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TRANSCRIPT
Housekeeping One thing you need to write down—
http://21stcenturylearning.wikispaces.com
Source: enGauge 21st Century Skills
• Critical thinking and problem-solving
• Collaboration across networks and leading by influence
• Agility and adaptability
• Initiative and entrepreneurialism
• Effective oral and written communication
• Accessing and analyzing information
• Curiosity and imagination
Tony Wagner’s Seven Survival Skills as defined in his most recent book, The Global Achievement Gap.
If all students are to acquire these survival skills for success in the 21st Century, then what systemic changes must take place in our schools and classrooms? What do good schools look like - schools where all students are mastering skills that matter the most?
Personal Learning Networks
Community-- in and out of the classroom
Are you “clickable”- Are your students?
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 student motivation or lead to student engagement
The biggest challenge facing us as educators: how to engage the hearts and minds of the learners
Passion-based learning is more than quick learning bites used to produce test mastery…
Geetha Narayanan talks about the need for slow, wholesome learning. She looks at ways to bring people, technology, and learning together with a new conceptual framework.
3- types of educational leaders in terms of relationship with technology
• techno-skeptics
• techno-evangelists
• techno-mimetics .
techo-skeptics- The techno-skeptics take the view that nothing can or should really change. Rooted in the continuity of grade-based schooling and of linear and sequential learning.
The skeptics value technology as a tool as long as it is in the right place - the lab and not the classroom, with specialist rather than generalist teachers and within the purview of a formal department such as computer studies and not integrated into the mainstream curriculum.
They privilege the authority of the printed word, the traditional teacher, and the paper and pencil test.
techo-evangelist- They come from a wide range of disciplines and backgrounds and have worked hard over the years to substantiate their positions through research and development.
Their world view is that a combination of speed, of simultaneity, of virtual simulations and distributed cognition will capacitate learners of all ages and from all backgrounds to survive in the 21st century.
At the classroom level the evangelists use research on brain-based learning, learning styles, situated learning and constructionism to argue for an integrated curriculum with a focus on instructional strategies that foster inquiry and research.
techo-mimetics- as their label suggests, copiers who settle for the latest fashions, fads or trends in education, technology being no exception. Their interest in technology is short-lived and transient.
Therefore their schools have large state of the art computer labs, with perhaps both broadband connectivity and wi-fi; their brochures repeat the current rhetoric on technology-related learning and they invest a lot in both mass and custom made brands to support this position.
To mimetics education is like a shopping mall or a theme park, something that has value only in the short term as long as it attracts young consumer-learners who can plug, play and perhaps even learn!
New Media Literacies- What are they?
Will the future of education include broad-based, global reflection and inquiry?
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:
http://tpck.org/tpck/index.php?title=TPCK_-_Technological_Pedagogical_Content_Knowledge
• 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
Define Community
What Is An Online Learning Community?
Much of the learning currently happening on the Internet comes from self-motivated individuals with a common interest and a desire to interact with others who share the same interest (Wenger, 1998).
The focus is on interaction…
Centralized, bureaucratic,risk averse, multi-leveled, limit
access to data, inward focused culture
Empowering, non bureaucratic,risk tolerant, fewer levels,distribute data widely,externally oriented.
Walled Garden
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)
Virtual Learning Communities of RelationshipA community built on relationships promotes special kinds of connections among people. These connections might be based on a shared concern, issue or learning problem, but in each instance, the emphasis is on the relationships built among participants. Issues of commitment, trust and values are inherent in any relationships which emerge in the community. (Teacher Leaders Network)
Virtual Learning Communities of PlaceIndividuals in this type of community enjoy a common habitat or locale. (My Space, Second Life, World of Warcraft)
Virtual Learning Communities of PassionCommunities of passion reinforce people's commitment to other people, to common goals, shared values and shared conceptions of being and doing. This can be as trivial as a shared interest in wine making, or as profound as a shared search for truth.
Virtual Learning Communities of MemoryA virtual learning community of memory is based on a shared past or a common sense of history. (Holocaust Survivors Network)
NETWORKING IN COMMUNITIES OF PRACTICE
helps us reach for helps us reach for what we need, what we need,
according to our according to our contexts and contexts and
knowledge levels.knowledge levels.
provides us with provides us with opportunities for opportunities for
experiential experiential learning with learning with different tools different tools and platformsand platforms
builds an online builds an online professional and professional and social presencesocial presence
helps us gain confidence and practicehelps us gain confidence and practice and then apply experience and then apply experience
to our teaching and learning. to our teaching and learning.
Looking Closely at Learning Community Design
4L Model (Linking, Lurking, Learning, and Leading) inspired by John Seeley Brown http://learningcircuits.blogspot.com/2006/06/roles-in-cops.html
This model is developed around the roles and interactions members of a community have as participants in that community.
Personal Learning Networks
• Model how to develop PLNs for your teachers.
• Look at teachers not just as coleaders but as co-learners in the effort to use technology in a constructivist classroom.
• Try new things in front of your teachers and talk about what you are doing--model risk taking.
Ustream
Skype:Web Conferencing
Conference Calls
Classroom Collaboration
Meetings
Classrooms of the 21st Century are:
Collaborative, student centered, project/problem based, student choice, experiential, democratic, construction of knowledge is a shared , encourage risk taking-- mistakes are allowed and seen as normal on the path.
Students are active participants in own learning– not seen as an object to be acted on.
Can’t Give Away What You Do Not Own
My community work…
ENDAPT• Electronically• Networking to• Develop• Accomplished• Professional• Teachers
• ENabling new teachers to…
• ADAPT to—and to adapt—the complex, ever-changing contexts of education as teacher leaders and in service of student learning.
1-to-1
Group
http://endapt.wm.edu/modules/emissary-admin/info.php?template=home_page.html
Info on demand
Through ENDAPT, we aim to…
1) Improve pre-service preparation2) Improve novice induction3) Improve teacher effectiveness4) Improve teacher retention5) Foster teacher leadership6) Improve K-12 student learning
Overcomes some recognized limitations of site-based mentoring:
• Access to highly experienced, communicative mentors
• Scheduling mentoring sessions
• School politics\
(Abbott, 2003; Schlager, Fusco, Koch, Crawford, & Phillips, 2003)
Why Online Mentoring for Novice Teachers?
Telementoring
e-mentoringOnlin
e mento
ring
Virtual learning community
Computer-mediated communication
Perspective
“Like Alice in Teacher Wonderland virtual communities allow my teacher world to grow larger and smaller at the same time!”
Susan middle school teacherVirginia
Friday, June 9, 2006
posted by Matt November 2006
The longer I do this (a whopping 11 weeks now!), I'm realizing that to be an effective teacher, it will take my all. My ALL! I constantly think about school: what I've done, all that still needs to get done, the handful of students that try to make the classroom miserable, the other handful that are the reason I get out of bed (some kids are in both groups)…. I guess my question is: is it always like this?I guess my question is: is it always like this?
I like teaching (I think), but I'm tired of working 12 hours a day, 5-6 days a week for questionable results. Jobs that you can walk away from at the end of the day, and not think about until you return the next seem mighty enticing right now….I am I am honestly not trying to be pessimistic, but why teach?honestly not trying to be pessimistic, but why teach?
Matt
The end.The end. posted by Matt on Jun 1, 2006, 3:05 PM
Today it ends. When the bell rang at 11:28 am, the students walked out the door for the last time this academic year. Tonight is graduation. Tomorrow is a work-day. Done. And my friends, what a ride it has been. Ask me how it was. My Ask me how it was. My response: I have no clue- I'll let you know in a week or two. response: I have no clue- I'll let you know in a week or two.
Regardless, from a deep place inside, thank you all. It was very reassuring to It was very reassuring to know that you were available to run to when my world was collapsing. Your know that you were available to run to when my world was collapsing. Your input has been internalized and has shaped my approaches this year.input has been internalized and has shaped my approaches this year. As I look forward to reflecting this summer, know that your input and our conversations will be one of my primary sources for material.
Again, my sincerest thanks.
Matt2nd year teacher.2nd year teacher.
Tech Enhanced Learninghttp://techenhancedlearning.wikispaces.com/ 21st Century Teaching and Learninghttp://abpc.wikispaces.com/
Wikis
Tech Enhanced Learninghttp://techenhancedlearning.wikispaces.com/
21st Century Teaching and Learninghttp://abpc.wikispaces.com/
PLP Consortiumhttps://consortium.wikispaces.com/
21st Century Collaborative Wikihttp://21stcenturylearning.wikispaces.com
Look at What We Can Build When We Work Together!
Blogs and RSS
My Bloghttp://21stcenturylearning.typepad.com
RSShttp://www.bloglines.com/public/snbeach
Blogging Communityhttp://supportblogging.com/Links+to+School+Bloggers
Two all day workshops that build capacity, community and develop 21st Century skills.
WorkshopsLive meetings where teams meet, listen and then reflect in small groups.
ElluminateWhere we deepen understanding, network, share resources and grow as a community of practice.
VLC
Professional Learning Teams
Job embedded teams who meet f2f and work towards scale and alignment of 21st C skills with school improvement goals
Powerful Learning Practice Delivery Model
Our basic experimental design is this…
• Seek out schools willing to invest some time in exploring the challenge of 21st Century Learning.
• Ask the schools to identify small teams of educators who are ready for this exploration.
• With the support of the PLP Fellows, begin that exploration together.
• …with the eventual goal of "scaling up" the exploration in each participating school.
-20 schools (teams of 5)-Each team has a leader-10 Fellows to support the work-2 f2f meetings -4 live curriculum sessions-Ongoing collaboration in VLC-Ongoing evaluation-Development of 3 year plans
The Plan
Getting the RIGHT people on the bus and the WRONG
people off.
Jim Collins, “Good to Great”
Collaborative Tools
• Wikispaces
• Del.icio.us
• Elluminate
• NING
TEAM PROJECTS
•Your team will work in PLCs with two main goals.
1) To develop a creative plan to share what you have learned over the past few years with the rest of your school or district
2) To help students, led by your student team members, to develop a 21st Century curriculum project that is constructivist in nature.
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.
Pedagogy: An understanding of the shifting learning literacies that the 21 Century demands and how those literacies inform teacher practice.
Planned Outcomes
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.
Sustainability: The creation of long term plans tomove the vision forward in participating districts at the end of the program.
Capacity: An increase in the abilities and resources of individuals, teams and the community to manage change.
Planned Outcomes
Questions or Comments?
What concerns, questions, reactions do you have about the shift? Why is it hard for educators to unlearn and relearn- try new things?