The Networked Administrator: Leading and Learning with Social MediaLyn Hilt
For Simple K-12 Webinar
"Sometimes who you know is as important as what you know. Having a wide range of professional connections not only broadens your reach, it can actually help you learn, grow, and become more efficient. This session explores the role of the networked administrator, who, as the school's lead learner, recognizes the value and use of social media to develop professional connections, build relationships and capacity, help create organizational efficiency, and bring innovative learning experiences to students and staff.
This session is designed for administrators, teachers, educators... anyone interested in learning more about the power of connected leading and learning! "
This concept of a PLN has been around for many years. What has changed in recent years though is the reach, the size and the availability of that network. Your PLN is no longer tied to your zip code and you no longer work in isolation. Collaboration no longer just means to work with a colleague in your building. You are able to connect to educators from around the world who are ready and willing to teach beyond the walls of their own classroom.
Your PLN is customized as:
• it filters the vast information available and pushes what interests you
• you choose who is part of your network
• you decide when and how to access and use it
Learning how to build your own PLN is:
• a 21st century skill
• learning about tools that enable your to make these connections
• being in charge of your own Professional Development
• connecting to educators who will contribute to your learning
• extending your learning
• receiving “just in time” learning and help
• becoming globally aware
• sharing your own best practices
• experiencing the power of 21st century learning for yourself
• filtering through “too much” available information
For the Teaching Online MOOC, http://www.wiziq.com/course/62410-teachers-teaching-online Resources at http://Pearltrees.com/shellyterrell/integrating-web-2/id8081935
The Networked Administrator: Leading and Learning with Social MediaLyn Hilt
For Simple K-12 Webinar
"Sometimes who you know is as important as what you know. Having a wide range of professional connections not only broadens your reach, it can actually help you learn, grow, and become more efficient. This session explores the role of the networked administrator, who, as the school's lead learner, recognizes the value and use of social media to develop professional connections, build relationships and capacity, help create organizational efficiency, and bring innovative learning experiences to students and staff.
This session is designed for administrators, teachers, educators... anyone interested in learning more about the power of connected leading and learning! "
This concept of a PLN has been around for many years. What has changed in recent years though is the reach, the size and the availability of that network. Your PLN is no longer tied to your zip code and you no longer work in isolation. Collaboration no longer just means to work with a colleague in your building. You are able to connect to educators from around the world who are ready and willing to teach beyond the walls of their own classroom.
Your PLN is customized as:
• it filters the vast information available and pushes what interests you
• you choose who is part of your network
• you decide when and how to access and use it
Learning how to build your own PLN is:
• a 21st century skill
• learning about tools that enable your to make these connections
• being in charge of your own Professional Development
• connecting to educators who will contribute to your learning
• extending your learning
• receiving “just in time” learning and help
• becoming globally aware
• sharing your own best practices
• experiencing the power of 21st century learning for yourself
• filtering through “too much” available information
For the Teaching Online MOOC, http://www.wiziq.com/course/62410-teachers-teaching-online Resources at http://Pearltrees.com/shellyterrell/integrating-web-2/id8081935
This PowerPoint presentation, complete with speaker notes, explores ways that library staff members (and others) can reach into their extended onsite-online communities to develop productive, sustainable collaborations; originally presented as a live webinar on April 18, 2013, for ALA Editions (for speaker notes, please click on "Notes" button near bottom of screen, near the "Comments" section)
Creating a Positive Professional Presence (ISASA)Cathy Oxley
Teacher librarians are standing on the brink of a fantastic opportunity to make themselves indispensable within their schools. Now is the perfect time to embrace technology, develop a Professional Learning Network, upskill and become leaders in e-learning.
PLNs: Asking the right questions (eLearning network) Hamish Curry
Personal Learning Networks have proliferated across the web, and no more so than in the field of education. Everyone has different reasons and strategies for getting involved or starting a PLN, so what might those be? Using stories from the Library's PLN programs combined with group discussion about what PLNs are and what they do, this presentation will shed light on how becoming a networked educator can be a liberating learning experience.
Information has exploded. As a result libraries globally are facing huge challenges around staffing, funding, relevance, and technology. Some are struggling, some are thriving. The State Library of Victoria (SLV) is doing its best to stay current and engaging, fostering new connections and opportunities to grow audiences and learning potential. Collaboration and partnerships are integral to building new learning streams, and coupled with the use of technology, this Library is set to explode into new methods of engagement with the community. By applying some design-thinking processes in re-imagining the way information, knowledge, and communities intersect through libraries. Stepping through activities which frame current library assumptions against future library expectations (and possibilities), we’ll then pit these against the programs and tools already created in onsite and online environments.
Slides from my keynote presentation at the Plymouth Enhanced Learning Conference 2013 (#pelc13).
As it was a closing keynote, I attempted to weave topics, themes, images and other resources from the conference into my narrative.
Thanks for the invitation, Steve Wheeler!
An exploration of strategies that use both passive and proactive measures to encourage playfulness, and ways different onsite and online systems can combine. More awareness of thinking skills and critical literacy in libraries, and of course the kinds of activities and offerings in libraries, especially around games, collaborative play, and linking with other communities.
Slides for the Mapping Media to the Common Core "Narrated Art" class with Montana teachers on December 5, 2013, taught by Dr. Wesley Fryer. Learn more on our class blog:
http://kidblog.org/mmccmt14/
Learn more about narrated art projects on:
http://maps.playingwithmedia.com/narrated-art/
Technology offers incredible opportunities to transform the way the GLAM sector (galleries, libraries, archives and museums) operates in learning and community environments. Technology is also blamed when things go wrong, or when unexpected outcomes arise. This session will explore the ways in which these institutions are using technology to foster new opportunities for engagement and communication, and discuss the moments where innovation and risk meet.
This PowerPoint presentation, complete with speaker notes, explores ways that library staff members (and others) can reach into their extended onsite-online communities to develop productive, sustainable collaborations; originally presented as a live webinar on April 18, 2013, for ALA Editions (for speaker notes, please click on "Notes" button near bottom of screen, near the "Comments" section)
Creating a Positive Professional Presence (ISASA)Cathy Oxley
Teacher librarians are standing on the brink of a fantastic opportunity to make themselves indispensable within their schools. Now is the perfect time to embrace technology, develop a Professional Learning Network, upskill and become leaders in e-learning.
PLNs: Asking the right questions (eLearning network) Hamish Curry
Personal Learning Networks have proliferated across the web, and no more so than in the field of education. Everyone has different reasons and strategies for getting involved or starting a PLN, so what might those be? Using stories from the Library's PLN programs combined with group discussion about what PLNs are and what they do, this presentation will shed light on how becoming a networked educator can be a liberating learning experience.
Information has exploded. As a result libraries globally are facing huge challenges around staffing, funding, relevance, and technology. Some are struggling, some are thriving. The State Library of Victoria (SLV) is doing its best to stay current and engaging, fostering new connections and opportunities to grow audiences and learning potential. Collaboration and partnerships are integral to building new learning streams, and coupled with the use of technology, this Library is set to explode into new methods of engagement with the community. By applying some design-thinking processes in re-imagining the way information, knowledge, and communities intersect through libraries. Stepping through activities which frame current library assumptions against future library expectations (and possibilities), we’ll then pit these against the programs and tools already created in onsite and online environments.
Slides from my keynote presentation at the Plymouth Enhanced Learning Conference 2013 (#pelc13).
As it was a closing keynote, I attempted to weave topics, themes, images and other resources from the conference into my narrative.
Thanks for the invitation, Steve Wheeler!
An exploration of strategies that use both passive and proactive measures to encourage playfulness, and ways different onsite and online systems can combine. More awareness of thinking skills and critical literacy in libraries, and of course the kinds of activities and offerings in libraries, especially around games, collaborative play, and linking with other communities.
Slides for the Mapping Media to the Common Core "Narrated Art" class with Montana teachers on December 5, 2013, taught by Dr. Wesley Fryer. Learn more on our class blog:
http://kidblog.org/mmccmt14/
Learn more about narrated art projects on:
http://maps.playingwithmedia.com/narrated-art/
Technology offers incredible opportunities to transform the way the GLAM sector (galleries, libraries, archives and museums) operates in learning and community environments. Technology is also blamed when things go wrong, or when unexpected outcomes arise. This session will explore the ways in which these institutions are using technology to foster new opportunities for engagement and communication, and discuss the moments where innovation and risk meet.
CORE Education Breakfast Seminar in Wellington, March 11, 2011.
Smart portfolio assessment is noted as one of UNESCO's 10 Global Trends in ICT and Education. So what is an eportfolio and what purpose do they serve? What do they look like in action? Do I need a proprietary system? Should they include all aspects of a student's life? What about eportfolios and National Standards?
This CORE breakfast session will :
- Introduce the use of eportfolios for students to capture learning and ongoing reflection and feedback
- Examine professional eportfolios for teachers as they inquire into the impact of their teaching
- Discuss the potential benefits of eportfolios
- Outline the process of what eportfolios look like when supporting learning
- Look at different tools for eportfolios and how you might go about choosing the best for your school
- Ask some big picture questions to facilitate discussion regarding the implementation of eportfolios
This session will be particularly useful for school leaders and classroom practitioners, those with responsibility for developing and supporting the implementation of eportfolios within schools, advisers working with schools on authentic assessment practices and professional development and learning facilitators looking at implementing professional eportfolios for teaching staff.
Instructional Leadership: Creating the Conditions #leadership20Chris Wejr
Presentation given on October 30, 2012 as part of the #Leadership20 learning series MOOC. Inquires about and describes successful strategies and ideas to create instructional leadership in schools.
The future of learning is global - a vision for leadershipJulie Lindsay
Schools want to go global, teachers want to connect their classrooms with the world, but what are the leadership skills needed to 'flatten' a school and launch it into the future. In fact, the future is now, the vision needs to be articulated now, and global learning should be planned across the curriculum now, not as an add on or as something too hard to access. This session will share ideas and resources for planning to move a learning community into a globally connected and collaborative future.
Trends and approaches in medical education in the digital age Natalie Lafferty
The use of technology has become ubiquitous in medical education. Educational technologies have increased access to learning resources but there are also challenges and personal development needs for both staff and students to be considered. This presentation that I gave to the Galway Area Medical Education group at Galway Medical School on 7 March 2013 considers some of the emerging trends in using technology in medical education and approaches to their implementation with examples from across the continuum of medical education.
Pulling No Punches: Change Management at Oakhill CollegeShani Hartley
This is the slideshow presented at the Twenty-First International Conference on Learning at Lander College for Women, Touro College, New York City, USA, July 2014
Engaging students in the curriuclum: Students as producers of learningNatalie Lafferty
This presentation is from a workshop run at the University of Dundee eLearning Symposium on 31 May 2013, co led with my colleague Annalisa Manca and three of our students, Elizabeth Ferris, Scott Kendall and Satoko Orihashi. The abstract for our session read:
With the growing use of technology in learning and 24/7 access to information, there is growing interest in ensuring students develop 21st-century learning skills such as enquiry, participation, creativity and digital literacy. One way of nurturing these skills in students is to involve them in developing learning resources. In the School of Medicine students have identified that student-led eLearning development can evolve lifelong learning skills and encourage interprofessional and collaborative working. Furthermore, creating learning resources and peer-led teaching activities not only demonstrate students’ understanding of the curriculum, but also helps them gain a deeper understanding of the subject material, as well as pedagogical skills.
Presentation for integrating the flipped classroom in higher education with a focus on experiential learning with videos and other content supporting not driving the instruction.
Paper presentation at 19th Annual Graduate Research Symposium at Saint Louis University, April 26, 2013. Educators' perceptions and reported behaviors associated with participation in informal, online professional development networks.
Pivot Points for Change: Connecting the Dots of Information Literacy with Soc...Buffy Hamilton
In this session, we explore how to use social media to help students create, collaborate, and connect while seamlessly integrating the AASL Standards for 21st Century Learners. You’ll discover concrete and strategic approaches for using and teaching social media tools with students to cultivate information literate learners, including blogs, wikis, social bookmarking, feed aggregators, and Google tools. Visit me at http://theunquietlibrarian.wordpress.com or http://theunquietlibrarian.wikispaces.com
the craft of e-teaching; moving from digitally shy to digitally confident wit...Sue Watling
Presentation on e-teaching given at Blackboard World 2014 conference July 2014. Based on doctoral research investigating the influences on attitudes and behaviours of staff who teach and support learning towards virtual learning environments, it offers seven top tips for managing online learning based on the Teaching and Learning in a Digital Age (TELEDA) short postgraduate courses at the University of Lincoln.
Fall 2011 Conference Highlights: Presentation to CCSD Media Specialists, Jan...Buffy Hamilton
This does not include all of my fall conferences, but it highlights 3 major conferences for a 15 minute presentation at the January 2012 meeting of media specialists in my school district
"Community Without Compromise..." CHEP 2014Emory Maiden
Slides developed with Dr. Tracy Smith for the 2014 CHEP conference on "Community Without Compromise: Cultivating Interactivity in Online and Blended Learning Environments"
Getting Your School Started with Blogging 2/12/13Lyn Hilt
Webinar for Simple K12 Teacher Learning Community
Resources found here: https://docs.google.com/document/d/1o-rLJY2PxlznDD2bzCNkaNwGfw6w015P-WIey43Rduw/edit
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
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.
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.
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!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. teachers what we want professional development to be
as learners
what we need professional development to be
Reform Symposium 2011
Lyn Hilt * @l_hilt * http://lynhilt.com
2. a poll....
A - administrator
B - teacher
C - other role in education/ who are you?
parent wheretellare you?
add your location to the map! us who you are!
3. hello!
k-6 principal in pennsylvania
elementary technology integrator/coach
connected learner, reader & writer
4.
5. today
✤ experiential learning and essential components
✤ involvement of social media and networks
✤ what’s worked for us
✤ discussion
6. The problem with PD is that on the whole it treats teachers as
‘consumers’ of professional knowledge, and discourages teachers
from thinking for themselves. Teachers need to be ‘creators’ of
professional knowledge.
-Peter Kent
✤
10. concrete experience
the “doing”
reading, viewing, workshop participation
experience in the classroom implementing
ideas with students
reflective observation
reviewing and reflecting upon experiences
analysis and judgment about learning and teaching
discussions with colleagues, mentors, administrators
needs to be systemic to be powerful
11. abstract
conceptualization
concluding and learning from the experience
connect to educational theory
generate conclusions about the effectiveness
of practices
active
experimentation
plan the changes
implement the changes in practice
leads to another concrete experience
... and the cycle continues
12. “Adult learning is facilitated when the learner’s
representation and interpretation of his own
experience are accepted as valid, acknowledged
as an essential aspect influencing change, and
respected as a potential resource for learning.”
Brundage and MacKeracher, 1980 via Dewar, 1999
15. aligned to school vision and goals
connected to student learning outcomes
experiential
empowering
collaborative, social, reflective
supported through a culture of trust
19. PLCs Lesson Study Book Circles
Reflective
Special Interest Action Research
Journaling/
Cohorts Teams
Blogging
Teacher-led Coaching/
Fed-Ex Days
workshops Mentoring
23. action research
✤ inquiry into a problem/
possibility within the school
or classrooms
✤ collaborative, meaningful,
reflective
✤ data-informed
✤ action-based
✤ transformative
24. embrace constraints
“There’s no time!” Get creative with schedules… before/after
school, flex time, reduce non-instructional duties, provide coverage
yourself
“Central office will never go for this!” Start with a pilot group…
gather teacher feedback, prove the positive impact on teacher and
student growth alike
“Your budget is being cut!” Building teacher leadership eliminates
the need for expensive out-of-house PD offerings… seek out
affordable or free online venues- webinars, #rscons… send your
teachers to #edcamps, #ntcamps
25. “We are teachers and we are in
the business of relationships,
motivation, and the facilitation
of dreams.
And so we develop ourselves.
On blogs. On Twitter.
Throughout the PLN. We have
used the opportunity of the
tools at our disposal to engage
in an older and vastly
more satisfying form of
professional development than
the mandatory in-service. We've
developed a relationship with
development. We are engaging
with our growth and our
communal experience in an
open, social, and mutually
beneficial way.”
-Shelly Blake-Plock
@teachpaperless
26.
27. acknowledgements
For Sharing Ideas
Steven Andersen @web20classroom For Sharing Images
Shelly Blake-Plock @teachpaperless http://www.flickr.com/photos/b-tal/116220689/sizes/o/in/photostream/
Connected Principals www.connectedprincipals.com http://www.flickr.com/photos/rdhout/http://www.flickr.com/photos/
cliff_robin/618199950/sizes/o/in/photostream/
Alec Couros @courosa http://www.flickr.com/photos/68634595@N00/116220689/
Seth Godin @thisissethsblog http://www.flickr.com/photos/b-tal/116220689/sizes/o/in/photostream/
Patrick Larkin @bhsprincipal http://www .flickr.com/photos/brianauer/2220697913/sizes/o/in/
photostream/
Lisa Nielsen @innovativeedu http://www.flickr.com/photos/srsphoto/766053834/sizes/o/in/
Daniel Pink @danielpink photostream/
http://www.flickr.com/photos/28481088@N00/2746176068/sizes/o/in/
Powerful Learning Practice http://plpnetwork.com/ photostream/
Eric Sheninger @nmhs_principal http://www.flickr.com/photos/jkfid/4333769080/sizes/l/in/photostream/
Josh Stumpenhorst @stumpteacher http://www.flickr.com/photos/striatic/2192189572/sizes/z/in/
photostream/
Chris Wejr @mrwejr http://www.flickr.com/photos/falcifer/4063703683/sizes/l/in/photostream/
Brecknock Elementary School Teachers http://www.flickr.com/photos/wonderfullycomplex/3352954780/sizes/o/
in/photostream/
http://www.flickr.com/photos/pinksherbet/234942843/sizes/l/in/
Presentation Resources found here: photostream
http://leadandlearn.wikispaces.com/Reform
+Symposium+2011
Editor's Notes
\n
\n
Maybe this is the reason I’m here today. Here I am ready to go to my first day of school and the excitement is evident .i love to learn, I recently wrote a post about the spark my teachers ignited in me. That’s at the core of what we do as educators- igniting a fire for learning. So now on the administrative role, I need to find ways to do that for my teachers as well as my students.\n
one of the troubling things is that technology is taking education on a whirlwind ride of change and with reform and everything, we’re focusing on evaluating teachers, merit pay, test scores, etc. do we hear about prof. development and what’s needed? have to better help our teachers keep growing. \n\n
\n
tell a story - a love of learning - charlotte’s web? a spark? audra’s daily 5 experience?\nwe need teachers doing IT\n
active participation in learning\n problem and experienced centered\n an active search for meaning that relates to prior knowledge\n a sense of excitement about learning (stress can be a major roadblock)\n collaborative modes of learning\n nonthreatening learning environments\n learning that promotes question-asking and problem-solving and express a tolerance for uncertainty\n a way to assess their own skills to discover personal needs\n control over their learning\n
teachers are attracted to PD that will expand their knowledge and skills, contribute to their growth, and enhance their effectiveness with students.\nthey’re looking for better outcomes for students as a result. \ntoo frequently, PD sessions are designed to change teachers’ beliefs and attitudes at the outset. they often fail. while it’s important to gauge teachers’ interests and needs, PD HAS TO INVOLVE EXPERIENCE in practice. the experience of successful implementation then leads to changing teachers’ attitudes and beliefs. they’ve seen it work for students. clear evidence of improvement of learning outcomes for students \n\n
Kolb developed a theory of experiential learning that can give us a useful model by which to develop our practice. This is called The Kolb Cycle, The Learning Cycle or The Experiential Learning Cycle. The cycle comprises four different stages of learning from experience and can be entered at any point but all stages must be followed in sequence for successful learning to take place. The Learning Cycle suggests that it is not sufficient to have an experience in order to learn. It is necessary to reflect on the experience to make generalisations and formulate concepts which can then be applied to new situations. This learning must then be tested out in new situations. The learner must make the link between the theory and action by planning, acting out, reflecting and relating it back to the theory.\n
\n
\n
\n
so, think about professional development that’s being offered in your school. are we headed in the right direction? is it one-size fits all? are teachers involved in deep learning experiences that lead to reflective observation, and the experiential cycle? is it a social process? make it about the experience! \n\nMake it meaningful for this person. above. all else. How do we design it for this teacher? differentiation is a buzzword and we all know we’re supposed to do it for our kids. but we need to also break away from one-size-fits-all PD. differentiated PD-is tailored for teachers at different levels of understanding - addresses teachers’ interests -allows for teacher autonomy-requires flexibility\n
the dreaded 3-ring binder of professional development - “the plan”\nfrightening that in my district there were some teachers who didn’t know its whereabouts or what was inside of it; so many times they are developed at the central office level and imposed upon teachers. it’s like the PD is done TO them, not FOR them or WITH them.\n
the non-negotiables. teacher professional development should be planned as a result of wanting to improve learning opportunities for students. PD should help teachers learn more about how to help students learn what they need to learn. personal growth. there should always be a reflective element. \n
what we ultimately want is a teacher who is open to learning from all of these sources. let’s not limit their learning and PD to people we pay tens of thousands of dollars to deliver. let’s use our experts, let’s connect to those who have lived it. if we want to involve teachers in experiential learning, we now have many avenues to do so. does not have to be stand and deliver. does not have to cost a lot of money. \n
i could not have done this without social media. administrators looking to design differentiated PD need to use these tools to help them. we focus on the negatives and fears associated with connected learning too often rather than see them for what they’re worth: tools fantastic for encouraing collaboration, communication, creativity, and critical thinking. Using SM for PD is free, reflective, personalized, allows for connections with others, and is available! free - tools are free, use them. connected - let’s stop being our own islands. share our greatness. reflective- this is the part of our practice we don’t often have time for. available- learning doesn’t have to stop after school is over. 24/7 access.\n\nthis is also a great lesson for teachers. it’s not that they don’t want to. they’re fearful of starting. once they get a taste, they want to learn more. \n
these are some of the structures that can be used to enhance learning for teachers. links to examples of these being used in real schools are located on my wiki.\nSocial media can play a role in any of these. \nconcrete experiencereflective observationabstract conceptualizationactive experimentation\n
How do you see the role of technology most benefiting your students? How do you see the role of technology most benefiting your students? What are the topics you most want to explore this year through our ETC work?\nstructure that works for us: beginning of month, midmonth, end of month\nthe wiki is the place where we share ideas and collaborate in discussions as well as in face:face situations\nWHy it works:\nnot just about tech, thats an interest we have to explore. starting on daily 5 now.\nconcrete experience reflective observation abstract conceptualization active experimentation\n
first surveyed all elem. staff about needs/interests using Google Forms\norganized the whole day through social media- forms for surveys/schedules, wikis for posting resources\nteachers used feedback forms\nsaw the move from consumer of info to producer and sharer - I now have teachers blogging and putting their ideas out there for others to see\nconcrete experience reflective observation abstract conceptualization active experimentation\n
concrete experiencereflective observationabstract conceptualizationactive experimentation\nPatrick larkin quote: “hire great people and get out of their way” \nThis begun for me when I read a post on Connected Principals by Chris Wejr in October. He’d just finished Drive and wanted to bring the Atlassian notion of Fed-Ex days shared by Daniel Pink in his book Drive. Bring that to teachers. \nI’m continually amazed with the great things my teachers do each day. Need their enthusiasm and expertise to infect us all. That’s not going to happen without the opportunity to collaborate together in inspiring ways. - the feedback was overwhelming that they appreciated being treated as professionals. \nChris Wejr and Josh Stumpenhorst - Innovation Day\nI introduced Drive, the idea of the day, told them the parameters: work with whomever you want to, on whatever project you want to, for the day. The only thing you have to do is deliver at the end of it. A product, an idea, a plan moving forward. Then we shared out on this glog what we’ve been doing. Share Liz’s idea. Steve’s art plan. \n
Aiming for Authenticity With Connected Learning http://plpnetwork.com/2011/06/22/aiming-for-authenticity-with-connected-learning/ \npersonalized learning opportunities --> action --> data analysis --> reflection --> taught others \nAction Research Projects\nAction research is a process in which Powerful Learning Team members collaboratively examine their own educational practice systematically and carefully. Action research is:\nDisciplined inquiry into a problem or possibility within the school or classroom\nCollaborative and usually takes place in a community of practice\nMeaningful, positive, and reflective\nData-driven, action-based, improvement-focused\nTransformative\nconcrete experience reflective observation abstract conceptualization active experimentation\nHere are a few Action Research projects from schools who have participated in the Powerful Learning Practice experience. Check this showcase often for new featured projects.\n
http://sethgodin.typepad.com/seths_blog/2011/07/embracing-constraints.html \n\n\nEmbrace the constraints you’ve been given. Use them as assets, an opportunity to be the one who solved the problem. \n
Let’s continue to inspire each other to grow and learn continuously with one another. Let’s not allow complacency or stagnation. When PD plans are developed, and teacher input is sought, provide your input. Share with them what other schools are doing successfully to help teachers grow. \n\nWe owe it to kids. No tool is going to reform education. People willl. Teachers will, administrators will, students will. Focus on learning.\n
questions?\nResources from today: http://tinyurl.com/3dl6zua \n