary Stager
- 112. “My classroom evolves and connects with multiple audiences …” Write this Down! Trait 8
- 114. 21st Century Skills 21st Century CONNECTIONS
- 115. Audience is Important “Technology creates opportunities for students to do meaningful work that has value outside school, receive feedback on their work, and experience the rewards of publication or exhibition.” Peck & Dorricott, 1994 http://caret.iste.org/index.cfm?fuseaction =evidence&answerID=9&words=audience Read
- 116. “My classroom evolves and connects with multiple audiences, peers, and cultures using both synchronous and asynchronous communications methods.” Write this Down! Trait 8
- 121. “My classroom evolves and connects with multiple audiences, peers, and cultures using both synchronous and asynchronous communications methods.” Write this Down! Trait 8
- 123. In my classroom, we learn and level up together. Write this Down! Trait 9
- 124. “Institutional leaders will need to seek out ‘reverse mentors’ among (often younger) individuals who can help them understand and master edge practices.” John Seely Brown et al, The Power of Pull, Kindle loc. 495Read
- 130. Source: http://www.tomorrow.org/speakup/pdfs/SU10_3EofEducation_Students.pdf Online Learning on the Rise
- 133. Teacherpreneurship “Finnish teachers pick books and customize lessons as they shape students to national standards… ‘. In Finland, the teachers are the entrepreneurs," says Mr. Schleicher, of the Paris-based OECD, which began the international student test in 2000.’ “What Makes Finnish Kids So Smart” The Wall Street Journal By ELLEN GAMERMAN February 2008 http://online.wsj.com/public/article/SB12042535506560199 7.html Teacherpreneurship: Boost learning in the classroom p 45-47
- 134. In my classroom, we learn and level up together. Write this Down! Trait 9
- 135. I use vicarious learning and the teachable moment. Trait 10
- 137. Phobias we’re dealing with • Ideophobia- Fear of ideas • Kainophobia- Fear of anything new• • Phronemophobia- Fear of thinking
- 139. Albert Bandura, N. Aclan, J. Beyer “Cognitive Process Mediating Behavioral Change.” Cognitive Theory & Research, 1 (1977): 287-310. How long does it take to overcome a phobia of snakes?
- 140. hours
- 144. Stronger Connections = Less Fear
- 145. I use vicarious learning and the teachable moment. Trait 10
- 146. I examine assessment carefully because my classroom becomes a product of what I measure. Trait 11
- 147. Examine Data Streams F - alse E - vidence A - ppearing R - eal
- 148. Formative Assessment: Know what they know. Socrative ROCKS www.socrative.com! Tip: Play quizzes as races for review. Use open ended questions
- 150. 20% time project See http://westwood.wikispaces.com/2012+Computer+Fundamentals+Projects
- 151. Engagement Theory 1. Occur in a group context (i.e. collaborative teams) 2. Project Based 3. Authentic Focus Kearsley, G. & Schneiderman, B. (1999). Engagement theory: A framework for technology-based learning and teaching. Originally at http://home.sprynet.com/~gkearsley/engage.htm . Retrieved 14:42, 11 September 2006 (MEST) A framework for technology based teaching and learning
- 152. I examine assessment carefully because my classroom becomes a product of what I measure. Trait 11
- 153. Out of love and respect, work hard to find and encourage the strengths in every child. Trait #12
- 154. If Helen Keller were in your school, would she become Helen Keller?
- 156. “And you realize that the beauty of our flaws is to accentuate our better features.
- 157. Do you see any numbers?
- 158. Out of love and respect, work hard to find and encourage the strengths in every child. Trait 12
- 159. Sue
- 160. Eat a watermelon
- 161. Not whole!
- 162. Small bites!
- 163. The power of Three! Pick three
- 164. Vicki Davis vicki@coolcatteacher.com @coolcatteacher 12 Traits of Top 21st Century Educators
Editor's Notes
- Georgia Educators Technology Conference in Atlanta with a commission from my curriculum director to bring technologies back to my classroom that would enable me to better facilitiate
- Understand that flat classrooms are based upon things you already understand – Research Based Best Practices such as differentiated instruction, authentic assessment, cooperative learning, and project based learning. The only difference is that your classroom is merged with other classrooms and your student’s partners are in other time zones and locations.
- This is how I felt!
- He wants strategies for continuous improvement
- And that is what I suggest for you to do today. Your assignment for this webinar today is to come up with your “Big Three” at the end of the webinar. Pick three things – start there!
- Connect to yourself through exercise, humor and time alone.
- Our professional development looks like this – we put so much into 10 hours that they cannot digest it all. It is too much and overloads them.
- Instead your professional development should be in small succulent bites – on a weekly basis through these global connections – reading our RSS reader. In fact,
- So, I embed my learning and take 15 minutes 2-3 times a week to learn and explore new technologies and this, has been the thing that has led to the complete transformation of my classroom! But you don’t have time – you say.
- Connect to yourself through exercise, humor and time alone.
- Connect to yourself through exercise, humor and time alone.
- Mirror those we are around. Giacomo Rizoolatti and Leanoardo Fogassi were studying a monkey’s brain when an accident happened. Fogassi reached for a banana and the neuron’s in the monkey’s brain fired not as expected – the neurons that fired were those that fire as if the monkey was reaching for the banana himself. They called these MIRROR neurons. Our brains fire and imitate those we see and who is around us!
- Insert exchange w/ woman and Kathy Cassidy and Karen Lirenman as we discussed the new book. Also about Kaizena
- Researchers from the University of Georgia had people list friends and family in 2 lists: those with self control and those without. Then, they had the subjects take a computerized test to measure self control. The name of a person flashed on the screen in 10 milliseconds – this was enough time to go into their subliminal mind but not slow enough to be read. What they found is that Those who saw the name of a person in their subconscious mind who had self control showed more self control and those who saw the name of one without had less. They found self control is contagious – that is why many overweight people report losing weight after watching things like the biggest loser. But how does this relate to technology and change – it relates heavily. Remember, the only thing I can change is --
- Researcher Kerry Patterson says, “discover a few vital behaviors, change those, and problems –no matter their size- topple like a house of cards.”
- Flattening your classroom is connecting yourself. And the first step is to connect yourselves to others. Your teachers should also connect themselves. Have an RSS reader, join the diigo educators group, listen to the current conversations at edtechtalk – join Twitter and follow at least 50 educators before you make your call on it – watch videos at the free k12 online conference and encourage networking in organizations like the Google teacher Academy, Discovery Educators, Flat Classrooms Ning.
- Connect to yourself through exercise, humor and time alone.
- Brian Tracy in his book, Focal Point, tells the story of a nuclear power plant that was having trouble. Something was wrong in the control room, but they couldn’t figure out what. So, they called for a consultant. The consultant spent three days observing and scribbling notes on a clipboard. Then, he asked for a step stool and stood up high on the stool, pulled out a piece of chalk, and drew an “x” on one knob. He gets down from the stool and turns to the control room manager and says “replace that knob” and strolls out. The next week, the plant manager received a bill the next week for $10,000. The plant manager called the consultant and questioned the bill, asking for an itemized list of expenses, and this is the bill he got…
- For placing x on gague $1.00 – for knowing which gague to place an “x” upon - $9,999. Knowing where to put the “x” in each part of your life is the critical determination. Additionally, according to influence research, you must find the vital behaviors – the few things that you place an “x” upon to work to change.
- So, in order to influence change, Researcher Kerry Patterson says, “discover a few vital behaviors, change those, and problems –no matter their size- topple like a house of cards.” Today, we are talking about the vital behaviors to move our schools into the 21st century.
- The first thing to understand is that technology integration and improvement EVOLVES! The globally connected twenty first century classroom does not happen overnight! So, let’s look at my story a moment…
- In his book Pymalion in the classroom, Dr. Robert Rosenthal of Harvard University shared his experiment from the late 1960s. Beginning of school year three teachers were called into the office and told that “because of their teaching styles you are the three best teachers in the school as a special reward we are going to give each of you one classroom of the brightest childre in the school selected based on IQ tests – we expect them to jump 20-30% in academic achievement. Keep this confidential, we don’t want anyone to know.” Teachers were psyched. They were enthusiastic. At the end of the year.
- In his book Pymalion in the classroom, Dr. Robert Rosenthal of Harvard University shared his experiment from the late 1960s. Beginning of school year three teachers were called into the office and told that “because of their teaching styles you are the three best teachers in the school as a special reward we are going to give each of you one classroom of the brightest childre in the school selected based on IQ tests – we expect them to jump 20-30% in academic achievement. Keep this confidential, we don’t want anyone to know.” Teachers were psyched. They were enthusiastic. At the end of the year.
- The first thing to understand is that technology integration and improvement EVOLVES! The globally connected twenty first century classroom does not happen overnight! So, let’s look at my story a moment…
- The first thing to understand is that technology integration and improvement EVOLVES! The globally connected twenty first century classroom does not happen overnight! So, let’s look at my story a moment…
- You don’t have to influence veryone at once –the formal leaders are easy to find – the opinion leaders are a little tougher, but if you ask around, you know who they are. Work on them when you are promoting acceptance of technology. And here is one thing about influencing them.
- In Dale Carnegie’s book How to Stop Worrying and Start Living, he interviewed a woman with cancer who said “My doctors later told me there are two kinds of people when it comes to cancer: transmitters and transformers. Transmitters take the negative experience and transmit the negativity to everyone around them.
- Transformers turn the negativity into something positive.”
- You, see, Jody understands something – that in my district the only thing I can control is
- We are better with coping with problems than exerting influence to change them. Last January, I was the heaviest I’ve ever been in my life and decided to change. In July, I took up running, now I’m almost 20 pounds lighter. It was a struggle, but what I was doing before was just buying larger clothes, moving my seat back in the car – I was coping – but when I started exerting influence and self control that was when positive change happened.
- We’re too busy having a pity party to exert the influence to have a victory party.
- The tools of influence are value neutral. The same methods of influence that took
- Belting pants below the waist in one inner city to a nationwide trend and problem can be used to influence positive change because we
- And you’ll be surprised at how quickly me turns into We!
- The first thing to understand is that technology integration and improvement EVOLVES! The globally connected twenty first century classroom does not happen overnight! So, let’s look at my story a moment…
- Connect to yourself through exercise, humor and time alone.
- You see, exercise boosts brain power. Some of you get this.
- Tied to 4 horses
- Connect to yourself through exercise, humor and time alone.
- Connect to yourself through exercise, humor and time alone.
- Connect to yourself through exercise, humor and time alone.
- The first thing to understand is that technology integration and improvement EVOLVES! The globally connected twenty first century classroom does not happen overnight! So, let’s look at my story a moment…
- He wants strategies for continuous improvement
- event for my classroom and I when I wrote a blog post in October 2006 called “My students weigh in on Friedman’s Flat World.”
- So, literally, you can see my student Casey here who graduated from Westwood being able to say that she served as project manager for a group of students from China, Australia, and Qatar in a global collaborative team experience. This is where we need to go in all of our schools… but how do we get there.
- Connecting with others – audiences are important as per the research.
- First you must connect yourself! Learn to pull resources to you that will help you learn.
- Peck and Dorricott 1994 demonstrated that audience gives meaning to the student work and improves student performance. Peers and cultures.
- It depends upon selecting two types of communications: sychronous and asychronous. You can’t always link up simultaneously because of time zones especially if you want to collaborate outside the United states, so let’s take a look at these technologies.
- Synchronous means doing things at the same time and in the same place such as these synchronized swimmers. The classroom is a synchronous environment – we are synchronized and all inhabiting that classroom in the same time and space. We are together. Schools are already good at enriching our synchronous classroom environment using tools like video conferencing, webinars, and live broadcasts from around the world. However, synchronous is no longer enough.
- Asynchronous means NOT at the same time – for example this famous statue by Rodin was created by him over 100 years a go and we enjoy it now. We did not get to enjoy it or interact with him while he worked.
- It depends upon selecting two types of communications: sychronous and asychronous. You can’t always link up simultaneously because of time zones especially if you want to collaborate outside the United states, so let’s take a look at these technologies.
- So, the question is that are you evolving and connecting with multiple audiences, peers, and cultures using sychronous and asychronous communications methods. So, how do you decide what technologies to use as you integrate technologies? Where do you start?
- Our students! Some schools have tech angels programs at our school this year, when I took a group of students to our Flat Classroom conference in India, the rest of the school immersed in everything India and the students we left behind in the 10th grade worked with the technology integration! Empower your students and make the part of technology integration. But again, even if your school does not – there is only one thing in your district that you can control – what is it?
- Wonderful book called the “power of pull” by John Seely Brown et. Al, talks about empowering innovation and change - he says “institutional leaders will need to seek out ‘reverse mentors’ among (often younger) individuals who can help them understand and master edge practices.” Well, who are the reverse mentors we should empower?
- This is our bridge to the next few vital behaviors. People-related vital behaviors. Because the only thing I can transform in my school is
- Use your brain – Hurst’s law – An unbounded data stream becomes irrelevant.
- Vicki: If we look at arguably the best education system in the world, the Finnish teachers pick books and customize lessons as they shape students to national standards. "In most countries, education feels like a car factory. In Finland, the teachers are the entrepreneurs," says Mr. Schleicher, of the Paris-based OECD, which began the international student test in 2000.
- Our students! Some schools have tech angels programs at our school this year, when I took a group of students to our Flat Classroom conference in India, the rest of the school immersed in everything India and the students we left behind in the 10th grade worked with the technology integration! Empower your students and make the part of technology integration. But again, even if your school does not – there is only one thing in your district that you can control – what is it?
- So you should be a transformer of others – turn the negativity into something positive. You can do that! But now, we want to talk about influencing – I know that the only person I can completely control is…
- Let’s go back to my irrational fear of sharks. I live in Camilla, Georgia – and let me tell you, we don’t have sharks in Camilla!
- But we’re dealing with different phobias here, perhaps, which the biggest of which is Techno-phobia. You’ve got a lot of teachers to lead, how do we apply current research on promoting change AND what needs to happen with 21st century skills in your classrooms to help move your schools forward.
- Well, what the researchers have found is that lectures don’t work. You can talk to someone all day, however, it will not change them. Additionally, when someone has a phobia, you CANNOT, I repeat CANNOT just force them to do it. They respond with such fear that they become dysfunctional. The only way to help a person overcome a phobia is through Vicarious experience. A vicarious experience is when someone watches another person do the thing in which they fear. So,
- Back to our question. How long does it take to overcome a phobia of snakes? The researcher Albert Bandura proved that this only took
- An average of 3 hours! Three hours!!! First the person watched someone through the glass and then were allowed to get closer and closer, until finally, they were sitting in a chair with a snake across their lap, petting the snake! We can do the same with technology! We must empower key teachers to pilot programs and experience technology transformation in schools and allow other teachers who may be techno-phobic to learn vicariously.
- This is also the transformation that allowed this picture to happen last year – with these five students from four different continents including one from my school, one from the Middle East, another from Africa, and a fourth from Australia.
- So you should be a transformer of others – turn the negativity into something positive. You can do that! But now, we want to talk about influencing – I know that the only person I can completely control is…
- Our professional development looks like this – we put so much into 10 hours that they cannot digest it all. It is too much and overloads them.
- Digiteen Island
- kahoot
- I’d like to ask you if Helen Keller were in your school today, would she become Helen Keller? It took one of the greatest teacherpreneurs of all time, Anne Sullivan, to reach and unlock this student!
- Rebekah’s pic and then her letter.
- How do you eat a watermelon?
- If you eat it whole, you’ll choke.
- No, the way you eat a watermelon is one bit at a time.
- And that is what I suggest for you to do today. Your assignment for this webinar today is to come up with your “Big Three” at the end of the webinar. Pick three things – start there!