Sheryl Nussbaum-Beach Co-Founder & CEO
Powerful Learning Practice, LLC
http://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
At your table…
Introduce yourselves if you do not know
each other…
Then talk about what you know and believe
to be important about how we learn.
What fuels learning? What conditions make
it meaningful and lasting?
http://bit.ly/1BW0uKH (someone scribe)
"We think too much about effective
methods of teaching and not
enough about effective methods of
learning." John Carolus
Mindset
http://bit.ly/1BW0uKH
Problem finding is more important than just being given
problems to solve. Problem solving relies on understanding
the problem you are solving.
Shift in Learning – The PossibilitiesRethinking 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.
Shift in Learning = New Possibilities
Shift from emphasis on
teaching…
To an emphasis on
co-learning
MULTI-CHANNEL APPROACH
SYNCHRONOUS
ASYNCHRONOUS
PEER TO PEER WEBCAST
Instant messenger
forumsf2f
blogsphotoblogs
vlogs
wikis
folksonomies
Conference rooms
email Mailing lists
CMS
Community platformsVoIP
webcam
podcasts
PLE
Worldbridges
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
"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.
PBL is NOT New
CARL ROGERS
1902 - 1987JOHN DEWEY
1859-1952
BENJAMIN
BLOOM
1913-1999
SOCRATES
470-399 B.C.
JEROME
BRUNER
1915-CURRENT
LEV
VYGOTSKY
1896-1934
JEAN PIAGET
1896-1980SEYMOUR
PAPERT
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.
What is PBL or Inquiry-based Learning?
• Curriculum fueled and standards based.
• Asks a question or poses a problem that ALL
students can answer (often based on the
student’s interest and passion). Concrete,
hands-on experiences come together during
project-based learning.
• Allows students to investigate issues and
topics in real-world problems.
• Fosters abstract, intellectual tasks to explore
complex issues.
Uses Authentic Assessment
• Allows teachers to have multiple assessment opportunities.
• Allows a child to demonstrate his or her capabilities while working independently. (includes performance based assessments)
• Shows the student’s ability to apply desired skills such as doing research.
• Develops the student’s ability to work with his or her peers, building teamwork and group skills.
• Provides the opportunity for reaching outside the classroom walls and develop personal learning networks around expertise.
• It allows the teacher to learn more about the child as a whole person.
• 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)
Photo credit: Ben Wilkoff
Seven Elements of
Project-Based Learning
• Standards Based
• Assessment Driven
• Student Directed
• Collaboration (Co-constructed
Learning)
• Real World Connection
(Authentic)
• Extended Time Frame
• Social Media & Web 2.0 Tools
Content:
Compelling ideas
• Problems presented in their full complexity
• Students finding interdisciplinary connections between ideas
• Students struggling with ambiguity, complexity, and unpredictability
• Real-world questions that students care about
Buck Institute for Education:
http://www.bie.org/pbl/pbloverview/definition.php
Conditions:
Support student autonomy
• Students community of inquiry
• Coursework in a social context
• Students exhibit task- and time-management behaviors
• Students direct their own work & learning
• Students simulate the professional work
Buck Institute for Education:
http://www.bie.org/pbl/pbloverview/definition.php
Activities:
Investigative and engaging
• Students multi-faceted investigations over long periods of time
• Students encountering obstacles, seeking resources, and solving problems
• Students making their own connections among ideas and acquiring new skills
• Students using authentic tools
• Students getting feedback from expert sources and realistic assessment
Buck Institute for Education:
http://www.bie.org/pbl/pbloverview/definition.php
Results
Real-world outcomes
• Students generating complex intellectual products to demonstrate learning
• Students participate in assessment
• Students held accountable for competence
• Students exhibiting growth in real-world competence
Buck Institute for Education:
http://www.bie.org/pbl/pbloverview/definition.php
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
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.
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 interactionStephen Downes
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”
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) –
32
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
Digital literacies
• Social networking
• Transliteracy
• Privacy maintenance
• Identity management
• Creating content
• Organizing content
• Reusing/repurposing content
• Filtering and selecting
• Self presenting
cc S
teve
Wh
eele
r, U
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ou
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0
http://www.mopocket.com/
• 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
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
TPACK is a framework that combines three
knowledge areas.
1. Content knowledge
2. Pedagogical knowledge
3. Technological knowledge
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
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)…
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?
• 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 conceptsclearer and/or foster deeper learning?
• TCK: Does the use of technology help represent thecontent 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
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)
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
Pick the Content
Choose the Strategy
Choose the Tool
Create the Learning Activity
Then apply connected learner scale
----------------------------------------
1. Get in groups
2. What are the Essential Instructional Activities you typically use?
3. Have a discussion and list possible Web 2.0 tools that fit nicely with
your disciplines essential instructional activities.
4. Create a 21st Century type instructional activity
Think: Share, Connect, Remix, Collaborate, Collective Action
Connected Learner Scale
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) –
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
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?
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”
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.
"The greatest danger in times of turbulence is
not the turbulence. It is to act with yesterday's
logic." - Peter Drucker
http://pixdaus.com
Stev
e W
hee
ler,
Un
iver
sity
of
Ply
mo
uth
, 20
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