48
| Date post: | 27-Dec-2015 |
| Category: |
Documents |
| Upload: | aleesha-hamilton |
| View: | 212 times |
| Download: | 0 times |
Housekeeping One thing you need to write down—
http://21stcenturylearning.wikispaces.com
Community, Passion, and Learning
How Do You Learn Best?
Think of the last time you tried to learn something you were having trouble learning. Something about which you are passionate.
What did you do? How did you get the information you needed to master the new knowledge?
Bow Drill Video
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?
http://newmedialiteracies.org/ Will the future of education include broad-based, global reflection and inquiry?
What role will PLCs and PLN play?
Will your current level of new media literacy skills allow you to take part in learning through these mediums?
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
WHAT IS A PLC?WHAT IS A PLC?
When members of your school collaborate in an intentional and consistent manner to support student learning.
•decreased teacher isolation•increased commitment to mission•shared responsibility•more powerful learning•higher likelihood of fundamental system change
Why bother?
DuFour, DuFour & Eaker (2002)
QuickTime™ and a decompressor
are needed to see this picture.
The Power of ProfessionalLearning Communities
The most promising strategy for
sustained, substantive school
improvement is building the capacity
of school personnel to function as a
professional learning community.
The path to change in the classroom
lies within and through professional
learning communities.
Milbrey McLaughlin
Need for a Collaborative Culture
Throughout our ten-year study,
whenever we found an effective
school or an effective department
within a school, without exception
that school or department has
been a part of a collaborative
professional learning community.
Milbrey McLaughlin
Need for a Collaborative Culture
If schools want to enhance their
capacity to boost student learning,
they should work on building a
collaborative culture…When groups,
rather than individuals, are seen as
the main units for implementing
curriculum, instruction, and
assessment, they facilitate
development of shared purposes for
student learning and collective
responsibility to achieve it.
Fred
Newman
Foundations of a ProfessionalLearning Community
1. Collaboratively developed and widely shared mission, vision, values, and goals (fundamental purpose of schools)
2. Collaborative teams that work interdependently to achieve common goals
3. A focus on results as evidenced by a commitment to continuous improvement and a recognition that “Learning for All”is the purpose of schools“School effectiveness should be assessed
on the basis of results rather than intentions.”
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)
A Definition of NetworksFrom 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.
My community work
What online communities/networks are you involved in or have knowledge of?
What do you gain from your involvement in these communities?
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
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
Social communities of practice need to be designed in such a way that they evolve over time.
What develops is co-created and collaborative with multiple opportunities for member feedback and ownership.
Professional Learning Teams
Characteristics of a healthy community
Scaling your project
http://www.microsoft.com/education/demos/scale/index.html
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
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
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?
