This document outlines the efforts of Greene County Schools in North Carolina to implement systemic change through sustained staff development and cultural change. It describes the school system, which includes 5 schools serving over 3,000 students. It then discusses the shared instructional vision, the need for staff development that is sustained and relevant, and the design principles for cultural change including establishing critical balance between infrastructure, content, and staff development. Finally, it provides details on the delivery model for staff development including modeling of best practices, blending of content and pedagogy, and use of "smart sheets" for reference.
This session explores effective teacher’s rigorous teaching and testing practices. The presenter discusses the importance of professional learning communities, differentiation, multiple intelligences, revised Bloom’s taxonomy, data driven instruction, performance based assessment, and formative assessment. The presenter provides practical solutions to educational leaders who want to improve the achievement level of all students.
This is my slideshow for my ULearn11 breakout:
We have been using e-Portfolios with Year 1 to 6 students at Elm Park School since 2007 and shortly afterwards made the decision to use our e-Portfolios as our sole method of reporting to parents. During this presentation we will discuss our ongoing journey to implement e-Portfolios school-wide, our purpose behind the decision to start the journey, the successes and the challenges - warts and all! We’ll have a look at some e-Portfolios examples and share the professional development, resources, equipment and web 2.0 tools that we have found most useful to help us along the way.
We use KnowledgeNET’s Learning Journals at Elm Park School to create our e-Portfolios but this workshop will also be of interest to those using other applications.
Shared Understandings to Create the FutureCheryl Doig
The document discusses creating shared understandings to empower learning and transform leadership. It provides examples of integrating new technologies, flipped classrooms, whole brain processing models, consistency in learning practices, and collaboration. The key ideas are developing future-focused education through co-creation, congruence between beliefs and practices, and challenging assumptions to improve student outcomes.
MissionV - Virtual Worlds Technology for the support of High Potential Students MissionV
Presentation given in Second Life by Margaret Keane of MissionV Education Ltd at the Bavarian Center for Gifted and Talented Children Global Gifted Conference, May 28th 2011
This document summarizes key findings from a research project that studied how early adopter schools in New Zealand implemented the New Zealand Curriculum (NZC). The research found that implementing NZC:
1) Catalyzed significant curriculum changes in schools' visions, values and focus on learning to learn.
2) Energized and sustained teachers' commitment to learners and learning.
3) Strengthened schools' continuous improvement processes supported by ongoing inquiries into shared practices.
However, the research also noted that fully implementing NZC took most schools at least two years and was an ongoing, cyclical process rather than a single change event. Sustaining implementation required ongoing professional learning and finding ways to
This document provides an agenda for a Discovery Education event taking place at the Denver Zoo on June 26, 2010. The day-long event includes workshops led by Discovery Education experts on topics like using user-generated video and music in the classroom and integrating Discovery Education resources into project-based learning. The schedule also includes time for networking, lunch with a live animal demonstration, and a scavenger hunt. Biographies are provided for workshop presenters Dr. Lodge McCammon from North Carolina State University and several Discovery Education Network Gurus who will share their expertise in areas such as multimedia, science, and personal learning networks.
Global footprints: Navigating Leadership for the FutureCheryl Doig
We live in complex times, where there are often many choices and no clear path to follow. This presentation explores critical capabilities that leaders will need to thrive in a networked, global environment.
Poveda social action talaban project (ab galgo2007)Arnel Galgo
The document outlines a curriculum integration project called TALABAN aimed at socio-pastoral formation for high school students. It describes the SEE-JUDGE-ACT process used, with SEE involving observation and analysis of community issues, JUDGE examining the issues from a Catholic perspective, and ACT developing and implementing a community project. The levels of integration involve cross-curricular thematic teaching and subject webbing. TALABAN aims to develop students' skills and make them informed, skilled, socially aware and involved members of their community.
This session explores effective teacher’s rigorous teaching and testing practices. The presenter discusses the importance of professional learning communities, differentiation, multiple intelligences, revised Bloom’s taxonomy, data driven instruction, performance based assessment, and formative assessment. The presenter provides practical solutions to educational leaders who want to improve the achievement level of all students.
This is my slideshow for my ULearn11 breakout:
We have been using e-Portfolios with Year 1 to 6 students at Elm Park School since 2007 and shortly afterwards made the decision to use our e-Portfolios as our sole method of reporting to parents. During this presentation we will discuss our ongoing journey to implement e-Portfolios school-wide, our purpose behind the decision to start the journey, the successes and the challenges - warts and all! We’ll have a look at some e-Portfolios examples and share the professional development, resources, equipment and web 2.0 tools that we have found most useful to help us along the way.
We use KnowledgeNET’s Learning Journals at Elm Park School to create our e-Portfolios but this workshop will also be of interest to those using other applications.
Shared Understandings to Create the FutureCheryl Doig
The document discusses creating shared understandings to empower learning and transform leadership. It provides examples of integrating new technologies, flipped classrooms, whole brain processing models, consistency in learning practices, and collaboration. The key ideas are developing future-focused education through co-creation, congruence between beliefs and practices, and challenging assumptions to improve student outcomes.
MissionV - Virtual Worlds Technology for the support of High Potential Students MissionV
Presentation given in Second Life by Margaret Keane of MissionV Education Ltd at the Bavarian Center for Gifted and Talented Children Global Gifted Conference, May 28th 2011
This document summarizes key findings from a research project that studied how early adopter schools in New Zealand implemented the New Zealand Curriculum (NZC). The research found that implementing NZC:
1) Catalyzed significant curriculum changes in schools' visions, values and focus on learning to learn.
2) Energized and sustained teachers' commitment to learners and learning.
3) Strengthened schools' continuous improvement processes supported by ongoing inquiries into shared practices.
However, the research also noted that fully implementing NZC took most schools at least two years and was an ongoing, cyclical process rather than a single change event. Sustaining implementation required ongoing professional learning and finding ways to
This document provides an agenda for a Discovery Education event taking place at the Denver Zoo on June 26, 2010. The day-long event includes workshops led by Discovery Education experts on topics like using user-generated video and music in the classroom and integrating Discovery Education resources into project-based learning. The schedule also includes time for networking, lunch with a live animal demonstration, and a scavenger hunt. Biographies are provided for workshop presenters Dr. Lodge McCammon from North Carolina State University and several Discovery Education Network Gurus who will share their expertise in areas such as multimedia, science, and personal learning networks.
Global footprints: Navigating Leadership for the FutureCheryl Doig
We live in complex times, where there are often many choices and no clear path to follow. This presentation explores critical capabilities that leaders will need to thrive in a networked, global environment.
Poveda social action talaban project (ab galgo2007)Arnel Galgo
The document outlines a curriculum integration project called TALABAN aimed at socio-pastoral formation for high school students. It describes the SEE-JUDGE-ACT process used, with SEE involving observation and analysis of community issues, JUDGE examining the issues from a Catholic perspective, and ACT developing and implementing a community project. The levels of integration involve cross-curricular thematic teaching and subject webbing. TALABAN aims to develop students' skills and make them informed, skilled, socially aware and involved members of their community.
Mobile Learning Presentation from PurpleMediaPurpleMedia
The document discusses the shift to mobile learning and how it has changed the learning landscape from a "one to many" push model to a "many to many" pull model by giving learners access to learning content anywhere and anytime on their mobile devices. It outlines several benefits of mobile learning like immediacy of communication, contextualization, and bite-sized learning content. Considerations for developing mobile learning content like whether to use native apps, web apps, or HTML5 are also covered.
Open 2013: Team-based Learning Pedagogy: Transforming classroom dialogue and...the nciia
This document describes using team-based learning (TBL) pedagogy in a 1-year Masters of Engineering and Management program to develop students' critical thinking and problem-solving skills. Key aspects of TBL include assigning pre-work, using readiness assessments and application exercises in small groups, and conducting in-class discussions. Assessment data shows self-reported improvements in students' ability to summarize issues, identify assumptions, develop hypotheses, and use evidence-based reasoning after participating in TBL activities.
Paul Collard - What value do Cultural Institutions and Cultural Educators add...EDUCULT
Keynote of Paul Collard/CCE at the conference: Cultural Educators in Europe - Development of a new profession, organized by EDUCULT for the AEMS project "Arts Education Monitoring System" in Vienna 15 February 2013
Presentation at Design Futures Council, 2011 finalCannonDesign
This document provides guidance on school facility planning and design. It discusses general space considerations like ensuring students have access to exercise, healthy food, and a natural play space. It also addresses phases of school development, from renting temporary space to building a new permanent facility. Design elements like flooring, walls, daylighting, and views are addressed. The document aims to help identify unique facility needs and empower teams to design spaces that support the school's mission.
The document describes a proposed after-school club called LEAD (A Club for Children with Language Learning Disabilities) that would help children with language learning disabilities in New York City schools build their communication skills. It would provide schools with a manual and activities for special education teachers to run the club. The goal of the club is for students to use the communication skills from activities to create an awareness project in their community. The document also discusses funding sources and outreach strategies for the proposed club.
The document discusses designing curriculum that develops "deep learning" skills. It advocates for curriculum that focuses on authentic, challenging problems; inquiry-based learning; flexible use of time, location, people and pedagogy; and explicit discussion of thinking skills and learning. Technology is seen as a tool to support this type of flexible, collaborative, student-centered learning approach. The goal is to help students develop skills like critical thinking, creativity, communication and character.
This document discusses assessment for learning and the use of ePortfolios. It provides an overview of key concepts related to formative assessment, the benefits of ePortfolios for student learning and engagement, and examples of how students have responded positively to using ePortfolios and receiving feedback. Specific tools like WordPress are also highlighted as options for facilitating assessment for learning through ePortfolios.
This document discusses using scenario-based learning in rapid eLearning tools. It begins by outlining the objectives and agenda. It then discusses how scenario-based learning fits with adult learning theory, focusing on applying knowledge to real work experiences. Challenges with scenario-based eLearning are presented. Case studies demonstrate incorporating scenarios into Adobe Presenter and webcasts by including robust examples and debriefing them. Constraints like no branching are addressed by doing the best with the tools available.
Craven Early College H.S. has a technology action plan focused on project-based learning in a 1:1 laptop environment across subjects. They aim to create a universal system for communication and instruction delivery through a school Ning site, professional development for staff, recruiting parents, a parent portal, and stakeholder focus groups to support their vision of a collaborative learning environment accessible to all.
The document outlines the key elements needed for effective 1:1 technology programs in schools, including leadership support, teacher professional development, instructional coaches, alignment of standards and curriculum, appropriate digital content and tools, integration of 21st century skills, wireless devices for all students and teachers, broadband connectivity, policies supporting future-ready learning, and sustainable funding models. It then lists questions for evaluating whether a technology conference gained new perspectives, strategies, connections, and energy around the challenges and potential of 1:1 technology integration in schools.
Next Generation Of Standards, Assessments, And Accountabilityfridayinstitute
1. With each student having their own device, teachers across subjects can assign writing tasks that reinforce skills. For example, a science teacher may have students write explanations while an English teacher focuses on structure.
2. Digital tools make it easy for teachers to collaborate on assignments. Teachers can work together to develop writing prompts that require research across content areas.
3. Students have devices to draft, edit, and submit writing from any class. This breaks down barriers between subjects and allows writing to be practiced and developed throughout the school day, not just in English courses.
Initial Results From 1 1 Learning Initiative Pilotfridayinstitute
This document summarizes the initial results of North Carolina's 1:1 Learning Initiative pilot program. It finds that successful 1:1 programs require committed leadership, updated curriculum and assessments incorporating 21st century skills, ongoing professional development for teachers, sufficient technology resources and infrastructure, and strategies for ensuring appropriate technology use. Key lessons learned include the need for wireless access points, secure servers, laptop storage, personnel support, differentiated ongoing professional training, clear policies, and innovative leadership.
The song "Teacher, Teacher" by 38 Special is about a student who has a crush on their teacher. In the song, the student expresses how they find their teacher attractive and fantasizes about being in a romantic relationship with them despite it being inappropriate due to the teacher-student dynamic. The lyrics describe the student's infatuation from their perspective in a way that acknowledges the taboo nature of their feelings.
A Framework For Effective Leadership For 1 1 Schoolsfridayinstitute
The document outlines a framework for effective leadership for schools with a 1:1 student to computer ratio. The framework includes 8 components: setting a vision, being an advocate, building infrastructure, providing psychosocial support, modeling technology use, offering professional development, facilitating shared decision making, and conducting evaluations. An effective leader articulates an exciting vision, secures needed resources, encourages teachers, models technology skills, provides training opportunities, includes others in decisions, and gathers feedback to improve performance.
Hearts, Minds, Will, Body, World, Tribe A Framework for Considering Consumer ...Huw Hepworth
A paper and presentation that outlines the PEACCC framework for classifying consumer behaviour, where PEACCC stands for:
Physical
Environmental
Affective
Cognitive
Conative
Cultural
This document discusses futuristic tools that can be used to engage students in the classroom. It describes how classrooms have transformed from using outdated tools like slide rules and notebooks to using modern technology like iPads, smart boards, and apps. The document advocates providing students access to the latest tools to help them compete globally and prepare for the future. It highlights several tools the author has used in their classroom like touchscreen PCs, laptops, cameras, and a DJ set. The document outlines a process for discovering needs, defining goals, designing lessons, developing skills, and delivering results to inspire students using the most advanced tools.
The document discusses building capacity for change among quality leaders. It emphasizes using time effectively to collect and analyze data and communicate findings. Leaders should identify priorities and be intentional in their work. Teachers conducting research and using technology for global awareness are mentioned. The final section contrasts problem solvers with problem finders, noting the importance of balance.
Here are three things I can begin doing tomorrow based on this workshop:
1. Map out the environmental factors that will influence my course design, including the learners, classroom, department, and discipline.
2. Draft an ideal outcome statement describing the impact I want my course to have on students in the short and long-term.
3. Review principles of backward design and alignment to ensure my course activities and assessments support the intended learning outcomes.
Two things I need to learn more about are:
1. Applying constructivist learning principles when designing course tasks and activities.
2. Strategies for connecting my course content and skills to real-world audiences and applications.
One thing I've already
Assuming complexity: school as an ecosystem and its implications for the deve...Fernando Trujillo Sáez
This document discusses education as a complex ecosystem and the implications for developing student communicative competence. It argues that education is an unresolved practice that requires continuous work and movement. The school is viewed as a living ecosystem where education involves performance. CLIL is presented as a new consolidated object and language that motivates many teachers when implemented effectively by focusing on achievement, recognition, responsibility and growth. Key skills are developed through tasks and integrated projects involving cooperation, digital literacy, research projects, gaming, entrepreneurship, and service learning. Universities can support these efforts by providing open educational resources and cooperation.
The document discusses No Child Left Behind (NCLB) and professional development requirements. It notes that NCLB requires all staff, including volunteers and support staff, receive training to meet the needs of lowest achieving students. It also outlines criteria for high-quality professional development according to NCLB, including being ongoing, research-based, and aligned with schoolwide goals. The document provides examples of research on literacy programs and professional development models that meet NCLB standards.
ILASCD The Key to Technology Integrationdavisbrock
The document discusses keys to infusing technology into teaching 21st century students. It outlines essential conditions for effective technology infusion in schools, including having a shared vision, equitable access, skilled personnel, professional development, and support policies. It contrasts 20th century education models with what is needed for 21st century learning and discusses how technology can be a lever for change if the focus is on students rather than the tools themselves.
ESL and Learning Communities at Kingsborough Community CollegeBarbara Walters
This document discusses ESL and learning communities at Kingsborough Community College. It provides background on the diversity of the student population and describes the evolution of programs to support ESL students over time, including the initial ESL intensive model, opening doors learning communities, and emphasis on reflective practices. Assessment data is presented showing benefits of learning communities such as higher GPAs, pass rates, and retention compared to students not in learning communities. The qualitative findings highlight benefits students experienced like relationships with faculty and making interdisciplinary connections, as well as some drawbacks.
Mobile Learning Presentation from PurpleMediaPurpleMedia
The document discusses the shift to mobile learning and how it has changed the learning landscape from a "one to many" push model to a "many to many" pull model by giving learners access to learning content anywhere and anytime on their mobile devices. It outlines several benefits of mobile learning like immediacy of communication, contextualization, and bite-sized learning content. Considerations for developing mobile learning content like whether to use native apps, web apps, or HTML5 are also covered.
Open 2013: Team-based Learning Pedagogy: Transforming classroom dialogue and...the nciia
This document describes using team-based learning (TBL) pedagogy in a 1-year Masters of Engineering and Management program to develop students' critical thinking and problem-solving skills. Key aspects of TBL include assigning pre-work, using readiness assessments and application exercises in small groups, and conducting in-class discussions. Assessment data shows self-reported improvements in students' ability to summarize issues, identify assumptions, develop hypotheses, and use evidence-based reasoning after participating in TBL activities.
Paul Collard - What value do Cultural Institutions and Cultural Educators add...EDUCULT
Keynote of Paul Collard/CCE at the conference: Cultural Educators in Europe - Development of a new profession, organized by EDUCULT for the AEMS project "Arts Education Monitoring System" in Vienna 15 February 2013
Presentation at Design Futures Council, 2011 finalCannonDesign
This document provides guidance on school facility planning and design. It discusses general space considerations like ensuring students have access to exercise, healthy food, and a natural play space. It also addresses phases of school development, from renting temporary space to building a new permanent facility. Design elements like flooring, walls, daylighting, and views are addressed. The document aims to help identify unique facility needs and empower teams to design spaces that support the school's mission.
The document describes a proposed after-school club called LEAD (A Club for Children with Language Learning Disabilities) that would help children with language learning disabilities in New York City schools build their communication skills. It would provide schools with a manual and activities for special education teachers to run the club. The goal of the club is for students to use the communication skills from activities to create an awareness project in their community. The document also discusses funding sources and outreach strategies for the proposed club.
The document discusses designing curriculum that develops "deep learning" skills. It advocates for curriculum that focuses on authentic, challenging problems; inquiry-based learning; flexible use of time, location, people and pedagogy; and explicit discussion of thinking skills and learning. Technology is seen as a tool to support this type of flexible, collaborative, student-centered learning approach. The goal is to help students develop skills like critical thinking, creativity, communication and character.
This document discusses assessment for learning and the use of ePortfolios. It provides an overview of key concepts related to formative assessment, the benefits of ePortfolios for student learning and engagement, and examples of how students have responded positively to using ePortfolios and receiving feedback. Specific tools like WordPress are also highlighted as options for facilitating assessment for learning through ePortfolios.
This document discusses using scenario-based learning in rapid eLearning tools. It begins by outlining the objectives and agenda. It then discusses how scenario-based learning fits with adult learning theory, focusing on applying knowledge to real work experiences. Challenges with scenario-based eLearning are presented. Case studies demonstrate incorporating scenarios into Adobe Presenter and webcasts by including robust examples and debriefing them. Constraints like no branching are addressed by doing the best with the tools available.
Craven Early College H.S. has a technology action plan focused on project-based learning in a 1:1 laptop environment across subjects. They aim to create a universal system for communication and instruction delivery through a school Ning site, professional development for staff, recruiting parents, a parent portal, and stakeholder focus groups to support their vision of a collaborative learning environment accessible to all.
The document outlines the key elements needed for effective 1:1 technology programs in schools, including leadership support, teacher professional development, instructional coaches, alignment of standards and curriculum, appropriate digital content and tools, integration of 21st century skills, wireless devices for all students and teachers, broadband connectivity, policies supporting future-ready learning, and sustainable funding models. It then lists questions for evaluating whether a technology conference gained new perspectives, strategies, connections, and energy around the challenges and potential of 1:1 technology integration in schools.
Next Generation Of Standards, Assessments, And Accountabilityfridayinstitute
1. With each student having their own device, teachers across subjects can assign writing tasks that reinforce skills. For example, a science teacher may have students write explanations while an English teacher focuses on structure.
2. Digital tools make it easy for teachers to collaborate on assignments. Teachers can work together to develop writing prompts that require research across content areas.
3. Students have devices to draft, edit, and submit writing from any class. This breaks down barriers between subjects and allows writing to be practiced and developed throughout the school day, not just in English courses.
Initial Results From 1 1 Learning Initiative Pilotfridayinstitute
This document summarizes the initial results of North Carolina's 1:1 Learning Initiative pilot program. It finds that successful 1:1 programs require committed leadership, updated curriculum and assessments incorporating 21st century skills, ongoing professional development for teachers, sufficient technology resources and infrastructure, and strategies for ensuring appropriate technology use. Key lessons learned include the need for wireless access points, secure servers, laptop storage, personnel support, differentiated ongoing professional training, clear policies, and innovative leadership.
The song "Teacher, Teacher" by 38 Special is about a student who has a crush on their teacher. In the song, the student expresses how they find their teacher attractive and fantasizes about being in a romantic relationship with them despite it being inappropriate due to the teacher-student dynamic. The lyrics describe the student's infatuation from their perspective in a way that acknowledges the taboo nature of their feelings.
A Framework For Effective Leadership For 1 1 Schoolsfridayinstitute
The document outlines a framework for effective leadership for schools with a 1:1 student to computer ratio. The framework includes 8 components: setting a vision, being an advocate, building infrastructure, providing psychosocial support, modeling technology use, offering professional development, facilitating shared decision making, and conducting evaluations. An effective leader articulates an exciting vision, secures needed resources, encourages teachers, models technology skills, provides training opportunities, includes others in decisions, and gathers feedback to improve performance.
Hearts, Minds, Will, Body, World, Tribe A Framework for Considering Consumer ...Huw Hepworth
A paper and presentation that outlines the PEACCC framework for classifying consumer behaviour, where PEACCC stands for:
Physical
Environmental
Affective
Cognitive
Conative
Cultural
This document discusses futuristic tools that can be used to engage students in the classroom. It describes how classrooms have transformed from using outdated tools like slide rules and notebooks to using modern technology like iPads, smart boards, and apps. The document advocates providing students access to the latest tools to help them compete globally and prepare for the future. It highlights several tools the author has used in their classroom like touchscreen PCs, laptops, cameras, and a DJ set. The document outlines a process for discovering needs, defining goals, designing lessons, developing skills, and delivering results to inspire students using the most advanced tools.
The document discusses building capacity for change among quality leaders. It emphasizes using time effectively to collect and analyze data and communicate findings. Leaders should identify priorities and be intentional in their work. Teachers conducting research and using technology for global awareness are mentioned. The final section contrasts problem solvers with problem finders, noting the importance of balance.
Here are three things I can begin doing tomorrow based on this workshop:
1. Map out the environmental factors that will influence my course design, including the learners, classroom, department, and discipline.
2. Draft an ideal outcome statement describing the impact I want my course to have on students in the short and long-term.
3. Review principles of backward design and alignment to ensure my course activities and assessments support the intended learning outcomes.
Two things I need to learn more about are:
1. Applying constructivist learning principles when designing course tasks and activities.
2. Strategies for connecting my course content and skills to real-world audiences and applications.
One thing I've already
Assuming complexity: school as an ecosystem and its implications for the deve...Fernando Trujillo Sáez
This document discusses education as a complex ecosystem and the implications for developing student communicative competence. It argues that education is an unresolved practice that requires continuous work and movement. The school is viewed as a living ecosystem where education involves performance. CLIL is presented as a new consolidated object and language that motivates many teachers when implemented effectively by focusing on achievement, recognition, responsibility and growth. Key skills are developed through tasks and integrated projects involving cooperation, digital literacy, research projects, gaming, entrepreneurship, and service learning. Universities can support these efforts by providing open educational resources and cooperation.
The document discusses No Child Left Behind (NCLB) and professional development requirements. It notes that NCLB requires all staff, including volunteers and support staff, receive training to meet the needs of lowest achieving students. It also outlines criteria for high-quality professional development according to NCLB, including being ongoing, research-based, and aligned with schoolwide goals. The document provides examples of research on literacy programs and professional development models that meet NCLB standards.
ILASCD The Key to Technology Integrationdavisbrock
The document discusses keys to infusing technology into teaching 21st century students. It outlines essential conditions for effective technology infusion in schools, including having a shared vision, equitable access, skilled personnel, professional development, and support policies. It contrasts 20th century education models with what is needed for 21st century learning and discusses how technology can be a lever for change if the focus is on students rather than the tools themselves.
ESL and Learning Communities at Kingsborough Community CollegeBarbara Walters
This document discusses ESL and learning communities at Kingsborough Community College. It provides background on the diversity of the student population and describes the evolution of programs to support ESL students over time, including the initial ESL intensive model, opening doors learning communities, and emphasis on reflective practices. Assessment data is presented showing benefits of learning communities such as higher GPAs, pass rates, and retention compared to students not in learning communities. The qualitative findings highlight benefits students experienced like relationships with faculty and making interdisciplinary connections, as well as some drawbacks.
This document summarizes a presentation on improving STEM education. It discusses 9 keys to improving STEM education: investigate community needs, focus programs, collaborate with partners, engage students through hands-on learning, enrich programs with activities like camps and competitions, design curricula around engineering challenges, inspire teachers with professional development, integrate STEM across subjects, and evaluate programs. It provides examples for each key and discusses barriers to STEM participation like attitudes, knowledge, and equity issues that programs should address.
What is the effect of digital technologies on engagement and complexity of th...clairweston
This document describes research being conducted to examine the effect of digital technologies on the engagement and complexity of thinking of 5-6 year old children in a Reggio Emilia-inspired educational setting. The researcher hypothesizes that iPads, when used as an expressive tool in a supportive environment with carefully chosen apps, can enhance engagement and thinking complexity compared to more passive use. The study involves providing iPad access to an experimental group of children while collecting data on engagement and thinking levels before and after the intervention, compared to a control group. The intervention focuses on replacing passive apps with more open-ended options and supporting sharing of discoveries between children.
Building a Hybrid Learning Environment - Augmenting the Classroom with Conver...Atul Pant
How can teachers create a hybrid learning environment to augment their classroom teaching with online conversation and collaboration. This presentation, which I made at Allahabad University in Oct 2012, looks at the reasons why a hybrid approach is much needed and gives an overview of mostly free tools that can be used to create such a learning experience.
The document summarizes an educational startup called InOpen that develops academic content to teach computer science. It has partnerships with over 125 schools reaching 300,000 students. InOpen created an engaging computer science curriculum called Computer Masti and provides teacher training. Their goal is to simplify knowledge and strengthen thinking skills to help 1 million students by 2013. They have backing from venture capital and revenues of over $400,000.
This document contains the presentation slides from Chris Kennedy, Superintendent of Schools from West Vancouver School District, given on October 4, 2012 to the Kamloops/Thompson School District about driving innovation in public education through digital learning. The presentation outlines Kennedy's vision for personalized learning for every student powered by technology, including developing a strategy for personally-owned devices, communication and collaboration tools, and digital literacy. It proposes a 5-year plan starting with introducing new learning norms and building capacity in early grades, then expanding to develop district-wide K-12 digital learning plans focused on learning rather than technology.
Presentation on the e-Learning for Educators program at the NH Department of Education. A brief history of the program is followed by an orientation to the online professional development program and the services offered by NH e-Learning for Educators.
Key Competencies - from The New Zealand Curriculum to classroomVanessa Greenhaus
The document discusses key competencies, which are capabilities identified in the New Zealand curriculum to help students live and learn in a changing world. It provides background on key competencies, how schools are developing them, and issues around monitoring student progress on competencies. While some schools have embraced key competencies, others face challenges integrating them, especially with a new focus on national standards, so the long term impact remains uncertain.
Online resources can be used to create, curate, and collaborate in the classroom. Twenty-five tools are listed that allow students to create content, curate information from the web, and collaborate with others. Popular free tools include Google Apps, Prezi, Storybird, and Piktochart which enable creation of documents, presentations, stories, and infographics. These tools are appropriate for a range of ICT skill levels and can be integrated at different stages of the teaching and learning process.
Deana Hubbell completed a Capstone program to become certified in the National Educational Technology Standards for Teachers (NETS*T). Through the program, she implemented technology-integrated projects in her 3rd grade classroom, including a habitat research project using online sources and a city mapping project. Her students demonstrated engagement and enjoyment of the lessons. Hubbell realized the potential of technology to support creativity, collaboration, and global connections for students. She grew as an educator by learning to select technologies that meaningfully support learning goals.
Celebrating the Reality of Inclusive STEM Education: Co-Teaching in Science a...Kelly Grillo
Recently, co-teaching in science and mathematics has largely been the result of accountability. Increased numbers of students with special needs placed in general education mathematics and science classrooms challenges educators to jointly deliver instruction to all students. This session provides practical tips aimed at inclusive science and mathematics learning outcomes.
The document summarizes the experiences of an EdD student through four perspectives - the practitioner, student, juggler, and researcher. It describes the practical questions that initially motivated the practitioner's research, the self-doubts of becoming a student again, the challenges of balancing personal and academic responsibilities as a juggler, and the outputs and future directions of the researcher following the EdD. Key stages and findings of the research projects are highlighted.
1. The document discusses strategies for sustaining 1-to-1 laptop programs in schools, including addressing challenges, leveraging research findings, and ensuring technology enhances pedagogy.
2. Key research findings show that 1-to-1 programs can increase student engagement and motivation, improve writing and problem-solving skills, and lead to better academic outcomes when implemented successfully.
3. Sustaining innovative technology use requires addressing issues like professional development, infrastructure needs, and changing teacher mindsets and practices to fully realize the potential of technology to transform learning.
This document provides 10 tips and a bonus tip for assessing project-based learning. It begins by describing a project presented by 9th grade students to design a model city of the future. It notes that authentic assessment strategies are needed to adequately evaluate real-world learning experiences like this. The tips are organized around the stages of a project: planning, active learning, presentation, and reflection. The first tip emphasizes planning authentic products for students to demonstrate their learning. Subsequent tips provide formative assessment strategies, focusing on teamwork, tracking progress, growing audiences, and professional development around assessment. The document encourages sharing assessment ideas and discusses how project-based assessments align with current reforms.
Similar to Leading Systemic Change-By Design Not Chance (20)
Tools And Resources For Continuous Improvement Of Technology In Schoolsfridayinstitute
This document discusses tools and resources for evaluating technology integration programs in K-12 schools. It describes formative and summative evaluation, and how evaluation differs from assessment. Common elements evaluated include instructional materials, projects, and programs. Evaluation models like CIPP and Flashlight are presented to help generate evaluation questions. The remainder of the session focuses on freely available data collection tools, including the School Technology Needs Assessment (STNA) and the LoFTI classroom observation tool. Effective use of the data is discussed, such as for professional development planning.
This document provides an overview and agenda for the 2nd annual Institute on Leading Innovation: Implementing Effective 1:1 Computing Programs. The institute will bring together 21 teams from North Carolina schools and districts to share best practices for 1:1 computing programs. Participants will engage in presentations, hands-on experiences, team planning time, and networking activities focused on creating future-ready learning environments and preparing students. The goals are to help schools figure out how to implement effective 1:1 computing programs and create the next generation of schools.
The document summarizes the evaluation work of the Friday Institute regarding the North Carolina Virtual Public School (NCVPS). It discusses conducting annual surveys of stakeholders and focused studies of NCVPS pilot initiatives. Many recommendations from the evaluation are aimed at activities needed at the district and school level to support virtual schooling. NCVPS also works with pilot districts to help them implement virtual schooling successfully through strategic planning, marketing, technology support, and coordinating virtual course access.
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https://www.oeconsulting.com.sg/training-presentations]
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McKinsey’s Ten Guiding Principles of Digital Transformation
Forrester’s Digital Transformation Framework
IDC’s Digital Transformation MaturityScape
MIT’s Digital Transformation Framework
Gartner’s Digital Transformation Framework
Accenture’s Digital Strategy & Enterprise Frameworks
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Capgemini’s Digital Transformation Framework
PwC’s Digital Transformation Framework
Cisco’s Digital Transformation Framework
Cognizant’s Digital Transformation Framework
DXC Technology’s Digital Transformation Framework
The BCG Strategy Palette
McKinsey’s Digital Transformation Framework
Digital Transformation Compass
Four Levels of Digital Maturity
Design Thinking Framework
Business Model Canvas
Customer Journey Map
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Leading Systemic Change-By Design Not Chance
1. Leading
Systemic By Design
Change: Not Chance
Patricia MacNeill, Ed.D.
Assistant Superintendent
Greene County Schools
Snow Hill, NC
www.gcsedu.org
2. WHO WE ARE
•Five Schools
•3,251 Students
•212 Teachers
•43% African
American, 33%
White, 22% Latino
• 72% Free &
Reduced Lunch
•Both low wealth
and small & rural
3. Our Shared Instructional Vision
To create a
community of learners
in which
administrators,
teachers, students and
parents are all active
participants in the
teaching/learning
process.
To use technology for
the delivery of quality,
student-centered
instruction.
4. Building a Learning Community
Communication Sharing Leadership
Building Capacity
Passion
The Learning
Environment
Best in the World Economic Engine
Consistency & Quality of Teaching
Continuity Balanced with
Providing of Programs Providing
Standards
a Staff
Framework Development
GREENE COUNTY SCHOOLS
THE HEDGEHOG CONCEPT
L’Esperance, Frey, Gabbard (2002)
Adapted from Collins (2001)
6. Critical Balance
Infrastructure
“What good is it if it
doesn’t work?”
Cultural Change
7. Critical Balance
Infrastructure Content
“What good is it if it “What good is it if it
doesn’t work?” isn’t educational?”
Cultural Change
8. Critical Balance
Infrastructure Content
“What good is it if it “What good is it if it
doesn’t work?” isn’t educational?”
Staff Development
“What good is it if
teachers don’t use it?”
Cultural Change
9. Set Expectations
a rks
m
n ch
Be
•“Begin with the End
rk in Mind” Stephen Covey
o
is ion ew
V Fram •Provide a Framework
•Allow for creativity
G
and consensus-
IN
ls
building in
oa
TIM
G
accomplishing goals
11. Design Principles
An Instructional Technologist and Literacy
Facilitator at each school
A system-wide instructional team led by
the Assistant Superintendent for Instruction
A research-based comprehensive staff
development plan aligned to system goals
A vanguard group for major initiatives
12. The Advisory Council
A school-based team
focused on instruction
Weekly meetings
Participants
Principal and Assistant
Principals
Instructional Technologist
Literacy Facilitator
Media Coordinator
School Counselor
Exceptional Children & ESL
representatives
13. Content
System-Wide Initiatives
Literacy
Technology Integration
Comprehensive Counseling/
College Access
Numeracy
Creativity
School Improvement
Goals
North Carolina Standard
Course of Study
14. Delivery
Modeling of best
instructional practices
Blending of content
and pedagogy
Evaluation by
participants
Smart sheets for
reference
15. Smart Sheets
Tiger Features: Spotlight and Smart Folders
iBits Smart Sheet
Sequential steps Spotlight allows you to search your iBook for a file, application, picture, word in a
document, etc. The icon is located in the top right corner. Just click it to search.
Type in a word.
Example: If you want
Pictures/screen
to find all documents
that have the word
dinosaur in it, just type
in dinosaur.
shots If you double-click on
one of the documents, it
will open and the word
you searched (dinosaur)
will be highlighted.
Arrows for
emphasis Note that you can search files created during a certain time span.
Specific You can also search by the other criteria listed. Explore and see which way
works best for you.
information Now let’s take it one step further. Suppose that the search you did on
“dinosaurs” is something you would like to go back to often. Turn to the
reverse side of this sheet to learn about “Smart Folders.”
JHP SHP 2/9/06
16. Communication
Monthly
instructional
newsletters
from media,
literacy, and
technology
School-to-
school
sharing at GREENE EARLY COLLEGE
OCTOBER 2007
instructional Upcom
in g Even
ts
meetings Oct. 15
School Pictures
Students should remember to dress for
pictures. Orders will be taken after
proofs are returned.
iCal
E Oct. 17
H A N D S !O N S C I E N C
ples
lect soil sam PSAT
students col
All GEC students will take the PSAT.
Testing will begin at 7:45, so please be
Learn and Serve Grant sure students arrive on time.
scheduling
Oct. 18
Renewed for 2007!2008 Early Release
Students will be released at 12:45. Staff
Na tu re Tra ils a n d Historic Tal es will be involved in professional
development.
ast year"s successful service
L learning e#orts have resulted
in the renewal of Greene Early
College"s Learn and Serve America
Tentative plans for this year"s service
learning include clearing more of the
Oct. 19
Teacher Workday
creek trail and building a kayak There will be no school for students on
Grant, Nature Trails and Historic
landing.
17. eMail
Wikis
Communication
Blogs
Discussion
Boards
Class Pages
Group Pages
Parent Alerts
Calendar
Surveys
Lesson
Planner
18. “Leadership is the
professional work of
everyone in the school.”
“Everyone has the right,
Share responsibility, and ability to
be a leader.”
Leadership “How we define leadership
influences how people will
participate.” Linda Lambert
Building leadership capacity
is a necessary component of
sustained school
improvement.
19. SCHOOL
CURRICULUM
CLASSROOM
TEACHER
SCHOOL
ADMINISTRATOR
What is my
leadership
role within a
1:1
initiative?
DISTRICT
DISTRICT
ADMINISTRATOR TECHNOLOGY
DIRECTOR
DISTRICT CURRICULUM/INSTRUCTION
20. CHALLENGES
• Convincing teachers to share
instructional leadership with
students
• Coaching students to become active
in and responsible for their own
learning
• Providing quality staff development
and planning time
• Supporting teachers with a
sensitivity to comfort level and
experience
• Providing benchmarks and
guidelines
21. EVALUATE
• “Inspect what you
expect”
• Engage in on-going
collaborative evaluations
of all initiatives
• Refine plans
continuously over time
22. Collaboration Model
Greene County Schools
The Learning Community Parent
Advisory
Council
Federal and State
Leadership Parents
Administrators
Individual
Board of Assistant Advisory Leadership Teachers
Education and Superintendent Council Team Committees
and/or Teams
Superintendent Instruction
Instructional
Community Team Students
Communication in A Culture of Change
PFM/ 08-14-05
Revised 08-10-06
23. Nurture the
Learning
Community
• Engage all participants in active
inquiry
• Make administrators, teachers,
students, and parents active
participants in the learning
process
•Encourage innovation
•Share and celebrate successes
24. The Process of Change
The goal is not to
Systemic change is a innovate the most
multi-year process It is not to have the
and keeps you best ideas
engaged Appreciate the
in continuous inquiry implementation dip
for improvement. Redefine resistance
Reculturing is the
name of the game
Never a checklist,
always complexity
Michael Fullan
25. Congressional Testimony
“Technology
helped
me to create,
learn, explain,
document,
and analyze
the different
aspects
of my life.”
- Abel Real, Graduate,
Greene Central High School
26. There is a Siletz Indian proverb that
captures why so many of us love teaching -
One who learns from one who
is learning drinks from a
running stream.
We read and write and stay current on best
practices so that our students can “drink
from a running stream.”