Passion hilliard


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Afternoon Keynote

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  • ISB’s vision
  • Passion hilliard

    1. 1. Game Changer… Personal Tagline Game Create a new personal tagline for you as a learner first/educator second connected educator ! Write it under your name on your name tag! 1. Tweet your tagline using the hashtag #ileohio. 2. Follow that hashtag and retweet a tagline you like! 3. The person with the most retweets will receive a prize. 4. Continue to use the hashtag to transparently share all you are learning at this conference.
    2. 2. How has the world shifted since you and I went to school? How have students shifted since you and I went to school? How have schools shifted since you and I went to school? The World is Changing…
    3. 3. Time Travel Lewis Perelman, author of School's Out (1992). Perelman argues that schools are out of sync with technological change: ...the technological gap between the school environment and the "real world" is growing so wide, so fast that the classroom experience is on the way to becoming not merely unproductive but increasingly irrelevant to normal human existence (p.215).
    4. 4. Trend 1 – Social and intellectual capital are the new economic values in the world economy. This new economy will be held together and advanced through the building of relationships. Unleashing and connecting the collective knowledge, ideas, and experiences of people creates and heightens value. Source: Journal of School Improvement, Volume 3, Issue 1, Spring 2002
    5. 5. “Schools are a node on the network of learning.”
    6. 6. Personal Learning Networks Community-- in and out of the classroom Are you “clickable”- Are your students?
    7. 7. FORMAL INFORMAL You go where the bus goes You go where you choose Jay Cross – Internet Time
    8. 8.
    9. 9. MULTI-CHANNEL APPROACH SYNCHRONOUS ASYNCHRONOUS PEER TO PEER WEBCAST Instant messenger forumsf2f blogsphotoblogs vlogs wikis folksonomies Conference rooms email Mailing lists CMS Community platforms VoIP webcam podcasts PLE Worldbridges
    10. 10. Learning to Change: Changing to Learn
    11. 11. Shift in Learning – The Possibilities Rethinking teaching and learning… 1. Multiliterate 2. Changing Demographic 3. Active Content Creators 4. Global Collaboration and Communication We are in the midst of seeing education transform from a book-based, linear system with a focus on individual achievement to an web-based, divergent system with a focus on community building.
    12. 12. Shifting From Shifting To A teaching focus A learning focus School improvement as an option School improvement as a requirement Mandated accountability Mutual accountability
    13. 13. 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 .
    14. 14. 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. .
    15. 15. 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? Does it matter?
    16. 16. The NCTE Definition of 21st Century Literacy Develop proficiency with the tools of technology Build relationships with others to pose and solve problems collaboratively and cross-culturally Design and share information for global communities to meet a variety of purposes Manage, analyze and synthesize multiple streams of simultaneous information Create, critique, analyze, and evaluate multi-media texts Attend to the ethical responsibilities required by these complex environments
    17. 17. "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." John Dewey 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.
    18. 18. 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. .
    19. 19. Have we replaced ―doing‖ with ―mastering skills‖? Have we subordinated our student’s initiative to a schedule we designed according to pragmatic factors other than their creative needs? We require them to try and become interested in hours of listening to talking and there is little time for those students to express themselves.
    20. 20. Three Rules of Passion-based Teaching • Move them from extrinsic motivation to intrinsic motivation • Help them learn self- government and other- mindedness • Shift your curriculum to include service learning outcomes that address social justice issues 1. Authentic task 2. Student Ownership 3. Connected Learning
    21. 21. Focuson Possibilities –Appreciate ―What is‖ –Imagine ―What Might Be‖ –Determine ―What Should Be‖ –Create ―What Will Be‖ Blossom Kids ClassicProblem Solving Approach – Identify problem – Conduct root cause analysis – Brainstorm solutions and analyze – Develop action plans/interventions Most families, schools, organizations function on an unwritten rule… –Let’sfix what’s wrong and let the strengthstake care of themselves Speak life life to your students and teachers… –When you focus on strengths- weaknesses become irrelevant
    22. 22. Strengths Awareness  Confidence  Self-Efficacy  Motivation to excel  Engagement Apply strengths to areas needing improvement  Greater likelihood of success
    23. 23. 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)
    24. 24. 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 Designers1. What do you want to 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)
    25. 25. Shifts focus of literacy from individual expression to community involvement.
    26. 26. Shifts focus of literacy from individual expression to community involvement.
    27. 27. Share Cooperate Collaborate Collective Action According to Clay Shirky, there are four steps on a ladder to mastering the connected world: sharing, cooperating, collaborating, and collective action. From his book- “Here Comes Everybody”
    28. 28. 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) –
    29. 29. Why TPACK? • Learning how to use technology is much different than knowing what to do with it for instructional purposes • Redesigning instruction requires an understanding of how knowledge about content, pedagogy, and technology overlap to inform your choices for curriculum and instruction
    30. 30. Consider how your pedagogical approaches might be framed to effectively integrate technology into content- area instruction? What new knowledge might you need? Throughout the week (and back in your classroom)…
    31. 31. • Content focus: What content does this lesson focus on? • Pedagogical focus: What pedagogical practices are employed in this lesson? • Technology used: What technologies are used? • PCK: Do these pedagogical practices make concepts clearer and/or foster deeper learning? • TCK: Does the use of technology help represent the content in diverse ways or maximize opportunities to transform the content in ways that make sense to the learner? • TPK: Do the pedagogical practices maximize the use of existing technologies for teaching and evaluating learning? • TPCK:How might things need to change if one aspect of the lesson were to be different or not available? TPACK Guidelines
    32. 32. 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.
    33. 33. • 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. SITE 2006 IEA Second Information Technology in Education Study
    34. 34. 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. Findings
    35. 35. 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! Teacher as Designer
    36. 36. Spiral – Not Linear Development Technology USE Mechanical Technology Integrate Meaningful Technology Innovate Generative
    37. 37. What Changes? Premise: Ubiquitous access to information and eager connected mentors renders the current system of education irrelevant, and possibly obsolete. Given that, what changes?
    38. 38. 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?
    39. 39. Answer… No significant test differences were found
    40. 40. 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‖
    41. 41. 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.
    42. 42. Last Generation
    43. 43. "The greatest danger in times of turbulence is not the turbulence. It is to act with yesterday's logic." - Peter Drucker SteveWheeler,UniversityofPlymouth,2010