3. 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?
4.
5. What is PLP?
YEAR 1:
Learning in the 21st Century: Networks and Communities
Focus: 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.
6. Professional
development needs
• THE CONNECTED EDUCATOR
to change.
We know this.
A revolution in technology
has transformed the way we
can find each
other, interact, and
collaborate to create
knowledge as connected
learners.
10. Meet the new model for professional
development:
• THE CONNECTED EDUCATOR
Connected Learning Communities
In CLCs educators have several ways to
connect and collaborate:
• F2F learning communities (PLCs)
• Personal learning networks (PLNs)
• Communities of practice or inquiry (CoPs)
11. 1. Local community: Purposeful, face-to-face
connections among members of a committed group—a
professional learning community (PLC)
• THE CONNECTED EDUCATOR
2. Global network: Individually chosen, online
connections with a diverse collection of people and
resources from around the world—a personal learning
network (PLN)
3. Bounded community: A committed, collective, and
often global group of individuals who have overlapping
interests and recognize a need for connections that go
deeper than the personal learning network or the
professional learning community can provide—a
community of practice or inquiry (CoP)
12. Professional Personal Learning Communities of
Learning Networks Practice
Communities
• THE CONNECTED EDUCATOR
Method Often organized for Do-it-yourself Educators organize
teachers it themselves
Purpose To collaborate in For individuals to Collective
subject area or gather info for knowledge building
grade leverl teams personal knowledge around shared
around tasks construction and to interests and goals.
bring back info to
the community
Structure Team/group Individual, face to Collective, face to
F2f face, and online face, or online
Focus Student Personal growth Systemic
achievement improvement
14. Community is the New Professional Development
Cochran-Smith and Lytle (1999a) describe three ways of knowing and constructing
knowledge…
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.
I 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.
17.
18.
19.
20.
21.
22.
23.
24.
25. FOCUS:
Situated, Sync
hronous, Asyn
chronous-
Online and
Walled Garden
Communities of Practice
27. Do it Yourself PD as Communities
Of Practice
Self Directed
Connected Learners
DIY-PD
Personal
Learning
Networks
F2F Teams
"Rather than belittling or showing disdain for knowledge or
expertise, DIY champions the average individual seeking knowledge
and expertise for him/herself. Instead of using the services of others
who have expertise, a DIY oriented person would seek out the
knowledge for him/herself." (Wikipedia, n.d.)
32. 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.
