This document discusses becoming a connected, do-it-yourself (DIY) learner and change agent through developing personal and professional learning networks. It emphasizes embracing change by connecting locally through communities of practice and globally online. Key aspects of becoming a DIY learner include cultivating wonder, sharing knowledge openly, and engaging in collaborative activities like critical friends groups and instructional rounds to improve practice through reflection.
A revolution in technology has transformed the way we can find each other, interact and collaborate. This wave of tech helps us to create knowledge as connected learners and to develop the social fabric, capacity, and connectedness found in communities of practice and learning networks. Join Sheryl in this interactive presentation as she explores the question- What should professional learning look like in the 21st Century?
A revolution in technology has transformed the way we can find each other, interact and collaborate. This wave of tech helps us to create knowledge as connected learners and to develop the social fabric, capacity, and connectedness found in communities of practice and learning networks. Join Sheryl in this interactive presentation as she explores the question- What should professional learning look like in the 21st Century?
A passionate student is a learning student. As the people of the world are becoming increasingly connected, the nature, use, ownership, and purpose of knowledge are changing in profound ways. Our goal as educators is to leverage these connections and changes as powerful means to improve teaching and learning in our schools. Come join in a discussion of why we should all have a sense of urgency for shifting classroom practice toward more engaging approaches that unleash the passion that lies within each student.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
3. Sheryl Nussbaum-Beach
Co-Founder & CEO
Powerful Learning Practice, LLC
http://plpnetwork.com
sheryl@plpnetwork.com
President
21st Century Collaborative, LLC
http://21stcenturycollaborative.com
Author
The Connected Educator: Learning
and Leading in a Digital Age
Follow me on Twitter
@snbeach
5. • THE CONNECTED EDUCATOR
Things do not change; we change.
—Henry David Thoreau
What are you doing to contextualize and
mobilize what you are learning?
How will you leverage, how will you enable
your teachers or your students to leverage-
collective intelligence?
6.
7. “In a time of
drastic change it
is the learners
who inherit the
future. The
learned usually
find themselves
equipped to live
in a world that
no longer exists.”
--Eric
Hoffer, Reflectio
ns on the
Human
Condition
8. 6 Trends for the digital age
Analogue Digital
Tethered Mobile
Closed Open
Isolated Connected
Generic Personal
Consuming Creating
Source: David Wiley: Openness and the disaggregated
future of higher education
9. “We are tethered to our
always on/ always on us
communication devices
and the people and
things we reach through
them.”
~ Sherry Turkle
10. “Think movement, positive motion, and new and
improved direction.”
ARE YOU CHANGE SAVVY?
You can’t workshop this kind of change.
Is what you are doing now as a leader…
- teacher leader
- educational leader
- formal leader having a systemic impact?
- policy leader
- student leader
- community leader
- thought leader
11. Are you using the
smallest number
of high
leverage, easy to
understand
actions to unleash
stunningly
powerful
consequence?
12. Professional development
needs to change.
We know this.
-----
Do it Yourself PD
A revolution in technology has
transformed the way we can find
each other, interact, and
collaborate to create knowledge
as connected learners.
13. Learners who collaborate online; learners who use
social media to connect with others around the
globe; learners who engage in conversations in safe
online spaces; learners who bring what they learn
online back to their classrooms, schools, and
districts.
Who/What are connected,
DIY learners?
25. How Does One Get Started on the Path
to Becoming a DIY, Connected Educator?
26. Status Quo-- Things are working well most of the time.
THEN
Something happens that creates a sense of urgency to change.
A desire to learn something new. You are presented with
evidence that makes you feel something. It touches you in some
way.
Maybe…
- a disturbing look at a problem
- a hopeful glimpse of the future
- a sobering self reflection
- you hear someone like Ewan McIntosh speak
and are moved to action
27. One of three things happen:
1. Complacency - You are moved but fail act - telling yourself or others, "Everything
is fine."
2. False urgency - You are busy, working-working-working and never reflect or
move yourself to action. You talk and it scratches the itch.
3. True urgency or passion- Urgent behavior is driven by a belief that the world
contains great opportunities and great hazards. It inspires a gut-level
determination to move, and shift, now. You are clearly focused on making real
progress every single day.
You see it. You feel it and you are moved to change or act or learn
28.
29. • Letting go of control
• Willing to unlearn and relearn
• Mindset of discovery
• Reversed mentorship
• Co-learning and co-creating
• Messy, ground zero, risk taking
30. Dedication to the
ongoing development
of expertise
Shares and contributes
Engages in strength-based approaches
and appreciative inquiry
Demonstrates mindfulness
Willingness to leaving one's comfort
zone to experiment with new strategies
and taking on new responsibilities
Dispositions and Values
Commitment to understanding asking
good questions
Explores ideas and concepts,
rethinking, revising, and continuously
repacks and unpacks, resisting
urges to finish prematurely
Co-learner, Co-leader, Co-creator
Self directed, open minded
Commits to deep reflection
Transparent in thinking
Values and engages in a culture of
collegiality
31. Wonder is both a sense of awe
and capacity for contemplation.
Wonderment begins with
curiosity but then goes deeper
beyond the surface to a place of
possibility. A place we look for
patterns and testing of ideas we
had closed to our more
reasonable mind.
Wonder is to leave aside our
taken-for-granted
assumptions, peel away our
biases, and to willing explore
aspects and angles we wouldn't
have seen before.
33. It also helps to ask yourself questions like:
1) Why am I planning to do this?
2) How will I initiate this change?
3) Who can I connect with online in my network that can help me?
4) How will I measure my progress? Or how will I know if I am learning?
40. “Twitter and blogs ...
contribute an entirely
new dimension of
what it means to be a
part of a tribe. The
real power of tribes
has nothing to do
with the Internet and
everything to do with
people.”
Internet tribes
ccSteveWheeler,UniversityofPlymouth,2010
“A tribe needs a
shared interest and a
way to
communicate.”
41.
42. “ Do you know what who you know knows?” H. Rheingold
43. • THE CONNECTED EDUCATOR
1. Local community: Purposeful, face-to-face
connections among members of a committed group—a
professional learning community (PLC)
2. Global network: Individually chosen, online
connections with a diverse collection of people and
resources from around the world—a personal learning
network (PLN)
3. Bounded community: A committed, collective, and
often global group of individuals who have overlapping
interests and recognize a need for connections that go
deeper than the personal learning network or the
professional learning community can provide—a
community of practice or inquiry (CoP)
44. • THE CONNECTED EDUCATOR
Professional
Learning
Communities
Personal Learning
Networks
Communities of
Practice
Method Often organized for
teachers
Do-it-yourself Educators organize
it themselves
Purpose To collaborate in
subject area or
grade leverl teams
around tasks
For individuals to
gather info for
personal knowledge
construction and to
bring back info to
the community
Collective
knowledge building
around shared
interests and goals.
Structure Team/group
F2f
Individual, face to
face, and online
Collective, face to
face, or online
Focus Student
achievement
Personal growth Systemic
improvement
45. Community and Networks are the New Professional Development
Cochran-Smith and Lytle (1999a) describe three ways of knowing and
constructing knowledge…
Knowledge for Practice is often reflected in traditional PD efforts when a trainer
shares information produced by researchers. This knowledge presumes a
commonly accepted degree of correctness about what is being shared. The
learner is typically passive in this kind of "sit and get" experience. This kind of
knowledge is difficult to transfer to local context without support and follow
through. After a workshop, much of what was useful gets lost in the daily
grind, pressures and isolation of doing the work.
Knowledge in Practice recognizes the importance of experience and practical
knowledge in improving practice. As you test out new strategies and assimilates
them into your routines you construct knowledge in practice. You learn by
doing. This knowledge is strengthened when teams reflect and share with one
another lessons learned during application and describe the tacit knowledge
embedded in their experiences.
46. Community and Networks are the new Professional Development
Knowledge of Practice believes that systematic inquiry where learners create
knowledge as they focus on raising questions about and systematically studying
their own practices collaboratively, allows participants to construct knowledge
of practice in ways that move beyond the basics of work routines to a more
systemic view of practice.
I believe that by attending to the development of knowledge for, in and of
practice, we can enhance professional growth that leads to real change.
Cochran-Smith, M., & Lytle, S.L. (1999a). Relationships of knowledge and
practice: Teaching learning in communities. Review of Research in
Education, 24, 249-305.
Passive, active, and reflective knowledge building in local
(PLC), global (CoP) and contextual (PLN) learning spaces.
47.
48. Community is built through the
co-construction of knowledge
Be collaborative. Own it. Share with others.
invest in personal knowledge building so what you share with others
will be of value.
The power of connections leads to collective efficacy, collective wisdom
and long standing collective intelligence
Connected learners talk to strangers. We do not have to know the
people with whom we are co-learning, co-constructing, co-creating.
Innovation comes from wildly diverse experiences and loose
connections
49.
50.
51. Action research groups: Do active, collaborative research focused on improvement around
a possibility or problem in a classroom, school, district, or state.
Book study groups: Collaboratively read and discuss a book in an online space.
Case studies: Analyze in detail specific situations and their relationship to current thinking
and pedagogy. Write, discuss, and reflect on cases using a 21st century lens to produce
collaborative reflection and improve practice.
Connected coaching: Assign a connected coach to individuals on teams who will discuss
and share teaching practices in order to promote collegiality and help educators think
about how the new literacies inform current teaching practices.
52. Critical friends: Form a professional learning team who come together voluntarily at least once
a month. Have members commit to improving their practice through collaborative learning.
Use protocols to examine each other’s teaching or leadership activities and share both warm
and cool feedback in respectful ways.
Curriculum review or mapping groups: Meet regularly in teams to review what team members
are teaching, to reflect together on the impact of assumptions that underlie the
curriculum, and to make collaborative decisions. Teams often study lesson plans together.
Instructional rounds: Adopt a process through which educators develop a shared practice of
observing each other, analyzing learning and teaching from a research perspective, and
sharing expertise.
53. "Imagine an organization with an employee who can accurately see the truth, understand
the situation, and understand the potential outcomes of various decisions. And now
imagine that this person is able to make something happen." ~ Seth Godin.
54. Real Question is this:
Are we willing to change- to risk change- to meet the needs
of the precious folks we serve?
Can you accept that Change (with a “big” C) is sometimes a
messy process and that learning new things together is
going to require some tolerance for ambiguity.
57. We have a choice: A choice to be powerful or pitiful. A choice to allow ourselves to become
victims of all that is wrong in education or activists. Activists who set their own course. Who
resist the urge to quit prematurely. DIY change agents who choose to be powerful learners on
behalf of the children they serve.