Surrey Tuesday )Passion Based

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Surrey Tuesday )Passion Based

  1. 1. Sheryl Nussbaum-Beach Co-Founder & CEO Powerful Learning Practice, LLC http://plpnetwork.com sheryl@plpnetwork.com President 21st Century Collaborative, LLC http://21stcenturycollaborative.com Author The Connected Educator: Learning and Leading in a Digital Age Follow me on Twitter @snbeach
  2. 2. Things you might want to know about me… 1. Alberta (AISI turned Inspired Learning) work. 2. PLP‘s Connected Learner Experience 3. PLP Lite and e-Courses 4. Voices from the Learning Revolution 5. PLPress 6. Connected Educator Month 7. Convinced – ―None of us is as smart as all of us.‖
  3. 3. Things do not change; we change. —Henry David Thoreau • THE CONNECTED EDUCATOR What are you doing to contextualize and mobilize what you are learning? How will you leverage, how will you enable your teachers or your students to leveragecollective intelligence?
  4. 4. Learner First— Educator Second It is a shift and requires us to rethink who we are as a teacher leader or other educational professional. It requires us to redefine ourselves. Introduce yourselves to each other at the table and brag a little. Talk about (in 2 min or less) the most recent or compelling learning project you have recently led, discovered, or been involved in lately in your school, classroom or organization. Emerson and Thoreau reunited would ask- ―What has become clearer to you since we last met?‖
  5. 5. The world is changing...
  6. 6. The Disconnect ―Every time I go to school, I have to • THE --a high school student power down.‖ CONNECTED EDUCATOR
  7. 7. 6 Trends for the digital age Analogue Tethered Closed Isolated Generic Consuming Digital Mobile Open Connected Personal Creating Source: David Wiley: Openness and the disaggregated future of higher education
  8. 8. ―We are tethered to our always on/ always on us communication devices and the people and things we reach through them.‖ ~ Sherry Turkle
  9. 9. The pace of change is accelerating
  10. 10. Shifting From Shifting To Learning at school Learning anytime/anywhere Teaching as a private event Teaching as a public collaborative practice Learning as passive participant Learning in a participatory culture Learning as individuals Learning in a networked community Linear knowledge Distributed knowledge
  11. 11. Are you Ready for Learning and Leading in the 21st Century? It isn‘t just ―coming‖… it has arrived! And schools who aren‘t redefining themselves, risk becoming irrelevant in preparing students for the future.
  12. 12. http://www.dangerouslyirrelevant.org/2009/02/a-taste-of-honey.html dangerouslyirrelevant.org Our kids have tasted the honey.
  13. 13. Free range learners Free-range learners choose how and what they learn. Self-service is less expensive and more timely than the alternative. Informal learning has no need for the busywork, chrome, and bureaucracy that accompany our traditional professional learning experiences or our 15
  14. 14. Connected Learning has the potential to takes us deeper ―The interconnected, interactive nature of social learning exponentially amplifies the rate at which critical content can be shared and questions can be answered.‖ Cathy Davidson, professor at Duke University From: Collaborative Learning for the Digital Age in The Chronicle of Higher Education
  15. 15. Connected sometimes trumps F2F with deep learning… Via Marc Andreessen‘s blog, the findings of researchers as related by Frans Johansson in The Medici Effect:
  16. 16. Diversity of thought Allows for Greater Innovation Frans Johansson explores one simple yet profound insight about innovation: in the intersection of different fields, disciplines and cultures, there’s an abundance of extraordinary new ideas to be explored.
  17. 17. Fullan & Langworthy (2014) New Pedagogies • • • • 1) discovery and mastery of new content knowledge; 2) collaborative, connected learning; 3) low-cost creation and iteration of new knowledge • 4) enhancement of teachers‘ ability to put students in control of the learning process, accelerating learner autonomy.
  18. 18. Deep Learning Tasks Relationships: Authentic Learning Tasks shift from classroom to community of learners give students real experiences in creating and using new knowledge in the world beyond the classroom. ~ Fullan & Langworthy (2014) Generalization of Content which Collaborative, Connected Learning that leads to discovery of new content accelerates learner autonomy
  19. 19. Deep Learning Tasks are ~ Fullan & Langworthy (2014) THINK ABOUT: What Conditions and Pedagogical Capacities Are Needed to Support Deep Learning?
  20. 20. Shifts focus of literacy from individual expression to community involvement. Students become producers, not just consumers of knowledge.
  21. 21. Connected Learning The computer connects the student to the rest of the world Learning occurs through connections with other learners Learning is based on conversation and interaction Stephen Downes
  22. 22. Shifts focus of literacy from individual expression to community involvement.
  23. 23. 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) –
  24. 24. Education for Citizenship ―A capable and productive citizen doesn‘t simply turn up for jury service. Rather, she is capable of serving impartially on trials that may require learning unfamiliar facts and concepts and new ways to communicate and reach decisions with her fellow jurors…. Jurors may be called on to decide complex matters that require the verbal, reasoning, math, science, and socialization skills that should be imparted in public schools. Jurors today must determine questions of fact concerning DNA evidence, statistical analyses, and convoluted financial fraud, to name only three topics.‖ Justice Leland DeGrasse, 2001 26
  25. 25. What Does Connected Learning Look Like?
  26. 26. 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
  27. 27. “In a time of drastic change it is the learners who inherit the future. The learned usually find themselves equipped to live in a world that no longer exists.” Are there new Literacies? --Eric Hoffer, Reflections on the Human
  28. 28. Play — the capacity to experiment with one‘s surroundings as a form of problemsolving 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 .
  29. 29. 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. .
  30. 30. Will the future of education include broadbased, global reflection and collaborative inquiry? Will your current level of new media literacy skills allow you to take part in leading learning through these mediums? Does it matter?
  31. 31. Shift in Learning = New Possibilities Shift from emphasis on teaching… To an emphasis on co-learning
  32. 32. 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." 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.
  33. 33. 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.
  34. 34. Strengths Awareness  Confidence  Self-Efficacy  Motivation to excel  Engagement Apply strengths to areas needing improvement  Greater likelihood of success
  35. 35. 1. 2. 3. 4. 5. How to Blossom Someone with Expectation – Building Self-Esteem Examine (pay close attention) Expose (what they did specifically) Emotion (describe how it makes you feel) Expect (blossom them by telling them what this makes you expect in the future) Endear (through appropriate touch)
  36. 36. It is virtually impossible to make things relevant for, or expect personal excellence from, a student you don’t know. Carol Ann Tomlinson
  37. 37. Self efficacy & Collective efficacy
  38. 38. Let Go of Curriculum
  39. 39. Mindset "We think too much about effective methods of teaching and not enough about effective methods of learning." John Carolus
  40. 40. Types of Constructivist Learning • Project-driven- An approach to learning focusing on developing a product or creation. Usually tied to a theme and cross disciplinary studies. • Problem-based- An approach to learning focusing on the process of solving a problem or scenario and acquiring knowledge. • Inquiry-driven-In inquiry-based learning environments, students are engaged in activities that help them actively pose questions, investigate, solve problems, and draw conclusions about the world around them.
  41. 41. Creating a Learning Environment for 21st Century Skills Students working in teams to experience and explore relevant, real-world problems, questions, issues, and challenges; then creating presentations and products to share what they have learned.
  42. 42. What is Passion-based • Curriculum fueled • Asks a question or poses a problem based on a collective wondering around the curriculum. • Concrete, hands-on experiences as individuals, teams, and whole group. Reversed mentorship • Allows students to investigate issues and topics in real-world problems and connect the learning with experts and globally. • Fosters abstract, intellectual tasks to explore complex issues.
  43. 43. Uses Authentic Assessment • • Allows a child to demonstrate his or her capabilities while working independently and interdependently. (includes performance based assessments) • Shows the student‘s ability to apply desired skills such as doing research. Generalization of the content or learning into real world contexts. • Develops the student‘s ability to work with peers f2f and online building teamwork and group skills. • Provides the opportunity for reaching outside the classroom walls and develop personal learning networks around student‘s learning and interest. • It allows the teacher to learn more about the child as a whole person. Supports internship type relationships with the learner. • Photo credit: Ben Wilkoff Allows teachers to have multiple assessment opportunities. It helps the teacher(s) communicate in progressive and meaningful ways with the student or a group of students on a range of issues. (mentor/apprenticeship relationships)
  44. 44. FORMAL You go where the bus goes INFORMAL You go where you choose Jay Cross – Internet Time
  45. 45. MULTI-CHANNEL APPROACH webcam SYNCHRONOUS Community platforms VoIP Conference rooms Instant messenger Worldbridges PEER TO PEER WEBCAST folksonomies Mailing lists PLE vlogs f2f CMS forums photoblogs blogs email podcasts ASYNCHRONOUS wikis
  46. 46. http://www.elearnspace.org/Articles/google_whitepaper.pdf
  47. 47. Rethinking Teaching and Learning 1. Multiliterate 2. Change in pedagogy 3. Change in the way classrooms are managed 4. A move from deficit based instruction to strength based learning 5. Collaboration and communication Inside and Outside the classroom 6.
  48. 48. What do you wonder… Wonder is both a sense of awe and capacity for contemplation.
  49. 49. 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. 1. 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 Teacher and Students as Co-Curriculum Designers
  50. 50. 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
  51. 51. Throughout the week (and back in your classroom)… Consider how your pedagogical approaches might be framed to effectively integrate technology into contentarea instruction? What new knowledge might you need?
  52. 52. TPCK Model There is a new model that helps us think about how to develop technological pedagogical content knowledge. You can learn more about this model at the website:
  53. 53. 7 Pieces of the TPACK Pie • Content [CK]: subject matter to be learned • Technology [TK]: foundational and new technologies • Pedagogy [PK]: purpose, values & methods used to teach and evaluate learning • PCK: What pedagogical strategies make concepts difficult or easy to learn? • TCK: How is content represented and transformed by the application of technology? • TPK: What pedagogical strategies enable you to get the most out of existing technologies for teaching & evaluating learning? • TPCK:Understanding the relationship between elements -- ―a change in any one factor has to be ‗compensated‘ by changes in the other two‖
  54. 54. TPACK Guidelines • 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?
  55. 55. 21st Centurizing your Lesson Plans Step 1- Best Practice Researchers at Mid-continent Research for Education and Learning (McREL) have identified nine instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels. These strategies are explained in the book Classroom Instruction That Works by Robert Marzano, Debra Pickering, and Jane Pollock. 1. Identifying similarities and differences 2. Summarizing and note taking 3. Reinforcing effort and providing recognition 4. Homework and practice 5. Nonlinguistic representations 6. Cooperative learning 7. Setting objectives and providing feedback 8. Generating and testing hypotheses 9. Cues, questions, and advance organizers
  56. 56. What are specific strategies you use in your classroom for a particular discipline?
  57. 57. Pick the Content Choose the Strategy Choose the Tool Create the Learning Activity Then apply connected learner scale ---------------------------------------Think: Share, Connect, Remix, Collaborate, Collective Action
  58. 58. 21st Century Learning – Check List It is never just about content. Learners are trying to get better at something. It is never just routine. It requires thinking with what you know and pushing further. It is never just problem solving. It also involves problem finding. It‘s not just about right answers. It involves explanation and justification. It is not emotionally flat. It involves curiosity, discovery, creativity, and community. It‘s not in a vacuum. It involves methods, purposes, and forms of one of more disciplines, situated in a social context. 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. Feedback • Task -oriented- Provides information on how well the task is being accomplished . • Clarification- Looks at process. How to improve the work. • Self-regulating Encourages learner to What makes a difference to evaluate their own work. student learning? • Appreciation- specific Constant and meaningful praise linked to affective feedback growth. -- The Student John Hattie, University of Auckland 2003 --Teacher relationship --Challenging goals
  62. 62. What does it look like?
  63. 63. 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?
  64. 64. Answer… No significant test differences were found
  65. 65. 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‖
  66. 66. 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.
  67. 67. Let‘s just admit it… You are an agent of change! Now. Always. And now you have the tools to leverage your ideas.
  68. 68. An effective change agent is someone who isn’t afraid to change course.
  69. 69. Last Generation
  70. 70. We have a choice: A choice to be powerful or pitiful. A choice to allow ourselves to become victims of all that is wrong in education or activists. Activists who set their own course. Who resist the urge to quit prematurely. DIY change agents who choose to be powerful learners on behalf of the children they serve.

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