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Edmonton catholic 2010

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Edmonton catholic 2010

  1. 1. 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
  2. 2. 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
  3. 3. 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
  4. 4. “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
  5. 5. 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
  6. 6. 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
  7. 7. 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 half of what they learn in their first year of study will be outdated by their third year of study.
  8. 8. 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
  9. 9. Photo credit: Alec Couros What does it mean to be a connected learner with a well developed network? What are the advantages
  10. 10. 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
  11. 11. 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 .
  12. 12. 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. .
  13. 13. What does it mean to work in a participatory 2.0 world?
  14. 14. Building Relationships
  15. 15. 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
  16. 16. 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.
  17. 17. Degrees of Transparency and Trust Join our list Join our forum Join our community Increasing collaboration and transparency of process
  18. 18. 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
  19. 19. 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
  20. 20. Communities of Practice FOCUS: Situated, Synchronous, Asynchronous- Online and Walled
  21. 21. Personal Learning Networks FOCUS: Individual, Connecting to Learning Objects, Resources and People – Social Network Driven
  22. 22. 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.
  23. 23. 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.
  24. 24. PD in the 21st Century should be... about co-learning, co-constructing meaning, co-leading : through— (PLNs, PLCs & CoPs)
  25. 25. 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. .
  26. 26. 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.
  27. 27. 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
  28. 28. 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)
  29. 29. 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.
  30. 30. 34 Learning Individuals Classroom Community Connected Learning Community
  31. 31. 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
  32. 32. • 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
  33. 33. 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
  34. 34. Shifts focus of literacy from individual expression to community involvement.
  35. 35. 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
  36. 36. 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
  37. 37. • 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?
  38. 38. 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
  39. 39. 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
  40. 40. Strengths Awareness  Confidence  Self-Efficacy  Motivation to excel  Engagement Apply strengths to areas needing improvement  Greater likelihood of success
  41. 41. “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.
  42. 42. Digital Divide Those who don’t Those who know how to band together online
  43. 43. Let Go of Curriculum
  44. 44. 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.
  45. 45. 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.
  46. 46. FORMAL INFORMAL You go where the bus goes You go where you choose Jay Cross – Internet Time
  47. 47. 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
  48. 48. http://www.elearnspace.org/Articles/google_whitepaper.pdf
  49. 49. 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
  50. 50. 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?
  51. 51. Answer… No significant test differences were found
  52. 52. 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”
  53. 53. 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
  54. 54. 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.
  55. 55. Man is so made that whenever anything fires his soul, impossibilities vanish. -- Jean de la Fontaine
  56. 56. Last Generation

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