The document provides an agenda for a PLP (Powerful Learning Practice) meeting that focuses on learning in networks and communities. It includes: - Introductions of community leaders and PLP fellows - A discussion on how education may change based on the meeting and how attendees will apply what they learn - A definition of key terms like communities, networks, and professional learning - An overview of the PLP approach which incorporates professional learning communities, communities of practice, and personal learning networks - Details on the curriculum and experiences provided by PLP over two years

2. Today’s Agenda http://plpohiodallas10.wikispaces.com/Agenda

3. Let’s Meet our Community Community Leaders- Susan Carter MorganRobin Ellis PLP Fellows Team Leaders

4. 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?

5. Principle of the Path “Direction-not intention-determines our destination.” Andy Stanley Are your daily choices as a 21st Century Administrator taking you and your school in the direction you want to go?

6. Define Community Define Networks

7. 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)

8. 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.

10. Global Communities of Practice or Inquiry

12. Communities of Practice

13. Personal Learning Networks

14. 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.

15. 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. We 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.

16. http://www.elearnspace.org/Articles/google_whitepaper.pdf

17. Learning will be—learner directed and collaborative through: Passive, active, and reflective experiences in these settings.(PLCs, CoPs, and PLNs)

18. Characteristics of a healthy community

19. What is PLP? YEAR 1: Learning in the 21st Century: Networks and CommunitiesFocus: Understanding the global changes created by online social technologies and the implications for teaching and learning; provoking deep thinking about professional and personal learning practice; understanding practical and pedagogical implications for classrooms; conducting action research that is aligned to school improvement goals; initiating district-wide conversations and planning around long-term change and the scaling of these ideas and technologies.

20. What is PLP? Year 2: Teaching in the 21st Century: Passion-based LearningFocus: Understanding the powers and potentials of project, problem, and passion-based learning; using inquiry-based learning through the lens of social technologies; provoking conversations and collaborative solutions to assessment issues; re-envisioning classrooms and curriculum; developing cross-curricular projects embedded with 21st Century skills and literacies; looking closely at how to scale learning while involving students in the PLP process.

21. Lots of PLP Experiences Available

23. natural leaders emerge

25. The Schedule Face-to-Face Meetings Kickoff: September 13, 2010 Culminating: May 16, 2011 ElluminateSessions:Calendar is on your wiki Optional Live EventsWill be announced throughout the year Virtual Learning CommunityOngoing in NING

26. Curriculum Year 1 and Year 2 Session #1: Introduction to 21st Century Literacies What is 21st Century learning? Why is it important? This session introduces the context, research and trends shaping the current shifts. Year 2 Session #1 – Introduction to Inquiry Driven Approaches Session #2:Network-based InquiryThis session takes a closer look at the pedagogy involved in using web-based strategies to support project-based and inquiry-driven approaches to learning. Year 2 Session #2 – Guidelines for Planning and Designing

27. Curriculum Session #3: Network LiteracyThis 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. Year 2 Session #3 - Student Directed/Passion Based Learning Experiences Session #4:Project WorkshopSchool 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. Year 2 Session #4 - Managing the Process Session #5:Long Range Planning and Implementation Workshop Working with school teams to develop a collective vision and implementation plan to build momentum for change in their schools and districts. Year 2 Session #5 - Assessment and Evaluation

29. Experienced Voices from around the globe come visit and share from their experience.

30. Various optional PLP Live Events throughout the year with all PLP cohorts attending. (interviews, focus group sessions, cross cohort meetings, Open mic, PLP Live, TPACK Thusdays, and more.)

31. Year 2 Team’s PBL Units

32. Virtual Institutes (higher ed and digital citizenship)

33. PLP’s Virtual Symposium 5/26-5/28“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.” WNY District Superintendent

35. Delicious

36. Twitter

37. Elluminate

38. NING (our VLC)“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

42. Powerful Learning Practice Team Building Activity Individually- Write at least 3-5 assumptions (1 per card) you have about how your team will operate as a 21st Century Learning team and any team learning goals you have . 5 min. Place all the cards in the center of the table: Stack and shuffle. In turn, each person picks a card to read aloud to the table. Engage in dialogue and discussion about the assumptions. 15 min. Someone needs to share these assumptions on the wiki or later in NING.

43. PLP Community Activity Do a round-robin style introducing yourself and then answer the following prompt. 1: What about the world and society has changed since you went to school? 2: What about students has changed since you went to school? 3: What about schools has changed since you went to school? 4. What should School 2.0 look like in order to meet the needs of the 21st Century learner? In light of the changes that have taken place in our society in the last twenty years, what will it mean to be an educated adult in the twenty-first century? What do graduates need to know and be able to do to be well-prepared for college, careers, and citizenship?