2. Housekeeping
Paperless handouts
http://21stcenturylearning.wikispaces.com/
Sheryl Nussbaum-Beach
Co-Founder & CEO
Powerful Learning Practice, LLC
http://plpnetwork.com
sheryl@plpnetwork.com
President
21st Century Collaborative, LLC
http://21stcenturycollabrative.com

4. 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

5. Native American Proverb
“He who learns from one who is
learning, drinks from a flowing river.”
.
Sarah Brown Wessling, 2010
National Teacher of the Year
Describes her classroom as a
place where the teacher is the
“lead learner” and “the
classroom walls are boundless.”
Lead Learner

6. “Direction-not intention-
determines our destination.”
Andy Stanley
Are your daily choices taking you and your learners in the
direction you want to go?
Principle of the Path

7. 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

8. 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

9. 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year of study will be outdated by their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.

11. 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
Linear knowledge
Learning in a networked
community
Distributed knowledge

12. Photo credit: Alec Couros
What does
it mean to
be a
connected
learner with
a well
developed
network?
What are
the
advantages

13. Inclination toward
being open minded
Dedication to the
ongoing development
of expertise
Creation of a culture of collegiality-
believing that "None of us is as
good as all of us" and that the
contributions of all can lead to
improved individual practice
Willingness to be a co-learner, co-
creator, and co-leader
Willingness to leaving one's
comfort zone to experiment with
new strategies and taking on new
responsibilities
Dispositions and Values
Commitment to understanding
gained through listening and
asking good questions related to
practice
Perseverance toward deep
thought by exploring ideas and
concepts, rethinking, revising,
and continual repacking and
unpacking, resisting
urges to finish prematurely
Courage and initiative to engage
in discussions on difficult topics
Alacrity to share and contribute
Desire to be transparent in
thinking

15. 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
.

16. 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.
.

17. What does it mean to work
in a participatory 2.0 world?

18. Building Relationships

19. Dynamics of Different Relationships
Community of
Practice
Project Teams Informal networks
Purpose Learning
Sharing
Creating Knowledge
Accomplish specific
task
Communication
flows
Boundary Knowledge domain Assigned projector
task
Networking,
resource building
and establishing
relationships
Connections Common application
or discovery-
innovation
Commitment to goal Interpersonal
acquaintances
Membership Semi - permanent Constant for a fixed
period
Links made based
on needs of the
individual
Time scale As long as it adds
value to the its
members
Fixed ends when
project deliverables
have been
No pre-engineered
end

20. 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.

21. Degrees of Transparency
and Trust
Join our list Join our forum Join our community
Increasing collaboration and transparency of process

22. PLP takes a 3-pronged approach to PD
- Professional Learning Communities
- Global Communities of Practice or Inquiry
- Personal Learning Networks
PLCs = local, f2f, collective
CoPs = online, deep, collective
PLNs= online, nodes, individual
Knowledge
Building Should
be…
Passive
Reflective
Active

23. The driving engine of the collaborative culture of a PLC is the team. They
work together in an ongoing effort to discover best practices and to expand
their professional expertise.
PLCs are our best hope for reculturing schools. We want to focus on
shifting from a culture of teacher isolation to a culture of deep and
meaningful collaboration.
Professional Learning
Communities
FOCUS: Local , F2F, Job-embedded- in Real
Time

24. Communities of Practice
FOCUS: Situated, Synchronous,
Asynchronous- Online and Walled

25. Personal Learning
Networks
FOCUS: Individual, Connecting to Learning Objects, Resources
and People – Social Network Driven

26. Community is the New Professional Development
Cochran-Smith and Lytle (1999a) describe three ways of knowing and
constructing knowledge that align closely with PLP's philosophy and are
worth mentioning here.
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.

27. 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.

28. PD in the 21st Century should be...
about co-learning, co-constructing
meaning, co-leading : through—
(PLNs, PLCs & CoPs)

29. 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.
.

30. 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.

31. 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

32. 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)

33. 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.

34. 34
Learning
Individuals Classroom Community Connected Learning Community

35. 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

36. • 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

37. 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

38. Shifts focus of literacy
from individual
expression to
community
involvement.

39. According to Clay Shirky, there are four scaffolded stages to mastering
the connected world: sharing, cooperating, collaborating, and
collective action.
Share
Cooperate (connect)
Collaborate
Collective Action

40. 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

41. • 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?

43. Focuson Possibilities
–Appreciate “What is”
–Imagine “What Might Be”
–Determine “What Should Be”
–Create “What Will Be”
Blossom Kids
ClassicProblem Solving Approach
– Identify problem
– Conduct root cause analysis
– Brainstorm solutionsand analyze
– Develop action plans/interventions
Most families, schools,
organizationsfunction
on an unwritten rule…
–Let’sfix what’s
wrong and let the
strengthstake care
of themselves
Speak life life to your
studentsand teachers…
–When you focuson
strengths, weaknesses
become irrelevant

44. 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

45. Strengths Awareness  Confidence  Self-Efficacy
 Motivation to excel  Engagement
Apply strengths to areas needing improvement 
Greater likelihood of success

46. “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.

47. Digital Divide
Those who
don’t
Those who
know how to
band
together
online

48. Let Go of Curriculum

49. 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.

50. 50
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 typical
classroom instruction.

51. FORMAL INFORMAL
You go where the bus goes You go where you choose
Jay Cross – Internet Time

52. MULTI-CHANNEL APPROACH
SYNCHRONOUS
ASYNCHRONOUS
PEER TO PEER WEBCAST
Instant messenger
forumsf2f
blogsphotoblogs
vlogs
wikis
folksonomies
Conference rooms
email Mailing lists
CMS
Community platforms
VoIP
webcam
podcasts
PLE
Worldbridges

53. http://www.elearnspace.org/Articles/google_whitepaper.pdf

54. Rethinking Leading and Learning
1. Relationships first & capacity
building
2. Understand shift , movement and
nature of change itself
3.Power of mobilized collaboration
and communication
4. Community and social fabric
5. Teacher as action researcher
6. Transparency, transparency,
transparency

55. 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?

56. Answer…
No significant test
differences were found

57. 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”

58. 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

59. 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.

60. Man is so made that whenever
anything fires his soul,
impossibilities vanish.
-- Jean de la Fontaine

61. Last Generation