Oct 20, 2014
Housekeeping
Paperless handoutshttp://plpwiki.com
Sheryl Nussbaum-Beach Co-Founder & CEO Powerful Learning Practice, LLChttp://[email protected]
President21st Century Collaborative, LLChttp://21stcenturycollaborative.com
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 leverage- collective intelligence?
Driving Questions
Native American Proverb“He who learns from one who is learning, drinks from a flowing river.”
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Sarah Brown Wessling, 2010 National Teacher of the YearDescribes her classroom as a place where the teacher is the “lead learner” and “the classroom walls are boundless.”
Lead Learner
Are you Ready for 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.
Web 1.0 Web 2.0 Web 3.0
We are living in a new economy – powered by technology, fueled by information, and driven by knowledge.
-- Futureworks: Trends and Challenges for Work in the 21st Century
Web 1.0 Web 2.0 Web 3.0
We are living in a new economy – powered by technology, fueled by information, and driven by knowledge.
-- Futureworks: Trends and Challenges for Work in the 21st Century
By the year 2011 80% of all Fortune 500 companies will be using immersive worlds – Gartner Vice President Jackie Fenn
“For the first time we are preparing students for a future we cannot clearly describe.” - David Warlick
http://communications.nottingham.ac.uk/podcasts/
6 Trends for the digital age
Analogue Digital
Tethered Mobile
Closed Open
Isolated Connected
Generic Personal
Consuming Creating
Source: David Wiley: Openness and the disaggregated future of higher education
The pace of change is accelerating
It is estimated that 1.5 exabytes of unique new information
will be generated worldwide this year.
That’s estimated to be more than in the previous 5,000 years.
Knowledge Creation
For students starting a four-year education degree, this means that . . .
half of what they learn in their first year of study will be outdated by their third year of study.
Shifting From Shifting To
Learning at school Learning anytime/anywhere
Teaching as a private event Teaching as a public collaborative practice
Learning as passiveparticipant
Learning in a participatory culture
Learning as individuals
Linear knowledge
Learning in a networked community
Distributed knowledge
In Phillip Schlechty's, 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.
It involves repositioning and reorienting action by putting an organization into a new business or adopting radically different means of doing the work 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.
Transformation- is intended to make it possible to do things that have never been done by the organization undergoing the transformation.
Different than
So as you develop your vision for learning in the 21st Century how do you see it- should you be a reformer or a transformer and why?
Make a case for using one or the other as a change strategy.
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.
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..
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 skills allow you to take part in leading learning through these mediums?
What place does emerging media have in your role as a change savvy leader?
Shift in Learning = New Possibilities
Shift from emphasis on teaching…
To an emphasis on co-learning
"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 out2. in conversation, the propensity children have to communicate3. in construction, their delight in making things4. in their gifts of artistic expression.
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.
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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.
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 task2. Student Ownership3. Connected Learning
http://bit.ly/lUxRIR
Let Go of Curriculum
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.
Focus on Possibilities–Appreciate “What is”
–Imagine “What Might Be”–Determine “What Should Be”
–Create “What Will Be”Blossom Kids
Classic Problem 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’s fix what’s wrong and let the strengths take care of themselves
Speak life lifeto your students and teachers…
–When you focus on strengths-weaknesses become irrelevant
Spending most of your time in your area of weakness—while it will improve your skills, perhaps to a level of “average”—will NOT produce excellence
This approach does NOT tap into motivation or lead to engagement
The biggest challenge facing us as leaders: how to engage the hearts and minds of the learners
Strengths Awareness Confidence Self-Efficacy Motivation to excel Engagement
Apply strengths to areas needing improvement Greater likelihood of success
“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. 112
Engaged Learning-
A positive energy invested in one’s own learning, evidenced by meaningful processing, attention to what is happening in the moment, and participation in learning activities.
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)
Practicing Blossoming
At 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.
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 totallydifferent.
YODA: No! No different! Only different in your mind. You must unlearnwhat you have learned.
Letting Student Passion and Interest Rule the Curriculum
Lisa Duke's students at First Flight High School in the Outer Banks in NC created this video as part of a service project in her Civics and Economics course curriculum.
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Free range learnersFree-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 typical classroom instruction.
FORMAL INFORMAL
You go where the bus goes You go where you choose
Jay Cross – Internet Time
MULTI-CHANNEL APPROACHSYNCHRONOUS
ASYNCHRONOUS
PEER TO PEER WEBCAST
Instant messenger
forumsf2f
blogsphotoblogs
vlogs
wikis
folksonomies
Conference rooms
email Mailing lists
CMS
Community platformsVoIP
webcam
podcasts
PLE
Worldbridges
http://www.elearnspace.org/Articles/google_whitepaper.pdf
Shifts focus of literacy from individual expression to community involvement.
Students become producers, notjust consumersof knowledge.
TPACK Model
Mishra & Koehler 2006
• 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 2006IEA Second Information Technology in
Education Study
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
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
Spiral – Not Linear Development
Technology USE
Mechanical
Technology Integrate
Meaningful
Technology Innovate
Generative
How do you do it?-- TPCK and Understanding by DesignThere 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)
Shifts focus of literacy from individual expression to community involvement.
Connected Learning
The computer connects the student to the rest of the worldLearning occurs through connections with other learnersLearning is based on conversation and interaction
Stephen Downes
Connected Learner ScaleThis 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) –
Digital literacies
• Social networking• Transliteracy• Privacy maintenance• Identity management• Creating content• Organizing content• Reusing/repurposing content• Filtering and selecting• Self presenting
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• THE CONNECTED EDUCATOR
Defining the Connected Educator
Our lives are connected by a thousand invisible threads. —Herman Melville
• THE CONNECTED EDUCATOR
• THE CONNECTED EDUCATOR
Professional Development for the 21st Century
Dedication to the ongoing development of expertise
Shares and contributes
Engages in strength-based approachesand appreciative inquiry
Demonstrates mindfulness
Willingness to leaving one's comfort zone to experiment with new strategies and taking on new responsibilities
Dispositions and ValuesCommitment to understanding asking good questions
Explores ideas and concepts, rethinking, revising, and continuously repacks and unpacks, resisting urges to finish prematurely
Co-learner, Co-leader, Co-creator
Self directed, open minded
Commits to deep reflection
Transparent in thinking
Values and engages in a culture of collegiality
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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
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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
• Strengthening leadership by becoming a connected leader who owns 21st Century shift.
The Framework for Teaching - Charlotte Danielson
How to Blossom with Expectation – Building Efficacy
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)
How do you do it?-- TPCK and Understanding by DesignThere 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)
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
21st Century Learning – Check List
ASSESSMENT NEEDS
TO CHANGE. W
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NEW DIRECTIONS IN ASSESSMENT
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NEW DIRECTIONS IN ASSESSMENT
Photo Credit :http://www.annedavies.com/assessment_for_learning_tr_tjb.html
Shift From Shift To
NEW DIRECTIONS IN ASSESSMENT
Summative assessment is commonly used to certify the amount that individuals have learned and to provide an accountability measure. Summative assessments hold teachers accountable for standardized performance. They measure how well the teacher taught the curriculum.
Formative assessment, in which the assessment is integrated with the instruction (and sometimes serves as the instruction) with the purpose of deepening learning, can replace summative assessment in many cases. Formative assessment measures and supports learning, not teaching.
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NEW DIRECTIONS IN ASSESSMENT
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
Technological change is not additive, its ecological. A new technology does not
change something, it changes everything"
Source: Mark Treadwell - http://www.i-learnt.com
[Neil Postman]
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 evaluate their own work.
• Appreciation- specific praise linked to affective growth.
What makes a difference to student learning?
Constant and meaningful feedback -- The Student --Teacher relationship --Challenging goals
John Hattie, University of Auckland 2003
NEW DIRECTIONS IN ASSESSMENT
What does it look like?
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NEW DIRECTIONS IN ASSESSMENT
Sheryl Nussbaum-Beach21stcenturycollaborative.com
Change is inevitable: Growth is optional
Change produces tension- it pushes us 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
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
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?
Answer…
No significant test differences were found
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”
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
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 wildly passionate as an advocate for those who can’t advocate for themselves.
Last Generation
What’s Different About This Book?
• Learner first- Educator second• Next generation PLCs: Connected Learning Communities (CLCs)
• DIY PD• You become a connectedlearner