Passion based cell

Housekeeping
Paperless handouts
http://plpwiki.com

Sheryl Nussbaum-Beach
Co-Founder & CEO
Powerful Learning Practice, LLC
http://plpnetwork.com
sheryl@plpnetwork.com

President
21st Century Collaborative, LLC
http://21stcenturycollaborative.com

Driving Questions

What are you doing to
contextualize and mobilize what
you are learning?

How will you leverage, how will
you enable your teachers or your
students to leverage- collective
intelligence?

.

Lead Learner

Native American Proverb
“He who learns from one who is
learning, drinks from a flowing river.”

Sarah Brown Wessling, 2010
National Teacher of the Year
Describes her classroom as a place
where the teacher is the “lead
learner” and “the classroom walls
are boundless.”

Are you Ready
for Leading in the 21st Century

It isn’t just ―coming‖… it has arrived! And schools who aren’t
redefining themselves, risk becoming irrelevant in preparing
students for the future.

Web 1.0 Web 2.0 Web 3.0

We are living in a new economy –
powered by technology, fueled by
information, and driven by knowledge.
-- Futureworks: Trends and Challenges for
Work in the 21st Century

By the year 2011 80% of all Fortune 500
companies will be using immersive worlds –
Gartner Vice President Jackie Fenn

“For the first time
we are preparing
students for a
future we cannot
clearly describe.”

- David Warlick

http://communications.nottingham.ac.uk/podcasts/

6 Trends for the digital age

Analogue Digital
Tethered Mobile
Closed Open
Isolated Connected
Generic Personal
Consuming Creating

Source: David Wiley: Openness and the disaggregated
future of higher education

The pace of change is
accelerating

Knowledge Creation
It is estimated that
1.5 exabytes of unique new information
will be generated
worldwide this year.

That’s estimated to be
more than in the
previous 5,000 years.

For students starting a four-year
education degree, this means that . .
.

half of what they learn in their first
year of study will be outdated by their
third year of study.

Shifting From Shifting To
Learning at school Learning anytime/anywhere

Teaching as a private event Teaching as a public
collaborative practice

Learning as passive Learning in a participatory
participant culture

Learning as individuals Learning in a networked
community

Linear knowledge Distributed knowledge

In Phillip Schlechty's, Leading for Learning: How
to Transform Schools into Learning
Organizations he makes a case
for transformation of schools.

Reform- installing innovations that will work
within the context of the existing culture and
structure of schools. It usually means changing
procedures, processes, and technologies with
the intent of improving performance of existing
operation systems.

Transformation- is intended to make it possible to do
things that have never been done by the organization
undergoing the transformation.
Different than
It involves repositioning and
reorienting action by putting
an organization into a new
business or adopting radically
different means of doing the
work traditionally done.

Transformation includes altering the
beliefs, values, meanings- the culture- in which programs are
embedded, as well as changing the current system of
rules, roles, and relationship- social structure-so that the
innovations needed will be supported.

So as you develop your vision for
learning in the 21st Century how do you
see it- should you be a reformer or
a transformer and why?

Make a case for using
one or the other as a
change strategy.

Play — the capacity to experiment with one’s surroundings as a form of
problem-solving

Performance — the ability to adopt alternative identities for the purpose of
improvisation and discovery

Simulation — the ability to interpret and construct dynamic models of real-
world processes

Appropriation — the ability to meaningfully sample and remix media
content

Multitasking — the ability to scan one’s environment and shift focus as
needed to salient details.

Distributed Cognition — the ability to interact meaningfully with tools that
expand mental capacities
.

Collective Intelligence — the ability to pool knowledge and compare
notes with others toward a common goal

Judgment — the ability to evaluate the reliability and credibility of different
information sources

Transmedia Navigation — the ability to follow the flow of stories and
information across multiple modalities

Networking — the ability to search for, synthesize, and disseminate
information

Negotiation — the ability to travel across diverse communities, discerning
and respecting multiple perspectives, and grasping and following
alternative norms.
.

New Media Literacies- What are they?
Will the future of education include broad-based,
global reflection and inquiry?
Will your current level of new media literacy skills
allow you to take part in leading learning through
these mediums?
What place does emerging media have in your role as
a change savvy leader?

Shift in Learning = New Possibilities

Shift from emphasis on
teaching…

To an emphasis on
co-learning

John Dewey
"The world is moving at a tremendous rate.
Going no one knows where. We must
prepare our children, not for the world of the
past. Not for our world. But for their world.
The world of the future."
Dewey's thoughts have laid the foundation for inquiry driven
approaches.

Dewey's description of the four primary interests of the child are still
appropriate starting points:

1. the child's instinctive desire to find things out
2. in conversation, the propensity children have to communicate
3. in construction, their delight in making things
4. in their gifts of artistic expression.

Students are Individuals

1. Children are persons and should be treated as
individuals as they are introduced to the variety and
richness of the world in which they live.

2. Children are not something to be molded and pruned.
Their value is in who they are – not who they will
become. They simply need to grow in knowledge.

3. Think of the self-directed learning a child does from birth
to three– most of it without language. As they mature
they are even more capable of being self-directed
learners.
.

Have we
replaced ―doing‖ with
―mastering skills‖?

Have we subordinated
our student’s initiative
to a schedule we
designed according to We require them to try and
pragmatic factors become interested in hours
other than their of listening to talking and there
creative needs? is little time for those students to
express themselves.

Three Rules
of Passion-based Teaching
1. Authentic task
• Move them from extrinsic 2. Student Ownership
motivation to intrinsic 3. Connected Learning
motivation http://bit.ly/lUxRIR

• Help them learn self-
government and other-
mindedness

• Shift your curriculum to
include service learning
outcomes that address
social justice issues

Rethinking Teaching and Learning

1. Multiliterate
2. Change in pedagogy
3. Change in the way classrooms
are managed
4. A move from deficit based
instruction to strength based
learning
5. Collaboration and communication
Inside and Outside the classroom
6.

Classic Problem Solving Approach Most families, schools,
– Identify problem organizations function
– Conduct root cause analysis on an unwritten rule…
– Brainstorm solutions and analyze
– Develop action plans/ interventions –Let’s fix w hat’s
w rong and let the
strengths take care
of themselves

Focus on Possibilities
–Appreciate ―What is‖ Speak life life to your
–Imagine ―What Might Be‖ students and teachers…
–Determine ―What Should Be‖
–Create ―What Will Be‖ –When you focus on
Blossom Kids strengths- w eaknesses
become irrelevant

Spending most of your time in your area of
weakness—while it will improve your skills, perhaps
to a level of ―average‖—will NOT produce excellence
This approach does NOT tap into motivation or lead
to engagement

The biggest challenge facing us as leaders: how to
engage the hearts and minds of the learners

Strengths Awareness  Confidence  Self-Efficacy
 Motivation to excel  Engagement

Apply strengths to areas needing improvement 
Greater likelihood of success

“Individuals gain more when they
build on their talents, than when
they make comparable efforts to
improve their areas of weakness.”
--Clifton & Harter, 2003, p. 112

Engaged Learning-
A positive energy invested in one’s
own learning, evidenced by
meaningful processing, attention to
what is happening in the
moment, and participation in learning
activities.

How to Blossom Someone with
Expectation – Building Self-Esteem
1. Examine (pay close
attention)
2. Expose (what they did
specifically)
3. Emotion (describe how
it makes you feel)
4. Expect (blossom them
by telling them what
this makes you expect
in the future)
5. Endear (through
appropriate touch)

Practicing Blossoming
At your table…
• Mention something you noticed lately
about a group member.
• Describe how it makes you feel.
• Tell them the expectation you have
because of this.
• Endear through appropriate touch.

What do we need to unlearn?
Example:

* I need to unlearn that classrooms are physical spaces.
* I need to unlearn that learning is an event with a start and stop time to a lesson.

The Empire Strikes Back:
LUKE: Master, moving stones around is one thing. This is totally
different.

YODA: No! No different! Only different in your mind. You must unlearn
what you have learned.

Letting Student Passion
and Interest Rule the
Curriculum

Lisa Duke's students at First Flight High School in the Outer Banks
in NC created this video as part of a service project in her Civics
and Economics course curriculum.

Free range learners
Free-range learners choose
how and what they learn.
Self-service is less
expensive and more timely
than the alternative.
Informal learning has no
need for the busywork,
chrome, and bureaucracy
that accompany typical
classroom instruction.

40

FORMAL INFORMAL

You go where the bus goes You go where you choose

Jay Cross – Internet Time

MULTI-CHANNEL APPROACH
webcam SYNCHRONOUS
Community platforms
VoIP
Conference rooms
Instant messenger
Worldbridges

PEER TO PEER WEBCAST

email folksonomies Mailing lists PLE

vlogs f2f CMS forums

photoblogs blogs wikis
podcasts

ASYNCHRONOUS

http://www.elearnspace.org/Articles/google_whitepaper.pdf

Shifts focus of literacy
from individual
expression to
community
involvement.
Students become
producers, not
just consumers
of knowledge.

TPACK Model

Mishra & Koehler 2006

SITE 2006
IEA Second Information Technology in
Education Study
• 9000 School
• 35,000 math and science teachers in 22 countries

How are teachers using technology in their
instruction?

Law, N., Pelgrum, W.J. & Plomp, T. (eds.) (2008). Pedagogy and ICT
use in schools around the world: Findings from the IEA SITES
2006 study. Hong Kong: CERC-Springer, the report presenting
results for 22 educational systems participating in the IEA SITES
2006, was released by Dr Hans Wagemaker, IEA Executive Director
and Dr Nancy Law, International Co-coordinator of the study.

Findings
Increased technology use does not lead to student
learning. Rather, effectiveness of technology use
depended on teaching approaches used in conjunction
with the technology.

How you integrate matters- not just the technology alone.

It needs to be about the learning, not the technology. And
you need to choose the right tool for the task.

As long as we see content, technology and pedagogy as
separate- technology will always be just an add on.

Teacher as Designer

See yourself as a curriculum designer–
owners of the curriculum you teach.

Honor creativity (yours first, then the
student’s)

Repurpose the technology! Go beyond
simple ―use‖ and ―integration‖ to
innovation!

Spiral – Not Linear Development
Technology
USE
Mechanical

Technology
Integrate
Meaningful

Technology
Innovate
Generative

How do you do it?-- TPCK and Understanding by Design
There is a new curriculum design model that helps us think about how to
make assessment part of learning. Assessment before , during, and after
instruction.
Teacher and Students as Co-Curriculum
1. What do you want to Designers
know and be able to
do at the end of this
activity, project, or
lesson?
2. What evidence will
you collect to prove
mastery? (What will
you create or do)
3. What is the best way
to learn what you
want to learn?
4. How are you making
your learning
transparent?
(connected learning)

Shifts focus of
literacy from
individual
expression to
community
involvement.

Connected Learning

The computer connects the student to the rest of the world
Learning occurs through connections with other learners
Learning is based on conversation and interaction
Stephen Downes

Connected Learner Scale
This work is at which level(s) of the connected learner scale?
Explain.

Share (Publish & Participate) –

Connect (Comment and
Cooperate) –

Remixing (building on the
ideas of others) –

Collaborate (Co-construction of
knowledge and meaning) –

Collective Action (Social Justice, Activism, Service
Learning) –

Digital literacies
• Social networking

cc Steve Wheeler, University of Plymouth, 2010
• Transliteracy
• Privacy maintenance
• Identity management
• Creating content
• Organizing content
• Reusing/repurposing content
• Filtering and selecting
• Self presenting http://www.mopocket.com/

Defining the Connected
Educator
• THE CONNECTED EDUCATOR

Our lives are connected by a
thousand invisible threads.
—Herman Melville

Professional
Developmen
• THE CONNECTED EDUCATOR
t
for the 21st
Century

Dispositions and Values
Commitment to understanding Dedication to the
asking good questions ongoing development
of expertise
Explores ideas and
concepts, rethinking, revising, a Shares and contributes
nd continuously repacks and
unpacks, resisting
urges to finish prematurely Engages in strength-based
approaches
Co-learner, Co-leader, Co-creator and appreciative inquiry

Self directed, open minded Demonstrates mindfulness

Commits to deep reflection Willingness to leaving one's
comfort zone to experiment with
Transparent in thinking new strategies and taking on new
responsibilities
Values and engages in a culture
of collegiality

Education for Citizenship
―A capable and productive citizen doesn’t simply
turn up for jury service. Rather, she is capable of
serving impartially on trials that may require learning
unfamiliar facts and concepts and new ways to
communicate and reach decisions with her fellow
jurors…. Jurors may be called on to decide complex
matters that require the verbal, reasoning, math,
science, and socialization skills that should be
imparted in public schools. Jurors today must
determine questions of fact concerning DNA
evidence, statistical analyses, and convoluted
financial fraud, to name only three topics.‖
Justice Leland DeGrasse, 2001

59

The Focus of our Instructional Vision
• Strengthening student work by
examining and refining curriculum,
assessment, and classroom instruction
• Strengthening teacher practice by
examining and refining the feedback
teachers receive The Framework for Teaching -
Charlotte Danielson

• Strengthening leadership by
becoming a connected leader who owns
21st Century shift.
60

How to Blossom with Expectation – Building
Efficacy
1. Examine (pay close
attention)
2. Expose (what they did
specifically)
3. Emotion (describe how it
makes you feel)
4. Expect (blossom them
by telling them what this
makes you expect in the
future)
5. Endear (through
appropriate touch)

21st Century Learning – Check List
It is never just about content. Learners are trying to get
better at something.
It is never just routine. It requires thinking with what you
know and pushing further.
It is never just problem solving. It also involves problem
finding.
It’s not just about right answers. It involves explanation
and justification.
It is not emotionally flat. It involves
curiosity, discovery, creativity, and community.
It’s not in a vacuum. It involves methods, purposes, and
forms of one of more disciplines, situated in a social
context.
David Perkins- Making Learning Whole

Photo Credit :http://www.annedavies.com/assessment_for_learning_tr_tjb.html

NEW DIRECTIONS IN ASSESSMENT

Summative assessment is commonly
used to certify the amount that individuals
have learned and to provide an
accountability measure. Summative
assessments hold teachers accountable
for standardized performance. They
measure how well the teacher taught the
curriculum.

Formative assessment, in which the
assessment is integrated with the
instruction (and sometimes serves as the
instruction) with the purpose of
deepening learning, can replace
summative assessment in many cases.
Formative assessment measures and
supports learning, not teaching.


Formative Assessment Can be used to:

• Gauge students prior knowledge and readiness
• Encourage self-directed learning
• Monitor progress
• Check for understanding
• Encourage metacognition
• Create a culture of collaboration
• Increase learning
• Provide diagnostic feedback about how to improve teaching


Technological change is not additive, its
ecological. A new technology does not
change something, it changes
everything" [Neil Postman]

Source: Mark Treadwell - http://www.i-learnt.com

Feedback
• Task -oriented- Provides
information on how well the
task is being accomplished .

• Clarification- Looks at
process.
How to improve the work.

• Self-regulating - Encourages
learner to evaluate their own
work.

• Appreciation- specific praise
linked to affective growth.

What makes a difference to student
learning?
Constant and meaningful feedback
-- The Student
--Teacher relationship
--Challenging goals

What does it look like?

NEW DIRECTIONS IN
ASSESSMENT

Change is inevitable: Growth is optional
Change produces tension- it pushes us
out of our comfort zone.
―Creative tension- the force
that comes into play at the moment
we acknowledge our vision
is at odds with the current
reality.‖ --Senge

Sheryl Nussbaum- NEW DIRECTIONS IN
Beach ASSESSMENT

Evaluating Best Practice …
• What do you look for during the walk through?
• How do you tell the difference between chaos and 21st century best practice?
• What’s different? What’s shifted?

• Evidence that an administrator may be able to observe in three
minutes would include:
• 1) the level of excitement in the classroom – is it ―bubbly‖ excitement,
which may indicate some novelty in using the technology? or is it a
―humming‖ excitement, which may indicate a comfort with technology
which is driving student motivation?
• 2) the comfort level of the teacher with the technology – is the
teacher’s use of the technology fluid or choppy?
• 3) teacher/student collaboration – does the teacher appear to be
comfortable with having the students in the ―driver’s seat‖?
• 4) student motivation – are the students purpose-driven, using their
time purposely to achieve their goals?
• 5) authentic experiences – could the lesson be conducted just as well
without the technology involved?


What will be our legacy…
• Bertelsmann Foundation Report: The Impact of Media and Technology in
Schools
– 2 Groups
– Content Area: Civil War
– One Group taught using Sage on the Stage methodology
– One Group taught using innovative applications of technology and
project-based instructional models
• End of the Study, both groups given identical teacher-constructed tests of
their knowledge of the Civil War.

Question: Which group did better?

Answer…
No significant test
differences were found

However… One Year Later
– Students in the traditional group could recall almost nothing about
the historical content

– Students in the traditional group defined history as: ―the record
of the facts of the past‖

– Students in the digital group “displayed elaborate concepts and
ideas that they had extended to other areas of history”

– Students in the digital group defined history as:
―a process of interpreting the past from different perspectives‖

Change is inevitable:
Growth is Optional
Change produces
tension- out of our
comfort zone.
―Creative tension- the
force that comes into
play at the moment we
acknowledge our vision
is at odds with the
current reality.‖ Senge

Real Question is this:
Are we willing to change- to risk change- to meet the needs of
the precious folks we serve? Can you accept that Change
(with a “big” C) is sometimes a messy process and that
learning new things together is going to require some
tolerance for ambiguity.

Be Passionate!

Be wildly
passionate as an
advocate for those
who can’t advocate
for themselves.

What’s Different About This
Book?
• Learner first- Educator second
• Next generation PLCs: Connected
Learning Communities (CLCs)
• DIY PD
• You become a connected
learner

Passion based cell

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