Lani Ritter Hall • THE
CONNECTED EDUCATOR Sheryl Nussbaum-Beach Co-Founder & CEO Powerful Learning Practice, LLC Community Leader http://plpnetwork.com Powerful Learning Practice, LLC email@example.com http://plpnetwork.com firstname.lastname@example.org Website and blog 21st Century Collaborative Website and blog http://21stcenturycollabrative.com http://possibilitiesabound.blogspot.com
Goals for Today1. Tell you
a little about our book and how it is unique.2. Give you some insight into what the next generation of PLCs will look like.3. Discuss what it means to be a connected learner4. Share your learning with each other.
Things do not change; we
change.—Henry David Thoreau • THE CONNECTED EDUCATORWhat are you doing to contextualize andmobilize what you are learning?How will you leverage, how will you enableyour teachers or your students to leverage-collective intelligence?
Lead LearnerNative American Proverb“He who
learns from one who is learning, drinksfrom 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.”
Learner First---Educator SecondIt is a
shift and requires us to rethink who weare as an educator. It requires us to redefineourselves.Think About• What have you learned? One take away.• Share with someone near you
6 Trends for the digital
age Analogue Digital Tethered Mobile Closed Open Isolated Connected Generic Personal Consuming CreatingSource: David Wiley: Openness and the disaggregatedfuture of higher education
Are you Ready for Learning
and Leading in the 21st CenturyIt isn’t just “coming”… it has arrived! And schools who aren’tredefining themselves, risk becoming irrelevant in preparingstudents for the future.
Do it Yourself PDA revolution
in technology has transformed the way • THE CONNECTED EDUCATORwe can find each other, interact, and collaborate tocreate knowledge as connected learners.What are connected learners?Learners who collaborate online; learners who usesocial media to connect with others around the globe;learners who engage in conversations in safe onlinespaces; learners who bring what they learn onlineback to their classrooms, schools, and districts.
What does itmean to be
aconnectedlearner with awell developednetwork?What are theadvantages ordrawbacks?How is it agame changer?
Dispositions and ValuesCommitment to understanding
asking Dedication to thegood questions ongoing development of expertiseExplores ideas and concepts,rethinking, revising, and continuously Shares and contributesrepacks and unpacks, resistingurges to finish prematurely Engages in strength-based approachesCo-learner, Co-leader, Co-creator and appreciative inquirySelf directed, open minded Demonstrates mindfulnessCommits to deep reflection Willingness to leaving ones comfort zone to experiment with new strategiesTransparent in thinking and taking on new responsibilitiesValues and engages in a culture ofcollegiality
A Definition of CommunityCommunities are
quite simply, collections ofindividuals who are bound together by natural willand a set of shared ideas and ideals.“A system in which people can enter into relationsthat are determined by problems or shared ambitionsrather than by rules or structure.” (Heckscher, 1994, p.24).The process of social learning that occurs when people whohave a common interest in some subject or problemcollaborate over an extended period to share ideas, findsolutions, and build innovations. (Wikipedia)
A Definition of NetworksFrom Wikipedia,
the free encyclopediaNetworks are created through publishing and sharing ideas andconnecting with others who share passions around those ideas wholearn from each other.Networked learning is a process of developing and maintainingconnections with people and information, and communicating in sucha way so as to support one anothers learning.Connectivism (theory of learning in networks) is the use of anetwork with nodes and connections as a central metaphor forlearning. In this metaphor, a node is anything that can beconnected to another node: information, data, feelings,images. Learning is the process of creating connections anddeveloping a network.
1. Local community: Purposeful, face-to-faceconnections
among members of a committedgroup—a professional learning community (PLC) • THE CONNECTED EDUCATOR2. Global network: Individually chosen, onlineconnections with a diverse collection of peopleand resources from around the world—a personallearning network (PLN)3. Bounded community: A committed, collective,and often global group of individuals who haveoverlapping interests and recognize a need forconnections that go deeper than the personallearning network or the professional learningcommunity can provide—a community of practiceor inquiry (CoP)
Professional LearningCommunities The driving engine
of the collaborative culture of a PLC is the team. They work together in an ongoing effort to discover best practices and to expand their professional expertise. PLCs are our best hope for reculturing schools. We want to focus on shifting from a culture of teacher isolation to a culture of deep and meaningful collaboration. FOCUS: Local , F2F, Job-embedded- in Real Time
Do it Yourself PD as
Communities Of PracticeSelf DirectedConnected Learners DIY-PD Personal Learning Networks F2F Teams"Rather than belittling or showing disdain for knowledge or expertise,DIY champions the average individual seeking knowledge andexpertise for him/herself. Instead of using the services of others whohave expertise, a DIY oriented person would seek out the knowledgefor him/herself." (Wikipedia, n.d.)
Community is the New Professional
DevelopmentCochran-Smith and Lytle (1999a) describe three ways of knowing and constructingknowledge…Knowledge for Practice is often reflected in traditional PD efforts when a trainer shareswith teachers information produced by educational researchers. This knowledgepresumes a commonly accepted degree of correctness about what is being shared. Thelearner is typically passive in this kind of "sit and get" experience. This kind of knowledgeis difficult for teachers to transfer to classrooms without support and follow through.After a workshop, much of what was useful gets lost in the daily grind, pressures andisolation of teaching.Knowledge in Practice recognizes the importance of teacher experience and practicalknowledge in improving classroom practice. As a teacher tests out new strategies andassimilates them into teaching routines they construct knowledge in practice. They learnby doing. This knowledge is strengthened when teachers reflect and share with oneanother lessons learned during specific teaching sessions and describe the tacitknowledge embedded in their experiences.
Community is the New Professional
DevelopmentKnowledge of Practice believes that systematic inquiry where teachers createknowledge as they focus on raising questions about and systematically studyingtheir own classroom teaching practices collaboratively, allows educators toconstruct knowledge of practice in ways that move beyond the basics ofclassroom practice to a more systemic view of learning.I believe that by attending to the development of knowledge for, in and ofpractice, we can enhance professional growth that leads to real change.Cochran-Smith, M., & Lytle, S.L. (1999a). Relationships of knowledge andpractice: Teaching learning in communities. Review of Research in Education, 24,249-305. Passive, active, and reflective knowledge building in local (PLC), global (CoP) and contextual (PLN) learning spaces.
Real Question is this:Are we
willing to change- to risk change- to meet the needsof the precious folks we serve?Can you accept that Change (with a “big” C) is sometimes amessy process and that learning new things together isgoing to require some tolerance for ambiguity.