Let’s Meet our Community Community Leader- Robin Ellis Susan Davis Team Leaders
How will education be different tomorrow because of our meeting today? How will you contextualize and mobilize what you learn? How will you leverage, how will you enable your faculty or students to leverage- collective intelligence?
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.” Lead Learner
Making the Case for Change <ul><li>The world is changing. </li></ul><ul><li>Kids are using social technologies. </li></ul><ul><li>No one is teaching them. </li></ul><ul><li>Traditional professional development doesn't work. </li></ul><ul><li>Powerful Learning Practice takes a different, unique approach to professional learning. </li></ul>“ The research tells us that teachers need to learn the way other professionals do—continually, collaboratively, and on the job. The good news is that we can learn from what some states and most high-performing nations are doing.” ~Linda Darling Hammond
Workshops Two all day workshops that build capacity, community and develop 21 st Century skills. Webinars Live meetings where teams meet, listen and then reflect in small groups. Virtual Learning Community Where we deepen understanding, network, share resources and grow as a community of practice. Professional Learning Teams Job embedded teams who meet face-to-face and work towards scale and alignment of 21st Century skills with school improvement goals PLP Delivery Model
<ul><li>Seek out 20 schools/districts willing to invest some time in exploring the challenge of 21st Century Learning. </li></ul><ul><li>Ask the schools to identify small teams of 5-6 educators who are ready for this exploration. </li></ul><ul><li>With the support of our PLP Community Founders, Directors of Community Development, Cohort Community Leaders, Cognitive Coaches, PLP Fellows, Experienced Voices, and team leaders we begin that exploration together. </li></ul>
Curriculum is Emergent and Interactive <ul><li>Session #1: Introduction to 21st Century Literacies and Powerful Learning Practices What is 21st Century learning? Why is it important? This session introduces the context, research and trends shaping the current shifts. </li></ul><ul><li>Session #2: Network-based Inquiry This session takes a closer look at the pedagogy involved in using web-based strategies to support project-based and inquiry-driven approaches to learning. </li></ul><ul><li>Session #3: Network Literacy This session moves team members from talking about 21st century learning to examining some specific tools and how they are used to promote the building of Personal Learning Networks for sharing, cooperation, and collective action. </li></ul>“ Joining PLP has pushed me to re-examine what I am doing in my class and how to improve it. As a teacher I constantly ask myself: how can I better engage my students and enrich their experience? How can I make their learning more meaningful? PLP is helping me find answers to those questions. Meeting (in person and virtually) teachers from other schools and learning about their successes, questions and struggles in implementing 21st Century Skills in their classrooms has been invaluable. Ever since the first meeting, my mind has been spinning. I feel there is so much to learn about what these skills are and how to effectively teach them to my students. I have a steep learning curve, but I am excited to take this on.” ~Nick Romero, Haverford School
Curriculum is Emergent and Interactive <ul><li>Session #4: Project Workshop School teams have an opportunity to get feedback on their emerging team projects as well as showcase, reflect, and celebrate the success and outcomes of their learning. </li></ul><ul><li>Session #5: Long Range Planning and Implementation Workshop </li></ul><ul><li>Working with school teams to develop a collective vision and implementation plan to build momentum for change in their schools and districts. </li></ul>“ Seeing how others use web 2.0 tools was the best part! It gathered all of the teachers using tech together to work on one common goal. Otherwise, we would have just kept working independently on our own path. It really pushed our district to start a plan to implement and educate others in our district.” ~Theresa Gray, Curriculum Coach
Organic Collaboration <ul><li>School Teams meet face-to-face </li></ul><ul><li>Experienced Voices from around the globe </li></ul><ul><li>PLP Live Events </li></ul><ul><li>Opportunities for school team use of Elluminate. </li></ul><ul><li>International team participation in our community hub </li></ul><ul><li>Virtual Classroom Visits </li></ul><ul><li>Book and Lesson Plan Studies </li></ul><ul><li>Kids Connect </li></ul>“ I enjoyed meeting with other schools from around the world, hearing and sharing what they are doing in their districts and regions. It opened my eyes to what we are not doing in my buildings and what needs to be done in the future.” ~Garry Stone, WNY Superintendent
ULTIMATE GOAL Get the RIGHT people on the bus and the WRONG people off. ~Jim Collins, “Good to Great”
Collaborative Tools <ul><li>Wikispaces </li></ul><ul><li>Del.icio.us and Diigo </li></ul><ul><li>Twitter </li></ul><ul><li>Elluminate </li></ul><ul><li>NING </li></ul><ul><li>Facebook </li></ul><ul><li>Slideshare </li></ul><ul><li>Flickr </li></ul><ul><li>YouTube </li></ul><ul><li>Evernote </li></ul>“ Collaboration with others in my district and learning new tools was the best part of PLP. Connecting with other teachers in my district for new ideas and connecting with other schools for new ideas made PLP the best PD ever!” ~ Science teacher in WNY
Planned Outcomes <ul><li>Knowledge: An understanding of the transformative potential of Web 2.0 tools in a global perspective and context, and how those potentials can be realized in schools. </li></ul><ul><li>Pedagogy: An understanding of the shifting learning literacies that the 21st Century demands and how those literacies inform teacher practice . </li></ul><ul><li>“ It's to the point where I don't realize I'm using it in my lessons with students. It's not an add-on, it's just a part of what we do." </li></ul><ul><li>Jennifer Clark Evans, </li></ul><ul><li>International Cohort </li></ul>
Planned Outcomes <ul><li>Connections: The development of sustained professional learning networks for team members to begin experimenting and sharing with other team members and online colleagues from around the world. </li></ul><ul><li>Sustainability: The creation of long term plans to move the vision forward in participating districts at the end of the program. </li></ul><ul><li>Capacity: An increase in the abilities and resources of individuals, teams and the community to manage change. </li></ul>“ The best part of PLP was learning and growing with my team. I am using tools I didn't even know existed before this year. I modeled in a regular meeting and taught other staff through the process enough for them to say they will go back and use it in their classrooms. I want to learn more and use it to help teachers in the district support one another to excellence.” ~WNY District level curriculum coach “ PLP helped us develop a 3 year plan to incorporate our web2.0 tools and staff development for the entire school. Also the connections that were made in an inspiring and non-threatening way.” ~District Superintendent
Team Action Research Projects <ul><li>Your team will work as a Professional Learning Team to co-create a project: Develop a creative PD plan to share what you have learned over the past year with the rest of your school or district. Develop a 21st Century curriculum project that is constructivist in nature and leverages the potential of emerging technologies. </li></ul>Action Research
We will cover one question with your introduction embedded during the Round Robin portion. Each of you will have one shot – uninterrupted – at this question. When each of you has had about 2-3 minute to say what you want about the first question, we'll allow some back and forth before moving on to our next agenda item. Ground Rules for Round Robin
Assume that you are convinced that change is needed and that many of the things Will suggested will result in a better way to engage students with the content/context and provide a deeper learning experience than traditional methods- What barriers or constraints are keeping this from happening in the schools where you lead? Discussion Prompt
Living and Learning in a Global Community Innovative Schools Virtual University
A Definition of Community Communities are quite simply, collections of individuals who are bound together by natural will and a set of shared ideas and ideals. “ A system in which people can enter into relations that are determined by problems or shared ambitions rather than by rules or structure.” (Heckscher, 1994, p. 24). The process of social learning that occurs when people who have a common interest in some subject or problem collaborate over an extended period to share ideas, find solutions, and build innovations. (Wikipedia)
A Definition of Networks From Wikipedia, the free encyclopedia Networks are created through publishing and sharing ideas and connecting with others who share passions around those ideas who learn from each other. Networked learning is a process of developing and maintaining connections with people and information, and communicating in such a way so as to support one another's learning . Connectivism (theory of learning in networks) is the use of a network with nodes and connections as a central metaphor for learning. In this metaphor, a node is anything that can be connected to another node: information, data, feelings, images. Learning is the process of creating connections and developing a network.
“ Understanding how networks work is one of the most important literacies of the 21 st Century.” - Howard Rheingold http://www.ischool.berkeley.edu
Open Networks If ... information is recognized as useful to the community ... it can be counted as knowledge. The community, then, has the power to create knowledge within a given context and leave that knowledge as a new node connected to the rest of the network’. – Dave Cormier (2008) Practitioners’ knowledge = content & context
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 . Professional Learning Communities FOCUS: Local , F2F, Job-embedded- in Real Time
Communities of Practice FOCUS: Situated, Synchronous, Asynchronous- Online and Walled Garden
Personal Learning Networks FOCUS: Individual, Connecting to Learning Objects, Resources and People – Social Network Driven
Communities Of Practice Personal Learning Networks F2F Teams DIY-PD Do it Yourself PD as Self Directed Connected Learners "Rather than belittling or showing disdain for knowledge or expertise, DIY champions the average individual seeking knowledge and expertise for him/herself. Instead of using the services of others who have expertise, a DIY oriented person would seek out the knowledge for him/herself." (Wikipedia, n.d.)
Community is the New Professional Development Cochran-Smith and Lytle (1999a) describe three ways of knowing and constructing knowledge that align closely with PLP's philosophy and are worth mentioning here. Knowledge for Practice is often reflected in traditional PD efforts when a trainer shares with teachers information produced by educational researchers. This knowledge presumes a commonly accepted degree of correctness about what is being shared . The learner is typically passive in this kind of "sit and get" experience. This kind of knowledge is 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 and isolation of teaching. Knowledge in Practice recognizes the importance of teacher experience and practical knowledge in improving classroom practice. As a teacher tests out new strategies and assimilates them into teaching routines they construct knowledge in practice . They learn by doing. This knowledge is strengthened when teachers reflect and share with one another lessons learned during specific teaching sessions and describe the tacit knowledge embedded in their experiences.
Community is the New Professional Development Knowledge of Practice believes that systematic inquiry where teachers create knowledge as they focus on raising questions about and systematically studying their own classroom teaching practices collaboratively, allows educators to construct knowledge of practice in ways that move beyond the basics of classroom practice to a more systemic view of learning. I believe that by attending to the development of knowledge for, in and of practice, we can enhance professional growth that leads to real change. Cochran-Smith, M., & Lytle, S.L. (1999a). Relationships of knowledge and practice: 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.
Dynamics of Different Network Types Community of Practice Project Teams Informal networks Purpose Learning Sharing Creating Knowledge Accomplish specific task Communication flows Boundary Knowledge domain Assigned projector task Networking, resource building and establishing relationships Connections Common application or discovery- innovation Commitment to goal Interpersonal acquaintances Membership Semi - permanent Constant for a fixed period Links made based on needs of the individual Time scale As long as it adds value to the its members Fixed ends when project deliverables have been accomplished No pre-engineered end