Passion based cell

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2 hour workshop at CELL

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Passion based cell

  1. 1. HousekeepingPaperless handoutshttp://plpwiki.comSheryl Nussbaum-BeachCo-Founder & CEOPowerful Learning Practice, LLChttp://plpnetwork.comsheryl@plpnetwork.comPresident21st Century Collaborative, LLChttp://21stcenturycollaborative.com
  2. 2. Driving QuestionsWhat are you doing tocontextualize and mobilize whatyou are learning?How will you leverage, how willyou enable your teachers or yourstudents to leverage- collectiveintelligence?
  3. 3. . Lead LearnerNative American Proverb“He who learns from one who islearning, drinks from a flowing river.”Sarah Brown Wessling, 2010National Teacher of the YearDescribes her classroom as a placewhere the teacher is the “leadlearner” and “the classroom wallsare boundless.”
  4. 4. Are you Readyfor 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.
  5. 5. Web 1.0 Web 2.0 Web 3.0We are living in a new economy –powered by technology, fueled byinformation, and driven by knowledge.-- Futureworks: Trends and Challenges forWork in the 21st Century
  6. 6. Web 1.0 Web 2.0 Web 3.0We are living in a new economy –powered by technology, fueled byinformation, and driven by knowledge.-- Futureworks: Trends and Challenges forWork in the 21st Century
  7. 7. By the year 2011 80% of all Fortune 500companies will be using immersive worlds –Gartner Vice President Jackie Fenn
  8. 8. “For the first time we are preparing students for a future we cannot clearly describe.” - David Warlickhttp://communications.nottingham.ac.uk/podcasts/
  9. 9. 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
  10. 10. The pace of change is accelerating
  11. 11. Knowledge CreationIt is estimated that1.5 exabytes of unique new informationwill be generatedworldwide this year.That’s estimated to bemore than in theprevious 5,000 years.
  12. 12. For students starting a four-yeareducation degree, this means that . ..half of what they learn in their firstyear of study will be outdated by theirthird year of study.
  13. 13. Shifting From Shifting ToLearning at school Learning anytime/anywhereTeaching as a private event Teaching as a public collaborative practiceLearning as passive Learning in a participatoryparticipant cultureLearning as individuals Learning in a networked communityLinear knowledge Distributed knowledge
  14. 14. In Phillip Schlechtys, 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.
  15. 15. Transformation- is intended to make it possible to do things that have never been done by the organization undergoing the transformation. Different thanIt involves repositioning andreorienting action by puttingan organization into a newbusiness or adopting radicallydifferent means of doing thework 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.
  16. 16. So as you develop your vision forlearning in the 21st Century how do yousee it- should you be a reformer or a transformer and why?Make a case for usingone or the other as achange strategy.
  17. 17. Play — the capacity to experiment with one’s surroundings as a form ofproblem-solvingPerformance — the ability to adopt alternative identities for the purpose ofimprovisation and discoverySimulation — the ability to interpret and construct dynamic models of real-world processesAppropriation — the ability to meaningfully sample and remix mediacontentMultitasking — the ability to scan one’s environment and shift focus asneeded to salient details.Distributed Cognition — the ability to interact meaningfully with tools thatexpand mental capacities.
  18. 18. Collective Intelligence — the ability to pool knowledge and comparenotes with others toward a common goalJudgment — the ability to evaluate the reliability and credibility of differentinformation sourcesTransmedia Navigation — the ability to follow the flow of stories andinformation across multiple modalitiesNetworking — the ability to search for, synthesize, and disseminateinformationNegotiation — the ability to travel across diverse communities, discerningand respecting multiple perspectives, and grasping and followingalternative norms..
  19. 19. 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 skillsallow you to take part in leading learning throughthese mediums?What place does emerging media have in your role asa change savvy leader?
  20. 20. Shift in Learning = New Possibilities Shift from emphasis on teaching…To an emphasis onco-learning
  21. 21. 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."Deweys thoughts have laid the foundation for inquiry drivenapproaches.Deweys description of the four primary interests of the child are stillappropriate starting points:1. the childs instinctive desire to find things out2. in conversation, the propensity children have to communicate3. in construction, their delight in making things4. in their gifts of artistic expression.
  22. 22. Students are Individuals1. 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..
  23. 23. Have wereplaced ―doing‖ with―mastering skills‖?Have we subordinatedour student’s initiativeto a schedule wedesigned according to We require them to try andpragmatic factors become interested in hoursother than their of listening to talking and therecreative needs? is little time for those students to express themselves.
  24. 24. Three Rules of Passion-based Teaching 1. Authentic task• Move them from extrinsic 2. Student Ownershipmotivation to intrinsic 3. Connected Learningmotivation http://bit.ly/lUxRIR• Help them learn self-government and other-mindedness• Shift your curriculum toinclude service learningoutcomes that addresssocial justice issues
  25. 25. Let Go of Curriculum
  26. 26. Rethinking Teaching and Learning1. Multiliterate2. Change in pedagogy3. Change in the way classrooms are managed4. A move from deficit based instruction to strength based learning5. Collaboration and communication Inside and Outside the classroom6.
  27. 27. 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
  28. 28. Spending most of your time in your area ofweakness—while it will improve your skills, perhapsto a level of ―average‖—will NOT produce excellenceThis approach does NOT tap into motivation or leadto engagementThe biggest challenge facing us as leaders: how toengage the hearts and minds of the learners
  29. 29. Strengths Awareness  Confidence  Self-Efficacy  Motivation to excel  Engagement Apply strengths to areas needing improvement  Greater likelihood of success
  30. 30. “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. 112Engaged Learning-A positive energy invested in one’sown learning, evidenced bymeaningful processing, attention towhat is happening in themoment, and participation in learningactivities.
  31. 31. How to Blossom Someone with Expectation – Building Self-Esteem1. 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)
  32. 32. Practicing BlossomingAt 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.
  33. 33. 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.
  34. 34. Letting Student Passion and Interest Rule the CurriculumLisa Dukes students at First Flight High School in the Outer Banksin NC created this video as part of a service project in her Civicsand Economics course curriculum.
  35. 35. Free range learnersFree-range learners choosehow and what they learn.Self-service is lessexpensive and more timelythan the alternative.Informal learning has noneed for the busywork,chrome, and bureaucracythat accompany typicalclassroom instruction. 40
  36. 36. FORMAL INFORMALYou go where the bus goes You go where you choose Jay Cross – Internet Time
  37. 37. MULTI-CHANNEL APPROACH webcam SYNCHRONOUS Community platforms VoIP Conference rooms Instant messenger WorldbridgesPEER TO PEER WEBCAST email folksonomies Mailing lists PLE vlogs f2f CMS forums photoblogs blogs wikis podcasts ASYNCHRONOUS
  38. 38. http://www.elearnspace.org/Articles/google_whitepaper.pdf
  39. 39. Shifts focus of literacyfrom individualexpression tocommunityinvolvement.Students becomeproducers, notjust consumersof knowledge.
  40. 40. TPACK ModelMishra & Koehler 2006
  41. 41. 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.
  42. 42. FindingsIncreased 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.
  43. 43. Teacher as DesignerSee 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!
  44. 44. Spiral – Not Linear Development Technology USE Mechanical Technology Integrate Meaningful Technology Innovate Generative
  45. 45. 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-Curriculum1. 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)
  46. 46. Shifts focus ofliteracy fromindividualexpression tocommunityinvolvement.
  47. 47. Connected LearningThe computer connects the student to the rest of the worldLearning occurs through connections with other learnersLearning is based on conversation and interaction Stephen Downes
  48. 48. Connected Learner ScaleThis work is at which level(s) of the connected learner scale?Explain.Share (Publish & Participate) –Connect (Comment andCooperate) –Remixing (building on theideas of others) –Collaborate (Co-construction ofknowledge and meaning) –Collective Action (Social Justice, Activism, ServiceLearning) –
  49. 49. 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/
  50. 50. Defining the ConnectedEducator• THE CONNECTED EDUCATOROur lives are connected by athousand invisible threads.—Herman Melville
  51. 51. • THE CONNECTED EDUCATOR
  52. 52. ProfessionalDevelopmen • THE CONNECTED EDUCATORtfor the 21stCentury
  53. 53. Dispositions and ValuesCommitment to understanding Dedication to theasking good questions ongoing development of expertiseExplores ideas andconcepts, rethinking, revising, a Shares and contributesnd continuously repacks andunpacks, 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 withTransparent in thinking new strategies and taking on new responsibilitiesValues and engages in a cultureof collegiality
  54. 54. Education for Citizenship―A capable and productive citizen doesn’t simplyturn up for jury service. Rather, she is capable ofserving impartially on trials that may require learningunfamiliar facts and concepts and new ways tocommunicate and reach decisions with her fellowjurors…. Jurors may be called on to decide complexmatters that require the verbal, reasoning, math,science, and socialization skills that should beimparted in public schools. Jurors today mustdetermine questions of fact concerning DNAevidence, statistical analyses, and convolutedfinancial fraud, to name only three topics.‖ Justice Leland DeGrasse, 2001 59
  55. 55. 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
  56. 56. How to Blossom with Expectation – Building Efficacy1. 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)
  57. 57. 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-Curriculum1. 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)
  58. 58. 21st Century Learning – Check ListIt is never just about content. Learners are trying to getbetter at something.It is never just routine. It requires thinking with what youknow and pushing further.It is never just problem solving. It also involves problemfinding.It’s not just about right answers. It involves explanationand justification.It is not emotionally flat. It involvescuriosity, discovery, creativity, and community.It’s not in a vacuum. It involves methods, purposes, andforms of one of more disciplines, situated in a socialcontext.David Perkins- Making Learning Whole
  59. 59. NEW DIRECTIONS IN ASSESSMENT
  60. 60. Photo Credit :http://www.annedavies.com/assessment_for_learning_tr_tjb.html NEW DIRECTIONS IN ASSESSMENT
  61. 61. Summative assessment is commonlyused to certify the amount that individualshave learned and to provide anaccountability measure. Summativeassessments hold teachers accountablefor standardized performance. Theymeasure how well the teacher taught thecurriculum.Formative assessment, in which theassessment is integrated with theinstruction (and sometimes serves as theinstruction) with the purpose ofdeepening learning, can replacesummative assessment in many cases.Formative assessment measures andsupports learning, not teaching. NEW DIRECTIONS IN ASSESSMENT
  62. 62. 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 NEW DIRECTIONS IN ASSESSMENT
  63. 63. 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
  64. 64. Feedback• Task -oriented- Providesinformation on how well thetask is being accomplished .• Clarification- Looks atprocess.How to improve the work.• Self-regulating - Encourageslearner to evaluate their ownwork.• Appreciation- specific praiselinked to affective growth. What makes a difference to student learning? Constant and meaningful feedback -- The Student --Teacher relationship --Challenging goals
  65. 65. What does it look like? NEW DIRECTIONS IN ASSESSMENT
  66. 66. Change is inevitable: Growth is optionalChange produces tension- it pushes usout of our comfort zone.―Creative tension- the forcethat comes into play at the momentwe acknowledge our visionis at odds with the currentreality.‖ --SengeSheryl Nussbaum- NEW DIRECTIONS INBeach ASSESSMENT
  67. 67. 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? NEW DIRECTIONS IN ASSESSMENT
  68. 68. 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?
  69. 69. Answer… No significant testdifferences were found
  70. 70. 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‖
  71. 71. 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
  72. 72. 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 wildlypassionate as anadvocate for thosewho can’t advocatefor themselves.
  73. 73. Last Generation
  74. 74. What’s Different About ThisBook?• Learner first- Educator second• Next generation PLCs: ConnectedLearning Communities (CLCs)• DIY PD• You become a connectedlearner

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