teaching academy

Sheryl Nussbaum-Beach Co-Founder & CEO Powerful Learning Practice, LLChttp://plpnetwork.comsheryl@plpnetwork.com

President21st Century Collaborative, LLChttp://21stcenturycollaborative.com

AuthorThe Connected Educator: Learning and Leading in a Digital Age

Follow me on Twitter@snbeach

My community work

Mantra for today’s keynote…

We are stronger together than apart.

None of us is as smart, creative, good or interesting as all of us.

• THE CONNECTED EDUCATOR

Things do not change; we change. —Henry David Thoreau

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?

Learner First—Educator Second

Introduce yourselves to each other at the table and brag a little. Talk about (in 2 min or less) the most recent or compelling connected learning project you have recently led, discovered, or been involved in lately in your school, classroom or organization.

Emerson and Thoreau reunited would ask-

“What has become clearer to you since we last met?”

Trust Building Exercise

I need 3 brave volunteers.

http://plpcommunityhub.comhttp://todaysmeet.com/teachingacademy

#visnet13

Overview of HUB and Introductions in our Workshop Space

What do you wonder…

About connected learning?How do you define the terms?Let’s build a common language.

Are you Ready for Learning

and Leading in the 21st Century?

It isn’t just “coming”… it has arrived! And schools who aren’t redefining themselves, risk becoming irrelevant in preparing students for the future.

The world is changing...

How has the world shifted since you and I went to school?

How have students shifted since you and I went to school?

How have schools shifted since you and I went to school?

The World is Changing…

Time Travel

Lewis Perelman, author of School's Out (1992). Perelman argues that schools are out of sync with technological change:

...the technological gap between the school environment and the "real world" is growing so wide, so fast that the classroom experience is on the way to becoming not merely unproductive but increasingly irrelevant to normal human existence (p.215).

Seymour Papert (1993) In the wake of the startling growth of science and technology in our recent past, some areas of human activity have undergone megachange. Telecommunications, entertainment and transportation, as well as medicine, are among them. School is a notable example of an area that has not(p.2).

By the year 2011 80% of all Fortune 500 companies will be using immersive worlds – Gartner Vice President Jackie Fenn

Libraries 2.0Management 2.0 Education 2.0Warfare 2.0Government 2.0Vatican 2.0

Credit: Hugh MacLeod, gapingvoid

Everything 2.0

6 Trends for the digital ageAnalogue Digital

Tethered Mobile

Closed Open

Isolated Connected

Generic Personal

Consuming Creating

Source: David Wiley: Openness and the disaggregated future of higher education

Sherry Turkle is Abby Rockefeller Mauzé Professor of the Social Studies of Science and Technology in the Program in Science, Technology, and Society at MIT and the founder (2001) and current director of the MIT Initiative on Technology and Self. 

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

Shifting From Shifting To

Learning at school Learning anytime/anywhere

Teaching as a private event Teaching as a public collaborative practice

Learning as passiveparticipant

Learning in a participatory culture

Learning as individuals

Linear knowledge

Learning in a networked community

Distributed knowledge

dangeuslyirrelevant.org

Our kids have tasted the honey.

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Free range learnersFree-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.

• THE CONNECTED EDUCATOR

The Disconnect“Every time I go to school, I have to power down.” --a high school student

What do we need to unlearn?

The Empire Strikes Back:LUKE:  Master, moving stones around is one thing.  This is totallydifferent.

YODA:  No!  No different!  Only different in your mind.  You must unlearn what you have learned.

The pace of change is accelerating

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

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.

Shift in Learning = New Possibilities

Shift from emphasis on teaching…

To an emphasis on co-learning

Shifts focus of literacy from individual expression to community involvement.

Students become producers, notjust consumersof knowledge.

Shifts focus of literacy from individual expression to community involvement.

Connected Learning

The computer connects the student to the rest of the worldLearning occurs through connections with other learnersLearning is based on conversation and interaction

Stephen Downes

Share

Cooperate

Collaborate

Collective Action

According to Clay Shirky, there are four steps on a ladder to mastering the connected world: sharing, cooperating, collaborating, and collective action.

From his book- “Here Comes Everybody”

Connected Learner Scale

Share (Publish & Participate) –

Connect (Comment and Cooperate) –

Remixing (building on the ideas of others) –

Collaborate (Co-construction of knowledge and meaning) –

Collective Action (Social Justice, Activism, Service Learning) –

Trend 1 – Social and intellectual capital are the new economic values in the world economy.

This new economy will be held together and advanced through the building of relationships. Unleashing and connecting the collective knowledge, ideas, and experiences of people creates and heightens value.

Source:Journal of School Improvement, Volume 3, Issue 1, Spring 2002http://www.decs.sa.gov.au/wallaradistrict/files/links/Ten_Trends_Educating_Child.pdf

“Schools are a node on the network of learning.”

Personal Learning Networks

Community-- in and out of the classroom

Are you “clickable”- Are your students?

• THE CONNECTED EDUCATOR

Professional development needs 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.

Do it Yourself PDA revolution in technology has transformed the way we can find each other, interact, and collaborate to create knowledge as connected learners.

What are connected learners? Learners who collaborate online; learners who use social media to connect with others around the globe; learners who engage in conversations in safe online spaces; learners who bring what they learn online back to their classrooms, schools, and districts.

What is Do -It- Yourself Learning ?

• THE CONNECTED EDUCATOR

• THE CONNECTED EDUCATOR

• THE CONNECTED EDUCATOR

Meet the new model for professional development:

Connected Learning CommunitiesIn CLCs educators have several ways to connect and collaborate:• F2F learning communities (PLCs)• Personal learning networks (PLNs)• Communities of practice or inquiry (CoPs)

• THE CONNECTED EDUCATOR

1. Local community: Purposeful, face-to-face connections among members of a committed group—a professional learning community (PLC)

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)

• THE CONNECTED EDUCATOR

Professional Learning Communities

Personal Learning Networks

Communities of Practice

Method Often organized for teachers

Do-it-yourself Educators organize it themselves

Purpose To collaborate in subject area or grade leverl teams around tasks

For individuals to gather info for personal knowledge construction and to bring back info to the community

Collective knowledge building around shared interests and goals.

Structure Team/groupF2f

Individual, face to face, and online

Collective, face to face, or online

Focus Student achievement

Personal growth Systemic improvement

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. 

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.

Dedication to the ongoing development of expertise

Shares and contributes

Engages in strength-based approachesand appreciative inquiry

Demonstrates mindfulness

Willingness to leaving one's comfort zone to experiment with new strategies and taking on new responsibilities

Dispositions and ValuesCommitment to understanding asking good questions

Explores ideas and concepts, rethinking, revising, and continuously repacks and unpacks, resisting urges to finish prematurely

Co-learner, Co-leader, Co-creator

Self directed, open minded

Commits to deep reflection

Transparent in thinking

Values and engages in a culture of collegiality

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Dedication to the ongoing development of expertise

Shares and contributes

Engages in strength-based approachesand appreciative inquiry

Demonstrates mindfulness

Willingness to leaving one's comfort zone to experiment with new strategies and taking on new responsibilities

Dispositions and ValuesCommitment to understanding asking good questions

Explores ideas and concepts, rethinking, revising, and continuously repacks and unpacks, resisting urges to finish prematurely

Co-learner, Co-leader, Co-creator

Self directed, open minded

Commits to deep reflection

Transparent in thinking

Values and engages in a culture of collegiality

What Might Your Life as a DIY Connected Learner Look Like?

Connected Learning Speed Dating

Self Evaluation and then a Powerful Conversation of Change

What Does Connected Learning Look Like?

FORMAL INFORMAL

You go where the bus goes You go where you choose

Jay Cross – Internet Time

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

MULTI-CHANNEL APPROACHSYNCHRONOUS

ASYNCHRONOUS

PEER TO PEER WEBCAST

Instant messenger

forumsf2f

blogsphotoblogs

vlogs

wikis

folksonomies

Conference rooms

email Mailing lists

CMS

Community platformsVoIP

webcam

podcasts

PLE

Worldbridges

Learning to Change: Changing to Learn

Shift in Learning – The PossibilitiesRethinking teaching and learning…

1. Multiliterate

2. Changing Demographic

3. Active Content Creators

4. Global Collaboration and Communication

We are in the midst of seeing education transform from a book-based, linear system with a focus on individual achievement to an web-based, divergent system with a focus on community building.

Shifting From Shifting To

A teaching focus A learning focus

School improvement as an option

School improvement as a requirement

Mandated accountability

Mutual accountability

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

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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..

Will the future of education include broad-based, global reflection and inquiry?

Will your current level of new media literacy skills allow you to take part in leading learning through these mediums? Does it matter?

The NCTE Definition of 21st Century Literacy

Develop proficiency with the tools of technology  Build relationships with others to pose and solve problems collaboratively and cross-culturally  Design and share information for global communities to meet a variety of purposes  Manage, analyze and synthesize multiple streams of simultaneous information  Create, critique, analyze, and evaluate multi-media texts  Attend to the ethical responsibilities required by these complex environments

"The world is moving at a tremendous rate. Going no one knows where. We must prepare our children, not for the world of the past. Not for our world. But for their world. The world of the future." 

John Dewey

Dewey's thoughts have laid the foundation for inquiry driven approaches.

Dewey's description of the four primary interests of the child are still appropriate starting points:

1. the child's instinctive desire to find things out2. in conversation, the propensity children have to communicate3. in construction, their delight in making things4. in their gifts of artistic expression.

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.

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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

1. Authentic task2. Student Ownership3. Connected Learning

http://bit.ly/lUxRIR

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

Strengths Awareness Confidence Self-Efficacy Motivation to excel Engagement

Apply strengths to areas needing improvement Greater likelihood of success

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)

How do you do it?-- TPCK and Understanding by Design

There is a new curriculum design model that helps us think about how to make assessment part of learning. Assessment before , during, and after instruction.

Teacher and Students as Co-Curriculum Designers1. What do you

want to know and be able to do at the end of this activity, project, or lesson?

2. What evidence will you collect to prove mastery? (What will you create or do)

3. What is the best way to learn what you want to learn?

4. How are you making your learning transparent? (connected learning)

Shifts focus of literacy from individual expression to community involvement.

Shifts focus of literacy from individual expression to community involvement.

Connected Learner ScaleThis work is at which level(s) of the connected learner scale?Explain.

Share (Publish & Participate) –

Connect (Comment and Cooperate) –

Remixing (building on the ideas of others) –

Collaborate (Co-construction of knowledge and meaning) –

Collective Action (Social Justice, Activism, Service Learning) –

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Education for Citizenship

“A capable and productive citizen doesn’t simply turn up for jury service. Rather, she is capable of serving impartially on trials that may require learning unfamiliar facts and concepts and new ways to communicate and reach decisions with her fellow jurors…. Jurors may be called on to decide complex matters that require the verbal, reasoning, math, science, and socialization skills that should be imparted in public schools. Jurors today must determine questions of fact concerning DNA evidence, statistical analyses, and convoluted financial fraud, to name only three topics.”

Justice Leland DeGrasse, 2001

Why TPACK?

• Learning how to use technology is much different than knowing what to do with it for instructional purposes

• Redesigning instruction requires an understanding

of how knowledge about content, pedagogy, and technology overlap to inform your choices for curriculum and instruction

Consider how your pedagogical approaches

might be framed to effectively integrate

technology into content-area instruction?

What new knowledge

might you need?

Throughout the week (and back in your classroom)…

• Content focus: What content does this lesson focus on?• Pedagogical focus: What pedagogical practices are

employed in this lesson? • Technology used: What technologies are used?

• PCK: Do these pedagogical practices make concepts clearer and/or foster deeper learning?

• TCK: Does the use of technology help represent the content in diverse ways or maximize opportunities to transform the content in ways that make sense to the learner?

• TPK: Do the pedagogical practices maximize the use of existing technologies for teaching and evaluating learning?

• TPCK:How might things need to change if one aspect of the lesson were to be different or not available?

TPACK Guidelines

How do you do it?-- TPCK and Understanding by Design

There is a new curriculum design model that helps us think about how to make assessment part of learning. Assessment before , during, and after instruction.

Teacher and Students as Co-Curriculum Designers1. What do you

want to know and be able to do at the end of this activity, project, or lesson?

2. What evidence will you collect to prove mastery? (What will you create or do)

3. What is the best way to learn what you want to learn?

4. How are you making your learning transparent? (connected learning)

21st Centurizing your Lesson Plans

Step 1- Best Practice

Researchers at Mid-continent Research for Education and Learning (McREL) have identified nine instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels. These strategies are explained in the book Classroom Instruction That Works by Robert Marzano, Debra Pickering, and Jane Pollock.

1. Identifying similarities and differences2. Summarizing and note taking3. Reinforcing effort and providing recognition4. Homework and practice5. Nonlinguistic representations6. Cooperative learning7. Setting objectives and providing feedback8. Generating and testing hypotheses9. Cues, questions, and advance organizers

What are specific strategies you use in your classroom for a particular discipline?

Pick the Content

Choose the Strategy

Choose the Tool

Create the Learning Activity

Then apply connected learner scale

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1. Get in groups

2. What are the Essential Instructional Activities you typically use?3. Have a discussion and list possible Web 2.0 tools that fit nicely with your disciplines essential instructional activities.

4. Create a 21st Century type instructional activity

Think: Share, Connect, Remix, Collaborate, Collective Action

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

Academic Learning TimeDavid Berliner

Pace- Is each learner actively engaged? Timing and delivery paced well?

Focus Are learning activities within core content aqnd aimed at helping them get better at something?

Stretch Are learners being optimally challenged? Not too easy or difficult.

Stickiness Is activity designed such that it will stick and not be memorized and forgotten?

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NEW DIRECTIONS IN ASSESSMENT

Photo Credit :http://www.annedavies.com/assessment_for_learning_tr_tjb.html

Shift FromShift

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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?

Answer…

No significant test differences were found

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”

In Phillip Schlechty's, Leading for Learning: How to Transform Schools into Learning Organizations he makes a case for transformation of schools.

Reform- installing innovations that will work within the context of the existing culture and structure of schools. It usually means changing procedures, processes, and technologies with the intent of improving performance of existing operation systems.

It involves repositioning and reorienting action by putting an organization into a new business or adopting radically different means of doing the work traditionally done.

Transformation includes altering the beliefs, values, meanings- the culture- in which programs are embedded, as well as changing the current system of rules, roles, and relationship- social structure-so that the innovations needed will be supported.

Transformation- is intended to make it possible to do things that have never been done by the organization undergoing the transformation.

Different than

So as you develop your vision for learning in the 21st Century how do you see it- should you be a reformer or a transformer and why?

Make a case for using one or the other as a change strategy.

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 1-2 minute (or less) to say what you want about the first question, we'll move on to our next agenda item.

Ground Rules for Round Robin

As facilitators we are going to stay neutral.We may ask a couple questions that will stimulate the discussion and bring out concerns or views that need to be considered.

Please know we are not trying to put you on the spot. Our questions are just trying to get as much information from you as we can.

Questions??

You are convinced that principled change is needed and that the focus should be on curriculum that leverages 21st Century constructs (such as student directed inquiry, global collaboration, PBL and connected learning)What are the challenges you will face as you start to transform your school into a place that will prepare students for the future that awaits them?

Discussion Prompt

Now that we have discussed the challenges that have or could possibly prevent us from achieving the goal, let’s start to brainstorm some possible solutions to over coming these challenges.

Think in terms of: “What’s working now?”“What actions can be put into place to overcome the barriers mentioned?” “What can individuals do?” “Or what innovative ideas can you suggest that aren’t related to overcoming barriers?”

Using the Post Its you have on the table, put one idea per sticky for potential solutions to the problems we have discussed, or innovations/ideas you have that help implement change or shift.

You will have 10 minutes to generate ideas– one per sticky note.

Generating Proactive Solutions

Ok. Stop writing. Now I would like for you to get into pairs or small groups. Looking at your combined Post It notes and share your ideas. Post your best ideas (remix and collaborate) from the collective mind or post your favorites from the group.

You have 10 minutes

Sharing Ideas

Decide which topic you are most passionate about that you possibly would like to see developed into a collaborative action plan.

Use your dots to vote. Put 1 dot on 6 charts, 2 dots on 3 charts, 3 dots on 2 charts, or all your dots on 1 chart.

Voting your Passion

Collaborative Action Plans.

Working together… develop a 3-5 step action plan around the topic you have been given.

1. Review and organize the ideas on the chart.2. Set to the side any outliers3. Add any ideas that are missing4. Wordsmith (by combining ideas and adding your

own) a 3-5 step action plan

Highlights

Change is hard

Connected learners are more effective change agents

An effective change agent is someone who isn’t afraid to change course.

We have a choice: A choice to be powerful or pitiful. A choice to allow ourselves to become victims of all that is wrong in education or activists. Activists who set their own course. Who resist the urge to quit prematurely. DIY change agents who choose to be powerful learners on behalf of the children they serve.

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.

Last Generation