Kickoff overview

2. Today’s Agenda http://plpnetwork.wikispaces.com

3. Let’s Meet our Community Community Leader- Robin Ellis Susan Davis Team Leaders

4. 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?

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

7. Workshops Two all day workshops that build capacity, community and develop 21 st Century skills. Webinars Live meetings where teams meet, listen and then reflect in small groups. Virtual Learning Community Where we deepen understanding, network, share resources and grow as a community of practice. Professional Learning Teams Job embedded teams who meet face-to-face and work towards scale and alignment of 21st Century skills with school improvement goals PLP Delivery Model

13. ULTIMATE GOAL Get the RIGHT people on the bus and the WRONG people off. ~Jim Collins, “Good to Great”

18. Questions? Concerns? Comments Encouraged!

20. We will cover one question with your introduction embedded during the Round Robin portion. Each of you will have one shot – uninterrupted – at this question. When each of you has had about 2-3 minute to say what you want about the first question, we'll allow some back and forth before moving on to our next agenda item. Ground Rules for Round Robin

21. Questions??

22. Assume that you are convinced that change is needed and that many of the things Will suggested will result in a better way to engage students with the content/context and provide a deeper learning experience than traditional methods- What barriers or constraints are keeping this from happening in the schools where you lead? Discussion Prompt

23. Living and Learning in a Global Community Innovative Schools Virtual University

24. Define Community Define Networks

25. 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)

26. A Definition of Networks From Wikipedia, the free encyclopedia Networks are created through publishing and sharing ideas and connecting with others who share passions around those ideas who learn from each other. Networked learning is a process of developing and maintaining connections with people and information, and communicating in such a way so as to support one another's learning . Connectivism (theory of learning in networks) is the use of a network with nodes and connections as a central metaphor for learning. In this metaphor, a node is anything that can be connected to another node: information, data, feelings, images. Learning is the process of creating connections and developing a network.

27. “ Understanding how networks work is one of the most important literacies of the 21 st Century.” - Howard Rheingold http://www.ischool.berkeley.edu

28. Open Networks If ... information is recognized as useful to the community ... it can be counted as knowledge. The community, then, has the power to create knowledge within a given context and leave that knowledge as a new node connected to the rest of the network’. – Dave Cormier (2008) Practitioners’ knowledge = content & context

30. 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

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

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

33. Communities Of Practice Personal Learning Networks F2F Teams DIY-PD Do it Yourself PD as Self Directed Connected Learners "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.)

34. 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.

35. 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.

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

37. Dynamics of Different Network Types 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 accomplished No pre-engineered end

38. Celebration Celebration

39. Connection cc Steve Wheeler, University of Plymouth, 2010 http://i.imwx.com

40. cc Steve Wheeler, University of Plymouth, 2010 Communication

41. Collaboration http://idirekt.cz/soubory/t-mobile_dance2.png

42. User Generated Content Celebration Connection Communication Collaboration Steve Wheeler, University of Plymouth, 2010