This document outlines 12 habits of top 21st century educators as described by Vicki Davis (@coolcatteacher). The habits include: 1) Determining the focal point for oneself and classroom, 2) Connecting with multiple audiences using synchronous and asynchronous methods, 3) Involving students in technology integration evolution, 4) Influencing behavior without focusing on outcomes, 5) Connecting to a personal learning network, 6) Connecting to oneself through exercise, humor and family, 7) Using vicarious learning and teachable moments, 8) Embedding learning in weekly routines, 9) Carefully examining assessments to shape the classroom, 10) Modeling and discussing digital citizenship by holding students accountable, 11) Embracing multisensory
Make a Splash: 12 Habits of Top TeachersVicki Davis
You can improve your classroom even when it is hard. Learn the essential research-based attitude and aptitudes to help you survive and thrive in the classroom and fall in love with teaching all over again.
12 Habits of Top 21st Century Teachers: ASTE 2015 VersionVicki Davis
What makes a top 21st century teacher? There are many conflicting answers to this question. Let's look at the characteristics shown by research and current psychology and examine what they look like in the classroom. You'll transform yourself one day at a time by applying these methods just like I did. By Vicki Davis @coolcatteacher at ASTE 2015
Against Scaffolding: Radical Openness and Critical Digital PedagogyJesse Stommel
Keynote at WILU2019, The Workshop for Instruction in Library Use
Scaffolding can create points of entry and access but can also reduce the complexity of learning to its detriment. And too often we build learning environments in advance of students arriving upon the scene. We design syllabi, assemble content, predetermine outcomes, and craft assessments before having met our students. We reduce students to data. And learning to input and output.
Radical openness isn't a bureaucratic gesture, isn't linear, offers infinite points of entry. It has to be rooted in a willingness to sit with discomfort. Radical openness demands educational institutions be spaces for relationships and dialogue. bell hooks writes, “for me this place of radical openness is a margin—a profound edge. Locating oneself there is difficult yet necessary. It is not a 'safe' place. One is always at risk. One needs a community of resistance.” For hooks, the risks we take are personal, professional, political. When she says that “radical openness is a margin,” she suggests it is a place of emergent outcomes, a place of friction, a place of critical thinking.
3 essential characteristics of teacherpreneurs. If we want to innovate and progress in education, we need to level up a little every day, connect with excellence, and personalize learning. Opening presentation at Grand Canyon University.
An Urgency of Teachers: the Work of Critical Digital PedagogyJesse Stommel
Critical Pedagogy is as much a political approach as it is an educative one, a social justice movement first, and an educational movement second. Digital technologies have values coded into them in advance. Many tools are good only insofar as they are used. Tools and platforms that do dictate too strongly how we might use them, or ones that remove our agency by covertly reducing us and our work to commodified data, should be rooted out by a Critical Digital Pedagogy.
In A Room of One's Own, Virginia Woolf writes, "To sacrifice a hair of the head of your vision, a shade of its colour, in deference to some Headmaster with a silver pot in his hand or to some professor with a measuring-rod up his sleeve, is the most abject treachery."
Ultimately, the future of education is humans not tools, and our efforts at hacking, forking, and remixing education should all be aimed at making and guarding space for students and teachers. If there is a better sort of mechanism that we need for the work of teaching, it is a machine, an algorithm, a platform tuned not for delivering and assessing content, but for helping all of us listen better to students. But we can’t get to a place of listening to students if they don’t show up to the conversation because we’ve already excluded their voice in advance by creating environments hostile to them and their work.
Any authority within the space of the classroom must be aimed at fostering agency in all the members of our community.
Centering Teaching: the Human Work of Higher EducationJesse Stommel
Most higher education teaching practices are unexamined, because teachers are rarely given space to think critically about pedagogy. We need departments of higher education pedagogy (or interdisciplinary clusters of scholars focused on higher education pedagogy) at every school offering graduate degrees aimed at preparing future faculty.
Make a Splash: 12 Habits of Top TeachersVicki Davis
You can improve your classroom even when it is hard. Learn the essential research-based attitude and aptitudes to help you survive and thrive in the classroom and fall in love with teaching all over again.
12 Habits of Top 21st Century Teachers: ASTE 2015 VersionVicki Davis
What makes a top 21st century teacher? There are many conflicting answers to this question. Let's look at the characteristics shown by research and current psychology and examine what they look like in the classroom. You'll transform yourself one day at a time by applying these methods just like I did. By Vicki Davis @coolcatteacher at ASTE 2015
Against Scaffolding: Radical Openness and Critical Digital PedagogyJesse Stommel
Keynote at WILU2019, The Workshop for Instruction in Library Use
Scaffolding can create points of entry and access but can also reduce the complexity of learning to its detriment. And too often we build learning environments in advance of students arriving upon the scene. We design syllabi, assemble content, predetermine outcomes, and craft assessments before having met our students. We reduce students to data. And learning to input and output.
Radical openness isn't a bureaucratic gesture, isn't linear, offers infinite points of entry. It has to be rooted in a willingness to sit with discomfort. Radical openness demands educational institutions be spaces for relationships and dialogue. bell hooks writes, “for me this place of radical openness is a margin—a profound edge. Locating oneself there is difficult yet necessary. It is not a 'safe' place. One is always at risk. One needs a community of resistance.” For hooks, the risks we take are personal, professional, political. When she says that “radical openness is a margin,” she suggests it is a place of emergent outcomes, a place of friction, a place of critical thinking.
3 essential characteristics of teacherpreneurs. If we want to innovate and progress in education, we need to level up a little every day, connect with excellence, and personalize learning. Opening presentation at Grand Canyon University.
An Urgency of Teachers: the Work of Critical Digital PedagogyJesse Stommel
Critical Pedagogy is as much a political approach as it is an educative one, a social justice movement first, and an educational movement second. Digital technologies have values coded into them in advance. Many tools are good only insofar as they are used. Tools and platforms that do dictate too strongly how we might use them, or ones that remove our agency by covertly reducing us and our work to commodified data, should be rooted out by a Critical Digital Pedagogy.
In A Room of One's Own, Virginia Woolf writes, "To sacrifice a hair of the head of your vision, a shade of its colour, in deference to some Headmaster with a silver pot in his hand or to some professor with a measuring-rod up his sleeve, is the most abject treachery."
Ultimately, the future of education is humans not tools, and our efforts at hacking, forking, and remixing education should all be aimed at making and guarding space for students and teachers. If there is a better sort of mechanism that we need for the work of teaching, it is a machine, an algorithm, a platform tuned not for delivering and assessing content, but for helping all of us listen better to students. But we can’t get to a place of listening to students if they don’t show up to the conversation because we’ve already excluded their voice in advance by creating environments hostile to them and their work.
Any authority within the space of the classroom must be aimed at fostering agency in all the members of our community.
Centering Teaching: the Human Work of Higher EducationJesse Stommel
Most higher education teaching practices are unexamined, because teachers are rarely given space to think critically about pedagogy. We need departments of higher education pedagogy (or interdisciplinary clusters of scholars focused on higher education pedagogy) at every school offering graduate degrees aimed at preparing future faculty.
A joint keynote with Sean Michael Morris at the Dream 2019 conference in Long Beach, California.
It is urgent we have teachers, it is urgent we employ them, pay them, support them with adequate resources; but it is also urgency which defines the project of teaching. In a political climate increasingly defined by its obstinacy, anti-intellectualism, and deflection of fact and care; in a society still divided across lines of race, nationality, religion, gender, sexuality, income, ability, and privilege, teaching has an important (urgent) role to play.
Scaffolding can create points of entry and access but can also reduce the complexity of learning to its detriment. And too often we build learning environments in advance of students arriving upon the scene. We design syllabi, predetermine outcomes, and craft rubrics before having met the students. We reduce students to data.
5 things we can do to create more inclusive spaces in education:
1) Recognize students are not an undifferentiated mass.
2) For education to be innovative, at this particular moment, we don’t need to invest in technology. We need to invest in teachers.
3) Staff, administrators, and faculty need to come together, across institutional hierarchies, for inclusivity efforts to work. At many institutions, a faculty/staff divide is one of the first barriers that needs to be overcome.
4) The path toward inclusivity starts with small, human acts:
* Walk campus to assess the accessibility of common spaces and classrooms. For example, an accessible desk in every classroom doesn’t do much good if students can’t get to that desk because the rooms are overcrowded.
* Invite students to share pronouns, model this behavior, but don’t expect it of every student.
* Make sure there is an easy and advertised process for students, faculty, and staff to change their names within institutional systems. Make sure chosen names are what appear on course rosters.
* Regularly invite the campus community into hard conversations about inclusivity. For example, a frank discussion of race and gender bias in grading and course evaluations.
5) Stop having conversations about the future of education without students in the room.
Open Pedagogy: Building Compassionate Spaces for Online LearningJesse Stommel
In Teaching to Transgress, bell hooks writes, “for me this place of radical openness is a margin—a profound edge. Locating oneself there is difficult yet necessary. It is not a ‘safe’ place. One is always at risk. One needs a community of resistance.” For hooks, the risks we take are personal, professional, political. When she says that “radical openness is a margin,” she suggests it is a place of uncertainty, a place of friction, a place of critical thinking. This is not an Open pedagogy neatly defined and delimited.
Open pedagogy pushes on the notion of education as content delivery in favor of education as community and dialogue. The work is less crudely didactic, more ephemeral. This can be especially true in online teaching and learning, where presence is signaled in very different ways and risk is felt differently. When we ask students to work openly on the Web, it’s critical that we make space for them to critically interrogate digital culture and to contribute to knowledge on the Web. As online educators and designers, we must also make space for students to teach us about working on the Web, about learning, about what education can be.
[Plenary at Open SUNY Summit, March 2018]
Can we imagine assessment mechanisms that encourage discovery, ones not designed for assessing learning but designed for learning through assessment? Much of our work in education resists being formulated as neat and tidy outcomes, and yet most assessment takes the complexity of human interaction within a learning environment and makes it “machine readable.” When learning is the goal, space should be left for wonder and experimentation.
A keynote based on two blog posts:
Why I Don't Grade: https://www.jessestommel.com/why-i-dont-grade/
How to Ungrade: https://www.jessestommel.com/how-to-ungrade/
Our Journey into Pedagogical Documentation is the story of a team of educators in the Surrey School District who engaged in an professional inquiry into Reggio inspired teaching and learning.
If bell hook made an LMS: Grades, Radical Openness, and Domain of One's OwnJesse Stommel
This is the text of the presentation I gave at the Domains17 conference in Oklahoma City, OK on June 5, 2017. The learning management system is a red herring, a symptom of a much larger beast that has its teeth on education: the rude quantification of learning, the reduction of teaching to widgets and students to data points.
A link to the full text of the presentation: http://jessestommel.com/if-bell-hooks-made-an-lms-grades-radical-openness-and-domain-of-ones-own/
Critical Pedagogy, Civil Disobedience, and EdtechJesse Stommel
The majority of development in edtech is driven by the bureaucratic traditions of education more than the pedagogical ones.
If we object to the increasing standardization of education, how and where do we build sites of resistance? What strategies can we employ to guard ourselves and our students? What systems of privilege must we first dismantle?
To queer Open is to imagine it as an emergent space always in process. Open Education is not confirmed by courses, platforms, syllabi, hierarchies, but exactly resists those containers, imagining a space for marginalized representation -- a space that recognizes our unique embodied contexts and offers opportunities for liberation from them.
My keynote from Digital Pedagogy Lab Vancouver.
Radical Openness: the Work of Critical Digital PedagogyJesse Stommel
Radical openness demands the classroom be a space for relationships and dialogue. Far too many tools we’ve built for teaching are designed to make grading students convenient—or designed to facilitate the systematic observation of teachers by administrators.
Dr. Jim Parsons, a professor at the University of Alberta and director of the Alberta Initiative for School Improvement (AISI), and Kelly Harding, associate director for AISI.
The first mistake of many online programs is that they try to replicate something we do in face-to-face classes, mapping the (sometimes pedagogically-sound, sometimes bizarre) traditions of on-ground institutions onto digital space.
We need to recognize that online learning uses a different platform, builds community in different ways, demands different pedagogies, has a different economy, functions at different scales, and requires different choices regarding curriculum than does on-ground education. Even where the same goal is desired, very different methods must be used to reach that goal.
12 steps for Designing an Assignment with Emergent OutcomesJesse Stommel
Pedagogy is a recursive process, a constant interplay between building and analyzing what we’ve built -- between teaching and meta-level reflection on our own process.
Passion, Purpose, Perspective and a Pirate AttitudeChris Betcher
As teachers we all have an enormous responsibility......every single day; we take on the important task of nurturing the impressionable minds of future generations. But what does it take to be an outstanding teacher?
What does "peak performance" look like for an educator? In particular, what skills, attitudes and beliefs are helpful to us if we want to be the best teachers we can be?
When you look at what great teachers do, there is always a common thread....a collection of core qualities that they all seem to possess, so how do we learn to deliberately cultivate these?
How could I become an Effective Teacher123ravindra
This ppt will help the teachers to reflect on their classroom action and decide how successful they are in handling students. This will give a guidance for those who really need a change.
A joint keynote with Sean Michael Morris at the Dream 2019 conference in Long Beach, California.
It is urgent we have teachers, it is urgent we employ them, pay them, support them with adequate resources; but it is also urgency which defines the project of teaching. In a political climate increasingly defined by its obstinacy, anti-intellectualism, and deflection of fact and care; in a society still divided across lines of race, nationality, religion, gender, sexuality, income, ability, and privilege, teaching has an important (urgent) role to play.
Scaffolding can create points of entry and access but can also reduce the complexity of learning to its detriment. And too often we build learning environments in advance of students arriving upon the scene. We design syllabi, predetermine outcomes, and craft rubrics before having met the students. We reduce students to data.
5 things we can do to create more inclusive spaces in education:
1) Recognize students are not an undifferentiated mass.
2) For education to be innovative, at this particular moment, we don’t need to invest in technology. We need to invest in teachers.
3) Staff, administrators, and faculty need to come together, across institutional hierarchies, for inclusivity efforts to work. At many institutions, a faculty/staff divide is one of the first barriers that needs to be overcome.
4) The path toward inclusivity starts with small, human acts:
* Walk campus to assess the accessibility of common spaces and classrooms. For example, an accessible desk in every classroom doesn’t do much good if students can’t get to that desk because the rooms are overcrowded.
* Invite students to share pronouns, model this behavior, but don’t expect it of every student.
* Make sure there is an easy and advertised process for students, faculty, and staff to change their names within institutional systems. Make sure chosen names are what appear on course rosters.
* Regularly invite the campus community into hard conversations about inclusivity. For example, a frank discussion of race and gender bias in grading and course evaluations.
5) Stop having conversations about the future of education without students in the room.
Open Pedagogy: Building Compassionate Spaces for Online LearningJesse Stommel
In Teaching to Transgress, bell hooks writes, “for me this place of radical openness is a margin—a profound edge. Locating oneself there is difficult yet necessary. It is not a ‘safe’ place. One is always at risk. One needs a community of resistance.” For hooks, the risks we take are personal, professional, political. When she says that “radical openness is a margin,” she suggests it is a place of uncertainty, a place of friction, a place of critical thinking. This is not an Open pedagogy neatly defined and delimited.
Open pedagogy pushes on the notion of education as content delivery in favor of education as community and dialogue. The work is less crudely didactic, more ephemeral. This can be especially true in online teaching and learning, where presence is signaled in very different ways and risk is felt differently. When we ask students to work openly on the Web, it’s critical that we make space for them to critically interrogate digital culture and to contribute to knowledge on the Web. As online educators and designers, we must also make space for students to teach us about working on the Web, about learning, about what education can be.
[Plenary at Open SUNY Summit, March 2018]
Can we imagine assessment mechanisms that encourage discovery, ones not designed for assessing learning but designed for learning through assessment? Much of our work in education resists being formulated as neat and tidy outcomes, and yet most assessment takes the complexity of human interaction within a learning environment and makes it “machine readable.” When learning is the goal, space should be left for wonder and experimentation.
A keynote based on two blog posts:
Why I Don't Grade: https://www.jessestommel.com/why-i-dont-grade/
How to Ungrade: https://www.jessestommel.com/how-to-ungrade/
Our Journey into Pedagogical Documentation is the story of a team of educators in the Surrey School District who engaged in an professional inquiry into Reggio inspired teaching and learning.
If bell hook made an LMS: Grades, Radical Openness, and Domain of One's OwnJesse Stommel
This is the text of the presentation I gave at the Domains17 conference in Oklahoma City, OK on June 5, 2017. The learning management system is a red herring, a symptom of a much larger beast that has its teeth on education: the rude quantification of learning, the reduction of teaching to widgets and students to data points.
A link to the full text of the presentation: http://jessestommel.com/if-bell-hooks-made-an-lms-grades-radical-openness-and-domain-of-ones-own/
Critical Pedagogy, Civil Disobedience, and EdtechJesse Stommel
The majority of development in edtech is driven by the bureaucratic traditions of education more than the pedagogical ones.
If we object to the increasing standardization of education, how and where do we build sites of resistance? What strategies can we employ to guard ourselves and our students? What systems of privilege must we first dismantle?
To queer Open is to imagine it as an emergent space always in process. Open Education is not confirmed by courses, platforms, syllabi, hierarchies, but exactly resists those containers, imagining a space for marginalized representation -- a space that recognizes our unique embodied contexts and offers opportunities for liberation from them.
My keynote from Digital Pedagogy Lab Vancouver.
Radical Openness: the Work of Critical Digital PedagogyJesse Stommel
Radical openness demands the classroom be a space for relationships and dialogue. Far too many tools we’ve built for teaching are designed to make grading students convenient—or designed to facilitate the systematic observation of teachers by administrators.
Dr. Jim Parsons, a professor at the University of Alberta and director of the Alberta Initiative for School Improvement (AISI), and Kelly Harding, associate director for AISI.
The first mistake of many online programs is that they try to replicate something we do in face-to-face classes, mapping the (sometimes pedagogically-sound, sometimes bizarre) traditions of on-ground institutions onto digital space.
We need to recognize that online learning uses a different platform, builds community in different ways, demands different pedagogies, has a different economy, functions at different scales, and requires different choices regarding curriculum than does on-ground education. Even where the same goal is desired, very different methods must be used to reach that goal.
12 steps for Designing an Assignment with Emergent OutcomesJesse Stommel
Pedagogy is a recursive process, a constant interplay between building and analyzing what we’ve built -- between teaching and meta-level reflection on our own process.
Passion, Purpose, Perspective and a Pirate AttitudeChris Betcher
As teachers we all have an enormous responsibility......every single day; we take on the important task of nurturing the impressionable minds of future generations. But what does it take to be an outstanding teacher?
What does "peak performance" look like for an educator? In particular, what skills, attitudes and beliefs are helpful to us if we want to be the best teachers we can be?
When you look at what great teachers do, there is always a common thread....a collection of core qualities that they all seem to possess, so how do we learn to deliberately cultivate these?
How could I become an Effective Teacher123ravindra
This ppt will help the teachers to reflect on their classroom action and decide how successful they are in handling students. This will give a guidance for those who really need a change.
These are just some skills and qualities a Teacher, Trainer or any one related to this field or willing to join this field must have, not only have them but also master them in order to excel in his career. Comment are highly appreciable.
An amped up version of the previous presentation - 12 Habits of 21st Century Influencer, this presentation focuses on the traits of top teachers. While technology is part, it is not the main thing. Given at the Saskatchewan IT Summit 2015 in Saskatoon.
In the process of self-evaluating you as a teacher have got a duty to work and live for the betterment of students . So being a teacher demands lot of responsibility and these following tips would help you to self –eventuate yourself and for you to see how you come across children at school in teaching and learning process. In teaching profession competence matters a lot. You should be master of your subject, Use all the skills possible to make your lesson and class interesting so that you are able to motivate your children.
It is very important aspect of teaching profession, understanding every child and their problems that they face with. In those moments how do they find you. Are you a teacher who understands importance of every child ,their problem and guide them This is one of the best qualities of a teacher to be a person of understanding. This quality surly will help a teacher to be very effective. Understanding every child with their limitation and making them to discover their best at the early age is a great quality of a inspirational teacher
12 Habits of the Effective 21st Century TeacherVicki Davis
Twelve habits of effective 21st century teachers based upon research and practical classroom experience. You the teacher are the most important resource in your classroom. Understand how to encourage and motivate yourself to excellence as you work to help students experience the world class 21st century education they need to succeed.
12 Habits of the Top 21-st Century TeacherVicki Davis
Teaching is a noble calling. Teachers have a lot more control over their classrooms, job satisfaction and performance than they might think. This presentation was first delivered in Evansville, Indiana to about 500 teachers as part of the netbook implementation initiative for their middle and high schools in that district.
12 Traits of Tech Elevated Educators #ucet15Vicki Davis
There are 12 habits that can help you improve your classroom, your use of technology and life. Let's delve into those habits as we discussed at #ucet15 in Utah in April 2015.
This keynote delivered in Arkansas at the TNT conference is a motivational approach of looking at change and technology from a classroom teacher who is collaborating globally and using many leading (and older) technology tools.
Twenty First Century Influencer at ITEC 2010 ConferenceVicki Davis
Influencing positive change in schools is daunting. This is the slidedeck for the twenty first century influencer presentation delivered as the Monday keynote address at the ITEC conference 2010 by Vicki Davis, Classroom Teacher.
21st Century Influencer: Finding the Vital Behaviors to Flatten Your ClassroomVicki Davis
Technology can seem overwhelming, but in order to encourage the masses of school rooms around the world to incorporate technology to improve learning, we must understand the psychology of influencing change as well as the vital behaviors that we should influence. This presentation was given to Orange County School Superintendents via webinar on 1/25/2010. All rights reserved due to the purchased photography included.
STOP TEACHING SUBJECTS, START TEACHING CHILDREN (July 13)Mann Rentoy
WWW.CHARACTERCONFERENCES.COM
mannrentoy@gmail.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
Innovate like-a-turtle : PHM's MEGA Awesome School OpenerVicki Davis
In this opening to the school year, teachers were taught a strategy for innovation, 5 ways to have the best school year ever, Cool Cat Teacher's Essential Chromebook Tips and the 9 Ways Writing is Reinvented. Vicki also shares her personal learning goals at the end. Lots of fun in this customized speech in Indiana - August 2014
This workshop deals with instructional leadership using the Sergiovanni model and looks at how the instructional leader can transform a school culture from a culture of teaching to a culture of learning using PLCs.
Influencing technological change requires not only an understanding of technology and global collaboration but an understanding that the only person you can influence is YOURSELF. This presentation covers motivational principles and how to flatten your classroom by incorporating global curriculum and connectedness into your curriculum.
This presentation is All Rights Reserved as many of the photos have been purchased from iStock photo. I cannot distribute a copy of this presentation except through embed code!
http://www.coolcatteacher.com
Teaching in today's society has become a complicated and often discouraging business. Through reflection and discussion, participants will reconnect to the most meaningful aspects of their teaching life and find ways to bring the joy back into their daily work. This workshop is based on the presenter's own experiences and the book "The Courage to Teach" by Parker Palmer.
How to Connect Your Classroom in World Class WaysVicki Davis
We must redefine how we teach online. Don't just have a low-engagement online classroom that just duplicates how you teach face to face. Redefine it and level it up. If you have to learn online, do it in a world class way!
5 Ways to Help Teachers Progress in Their Use of TechnologyVicki Davis
Teachers can and will improve under the right conditions. In this presentation, I share the techniques I've learned to help promote and encourage change throughout your school.
How do we influencer our students in positive ways in the 21st century? Here are the slides accompanying the keynote presentation given at Woodward Academy at STLinATL in July 2018 about this topic.
Writing Tools that Help Kids Write BetterVicki Davis
Vicki Davis, author of Reinventing Writing, shares how to teach writing and the tools that make a difference. Note that some of these slides have stories that go with them, so it may not make as much sense as in person, but the links are here to peruse. I gave the link for the nearpod files in our session today.
Differentiating Instruction with TechnologyVicki Davis
How do we reach every child with technology? How do we select the tools and build a framework so that we can reach every child. Here are the slides with the differentiating instruction with technology presented in Akron in June 2018
50+ Ways to Use Technology in the ClassroomVicki Davis
Some of the favorite tips and tricks of Cool Cat Teacher. Get ideas for slides and ideas for your classroom. And remember, pick your big three - the next three things you're going to learn. And innovate like a turtle - pick 15 minutes once or twice a week to learn and try something new. You can do it!
5 Ways to Help Your Students Be Future ReadyVicki Davis
The slides for the presentation 5 Ways to help your students be future ready shared with Akron City Schools in June 2018. Many of the stories are not included in the slides - just contact Vicki Davis https://www.akronschools.com/3T for more information
Educators need to relate to and reach their students. In this fast presentation, Vicki Davis shares with educators at EduTech17 in Dubai about some of the essential things they need to do to reach and educate the modern student. Additionally, students served on a panel to talk about the things they are doing in their modern STEAM classroom.
5 Ways to Find Your Voice, Share Your Passion, and Build a Platform - NNSTOY17Vicki Davis
We all have a social media voice. Learn how to use yours for good. The National State Teachers of the Year will be learning and talking about how to have social media success.
Mega edtech tool Share - Vicki Davis #iste17Vicki Davis
This presentation covers blended learning tips and then my mega tool share with the hottest tools in my classroom and in classrooms around the world as shared on my 10-Minute Teacher Podcast. This was created for ISTE 2017. Enjoy!
8 Steps to Global Collaboration for Every ClassroomVicki Davis
Based upon the popular "7 Steps to Flattening Your Classroom" - this presentation is an upgraded, updated version of the best practices in global collaboration from Vicki Davis, the Cool Cat Teacher and creator of more than 30 global projects. Learn the mistakes, how to get started and what to do. Presented at GAETC November 3, 2016
9 Key P's for Proactive Knowledge - Digital Citizenship in 2016Vicki Davis
Digital citizenship for the modern age is often best taught with students researching and learning about the nine aspects of digital citizenship. Presented at GAETC by Vicki Davis @coolcatteacher
How social media has impacted society. One educator's strategy for social media sharing and why everyone should consider social media as part of helping the organizations they love.
50+ Ways to Improve Your Classroom With Technology v 4.0Vicki Davis
Get the latest ideas for how to improve your classroom with technology. This grab-bag of ideas will be accented by practical real world examples shared by classroom teacher Vicki Davis, the Cool Cat Teacher.
Differentiating Instruction with Technology v. 6.0 at GAETCVicki Davis
How do you differentiate instruction with technology? Here are the tips and tricks for building a toolkit and creating an environment where every student can learn through differentiating instruction.
Writing Tools to Make Teaching Student Writing SimpleVicki Davis
An overview of the simple tools and techniques to help teach writing to students. From every phase of the writing process to ways to inspire and excited kids about writing, Vicki Davis, from the Cool Cat Teacher Blog has created a resource to help teachers.
Mindsets and Classroom Management for Making and Inventing in Every ClassroomVicki Davis
Constructivist methods empower making and creativity, but how do you manage your classroom? How do you engage learners? How can you create a culture of innovation? Experts in this movement will share practical answers and advice to these questions and more. Easily manage your makerspace, genius hour, or passion projects.
SKETCHNOTING IN EDUCATION: THE BEST PRACTICES, BENEFITS AND HOW-TO’S OF SKETC...Vicki Davis
Sketchnoting and visual notetaking can improve learning and also create a powerful way to capture educational experiences. Learn about the four forms of sketchnoting and the methods used by some of the most-shared sketchnote artists in education today. We’ll talk tools and how sketchnoting benefits learning and communicating.
Blended Learning Classrooms: Pedagogies, Skills and Tools for TeachingVicki Davis
Effective schools are now comprised of bricks (the face-to-face classroom) and clicks (the online classroom). How do you blend the two? How do you easily manage teaching, workflow and troubleshooting? How do students and teachers interact? Join leaders in the field to discuss emerging best practices. Presented at ISTE 2016.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. Top 21st Century Educators
Twelve habits of
@coolcatteacher www.flatclassroombook.com
2.
3.
4. 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
36. “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!
37. We’re looking at the vital
behaviors
that move us towards effective
21st Century Classrooms
39. Facts for your future
Caucasian white people will be the minority in the US by 2042.
Georgetown University Center on Education and the Workforce, December 2009
32
10 11 10
40
34 30 28
19
17
17
12
8
10 12
9
19 21 23
7 10 11 10
0%
20%
40%
60%
80%
100%
There Is Growing Demand For An Increasingly Educated Workforce
Workforce job requirements, by education level
1973 1992 2007 2018
Graduate
degree
Some
college
HS
diploma
HS
dropouts
Associate’s
degree
Bachelor’s
degree
52. 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.
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.
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 Achievement
56.
57.
58. 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
59. Our technology when we
started
• First Flat Classroom® Project used 6 year old
computers.
• New Computer Lab July 2007
– 20 computers
– 7 in library
• Wireless
64. “The budget cuts
have become
opportunistic
because we are
having to think
outside the
box.”Jody
Kennedy, Teacher
White Plains Middle
School New York
69. I believe in myself, my
students, and my school
and transform situations
by removing barriers and
with my positive attitude.
Write this
Down!
Habit #1
86. 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=evi
dence&answerID=9&words=audience
87. 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
89. “My classroom evolves and connects
with multiple audiences, peers, and
cultures
using both synchronous and
asynchronous communications
methods.”
Write this
Down!
Habit #2
96. “My classroom evolves and connects
with multiple audiences, peers, and
cultures
using both synchronous and
asynchronous communications
methods.”
Write this
Down!
Habit #2
97.
98. “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. 495
99. “In my classroom,
students are involved in
the evolution of
technology integration.”
Write this
Down!
Habit #3
100. “If they help build it, they
are already THERE.”
Build a participatory culture
102. “ Rather than dealing
with each technology in isolation, we
would do better to take an ecological
approach, thinking about the
interrelationships among different
communication technologies, the
culture communities… the activities
they support.”
Confronting the Challenges of Participatory
Culture, McArthur Report
121. Push
• Do you know how to search?
• Advanced operators
– "" quotes
– + add terms
– - take out terms
• Where to search
– Engines
Deep web
CONNECT YOURSELF
124. Serendipity
• Being in the right
place at the right
time!
• You can create an
environment that
brings learning to
you!
125. Media Diet
“A bit literate approach involves creating and
maintaining a media diet, a constantly
pruned set of publications (digital, print,
and other media) that keeps us informed
about what matters most to us,
professionally and personally.”
Mark Hurst, Bit Literacy, Loc 781
152. 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?
200. Top 21st Century Educators
Twelve habits of
@coolcatteacher www.flatclassroombook.com
Editor's Notes
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.
Who is the one person I can control in my district? ME!
Who is the one person I can control in my district? ME!
Who is the one person I can control in my district? ME!
You can’t spend that money.
You can’t friend your students on Facebook.
You can’t get a raise.
You can’t teach because we have to give another test.
Can’t
Can’t
Can’t
Because there are things I CAN do.
I don’t know about you but I’ve had enough of can’t! Let’s get rid of CAN’T!
Right here and right now!
Who is the one person I can control in my district? ME!
The world is waiting on superman but education
Doesn’t need a superman what education needs is a
Super Can.
You see in the wide world of education if I realize that I can control
Who is the one person I can control in my district? ME!
I can become one person, but if you realize the same thing that – hey, I can control
Who is the one person I can control in my district? ME!
Then we have another person, but then, look at what can happen if a lot of us decide that we can control “me”
Then we have another person, but then, look at what can happen if a lot of us decide that we can control “me”
And if an overwhelming majority of “me’s” decide we do something, then we become a
A super majority. A super majority is a resounding number of me’s who say they can. So really, what education needs is!
Super can. Because you know what,
Who is the one person I can control in my district? ME!
So, to talk about technology change, let’s talk about real change – life or death. Live or die kind of change by talking about the guineau worm. In 1986 there were 3.5 million cases in 20 countries. This parasitic worm can only live in a human host and its larvae are carried in the bellies of fleas in stagnant water. A person drinks the water and after the worm has grown for a year, it emerges through a blister in the skin as it slowly starts to exit the skin. It is horribly painful and the only relief from the pain is to submerge in water. So, as people with this worm immerse in water, the worm lays eggs which are eaten by the fleas and the cycle begins again. So, to get rid of this worm, they have to convince people to not only use special filters but also to completely care for the person who has the worm to keep them away from water –they have to feed them and their families for the one month it takes to get the guineau worm out of a person. By influencing change in this way, in 2009 there were only 3,190 cases in four countries and after smallpox, this looks as if it will be the second eradication of a major human disease in the world. To eradicate the guinea worm they identified the VITAL BEHAVIORS!.
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.
We are working to determine the vital behaviors that will move us towards effective twenty first century classrooms. We’ll call this Flat Classroom. But I want you to remember as we look as the vital behaviors that there is one thing you can completely influence. What is the one thing you have complete and total control over in your district?
Who is the one person I can control in my district? ME!
We are working to determine the vital behaviors that will move us towards effective twenty first century classrooms. We’ll call this Flat Classroom. But I want you to remember as we look as the vital behaviors that there is one thing you can completely influence. What is the one thing you have complete and total control over in your district?
Who is the one person I can control in my district? ME!
We are working to determine the vital behaviors that will move us towards effective twenty first century classrooms. We’ll call this Flat Classroom. But I want you to remember as we look as the vital behaviors that there is one thing you can completely influence. What is the one thing you have complete and total control over in your district?
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.
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
Me – so I have to be careful who I surround myself with. So the first VITAL behavior for positive technology change has to do with ME.
When you look at your policies realize this – if you want to get technology into the classroom, you need the teacher on board. But if the teacher wants to get out to the world - -they need YOU!
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…
During that time, in December 2005, I began blogging at the Cool Cat Teacher blog and used my experience from the business world as a general manager as well as my teaching, professional development teaching I’ve done for adults in technology at the college level, and my experience as IT director for my school to this blog. But you see, I still view myself as the
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!
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.”
Julie Lindsay, now one of my dearest friends responded with a simple request:“It would be great if we could interact with your students! Would you be willing/ have the time to participate in an online debate or discussion? My students are Bangladeshi and Indian nationals and have a perspective from the ‘other side of the flat world.’”
She was at the International School Dhaka, Bangladesh. Her students were primarily Indian and Bangladeshi nationals who practiced the Muslim, mine, primarily Anglo Christian background.
In addition to the wiki, the students also created videos about their topic where that to outsource, or receive video from their partner on the other side of the world and this is the type of video that emerged.
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.
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.
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.
We are working to determine the vital behaviors that will move us towards effective twenty first century classrooms. We’ll call this Flat Classroom. But I want you to remember as we look as the vital behaviors that there is one thing you can completely influence. What is the one thing you have complete and total control over in your district?
We are working to determine the vital behaviors that will move us towards effective twenty first century classrooms. We’ll call this Flat Classroom. But I want you to remember as we look as the vital behaviors that there is one thing you can completely influence. What is the one thing you have complete and total control over in your district?
We are working to determine the vital behaviors that will move us towards effective twenty first century classrooms. We’ll call this Flat Classroom. But I want you to remember as we look as the vital behaviors that there is one thing you can completely influence. What is the one thing you have complete and total control over in your district?
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?
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?
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?
Build a participatory culture – if they help build it, they are already there.
Include admin, teachers, it and students when you implement new programs.
There is too much information and you need to rely on your friends as your filter. Additionally, this isn’t just about lifelong learning but about lifelong renewal – we have to keep relearning or we FORGET!! As Socrates said, “we lose the remembrance of them.” Additionally,
Are you finding “reverse mentors” are you asking and involving students in the decisions you make? The last day of school I always do a survey and ask my students to give me feedback on the course – what did they learn, what did they like, what did they hate? LISTEN. But, we’re talking about change here – and it is more than just me that determines change – so we’ve got to
Influence Behavior! But here is the problem, we are
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
Mirror those we are around.GiacomoRizoolatti and LeanoardoFogassi 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!
Researcher Kerry Patterson says, “discover a few vital behaviors, change those, and problems –no matter their size- topple like a house of cards.”
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 --
Influence Behavior! But here is the problem, we are
Me – so I have to be careful who I surround myself with. So the first VITAL behavior for positive technology change has to do with ME.
Connect to yourself through exercise, humor and time alone.
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.
Me – so I have to be careful who I surround myself with. So the first VITAL behavior for positive technology change has to do with ME.
Connect to yourself through exercise, humor and time alone.
Let me ask you this? How many of you would like to reduce your chances of getting alzheimers?
You see, exercise boosts brain power. Some of you get this.
This is my method – started using couch to 5K and now I run about 6 miles a week. It is tough – but I had to stop just. Aerobic exercise twice a week halves your risk of general dementia and cuts your risk of Alzeheimers by sixty per cent. But you have to run your own race. So, let me ask you.
If people mirror you what will they look like? Lazy, crabby and unmotivated – we’ve proven that these things spread from person to person. So, it is vital that you.
Connect to yourself through exercise, humor and time alone.
And you’ll be surprised at how quickly me turns into We!
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.
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.
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.
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
Me but we have to change me into
And you’ll be surprised at how quickly me turns into We!
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.
Let’s look at the research on phobias as discussed with Kerry Patterson’s book Influencer: the Power to Change Anything. On your pencil or piece of paper, I want you to jott down, how long do you think it took researchers to help someone overcome a fear of snakes?
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.
when I take students to the Flat Classroom Conference in Qatar last year and in Mumbai, India in two weeks, grades 2-8 will travel with us virtual and connect with those who are going via skype, voicethreads, and our blogs to learn about and immerse in India.
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.
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.
If you look at change – Kaizen as advocated by the japanese is the best method of change – slow and steady
In today’s society everything changes except the law of change…As Heraclitus said, “you cannot step in the same river twice.” Once you’ve stepped in the river, your simple stirring of the mud at the bottom has changed the nature of the river itself. WE must realize we all have our own story and must keep learning so we must adapt – the river has changed since someone else stepped in a river before us.
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.
Use your brain – Hurst’s law – An unbounded data stream becomes irrelevant.
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!
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…
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!
Me but we have to change me into
“Every day is a new day to a wise man.” Start now.
We don’t teach blogging, wikis, podcasting for their sake, but for what they let us do.
Me but we have to change me into
And you’ll be surprised at how quickly me turns into We!
Do the things that sit at hand like Thomas Carlyle said. “Our job is not to see what lies dimly at a distance, but to do what lies clearly at hand.” Investigate your next three things.
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…
I can do something. I
Can. I can.
I CAN. So, angela, what can we do in our schools and classrooms today that will make a difference?
And you’ll be surprised at how quickly me turns into We!