Expanding the Boundaries of Teaching and LearningGraduate Level CourseSalem State College/Northeast Consortium for Staff DevelopmentNE 9994August 25, 2008

Goals for Day 1-August 25, 2008

• Solve technological and logistical issues• Construct cohort relationships• Present course description and expectations• Develop norms for course• Begin to understand web literacy• Identify current areas of need and areas of expertise• Create personal web sites (if time)• Discuss the need to transform classrooms and

schools (if time)• Evaluate Day 1 and Next Steps

Thoughts…

• Risk more than others think is safe.

• Care more than others think is wise.

• Dream more than others think is practical.

• Expect more than others think is possible.

Unknown

“The future belongs to a very different kind of mind ─ creators and empathizers, pattern recognizers, and meaning makers. These people ─ artists, inventors, designers, storytellers, caregivers, consolers, big picture thinkers ─ will now reap society’s richest rewards and share its greatest joys.”

Daniel Pink A Whole New Mind

“You actually want to become really adaptable. You want constantly to acquire new skills, knowledge, and expertise that enable you constantly to be able to create value….Being adaptable in a flat world, knowing how to “learn how to learn,” will be one of the most important assets any worker can have, because job churn will come faster, because innovation will happen faster.”

Thomas Friedman The World is Flat

T-Shirt Activity

• Take a newsprint and marker

• Make a t-shirt design that best describes you as a person and include what you did this summer

• Do not use words in your design.

• You have 25 minutes to complete the task.

• A pair will present at a time to the whole group

Activity-The Talking Stick

“Take a few minutes to think about what you did both personally and professionally this summer. Be prepared to share with the entire cohort.”

Objectives of Course• To educate teachers and administrators about the

need to integrate 21st Century Skills into the classroom.

• To improve use of technology to achieve curricular goals.

• To give teachers additional strategies to transform their classrooms to a more student-centered, constructivist approach that integrates available technologies.

• To create a district where students are not only consumers of information, but producers as well. To create schools where students are empowered to construct their education, become expert managers of information, and build relationships within the classroom, and the school, but around the world.

Goals of Course• To develop a cohort of teachers and administrators

who are willing to transform their classrooms and schools into 21st Century laboratories where students become knowledge generators and teachers become knowledge facilitators.

• To improve the use of technological applications and project based learning to achieve our goals.

• To create a district where students are not only consumers of information, but producers as well. To create schools where students are empowered to construct their education, become expert managers of information, and build relationships within the classroom, and the school, but around the world.

Course Requirements6 Graduate Course Credits or 135 PDP’s• Attendance and Participation

• Only 2 Absences are allowed to receive Graduate Credit or 135 PDP

• Participate in all discussions and activities

• Online coursework• Complete three online courses from November Learning

• Webliteracy for Educators (Due by August 26)• Blogging for Educators (Due by September 15)• Advanced Webliteracy for Educators (Due by December 1)

• Attendance at a Technology Conference: • Dates (between June 1, 2008 and March 30, 2009 and

conference suggestions will be provided)

Course Requirements (Continued)• Required Readings:

• The World is Flat, Thomas Friedman (2007).• A Whole New Mind: Why Right-Brainers Will Rule

the Future, Daniel H. Pink (2006).• Blogs, Wikis, Podcasts, Will Richardson (2006).• Empowering Students With Technology, Alan

November (2001).• Web Literacy for Educators, Alan November

(2008).

• Complete all assignments and post them to your November Learning blog.

Assignments• All assignments should be posted on your

blog by the due date indicated. • Exception: Web Based Courses• Each assignment is worth 100 points unless

otherwise noted.

• Assignment 1: Complete the online course, Webliteracy for Educators, from November Learning.• Due: August 26, 2008 (This assignment is worth

5% of your grade).

Assignments

• Assignment 2: Complete the online course, Blogging for Educators, from November Learning. Password and User Name will be given to participants in June.• Due: September 15, 2008 (This assignment is

worth 5% of your grade).

Assignments• Assignment 3: Read or listen to The World is Flat and critically

analyze the Partnership for 21st Century Skills Website (http://www.21stcenturyskills.org/ ). Answer the following question in detail as a blog post:

• “Your Superintendent/Principal has read “The World is Flat” and is deeply concerned that the district/school is graduating students who are not globally competitive. He/She has asked you to produce a draft list of recommendations for their consideration of what the district/school can do to prepare students for a 21st Century Global Society. Your memo is in two parts:1. What can the district/school do to take advantage of a Flat World? 2. How can the district prepare students to be successful in a Flat World?”

Due: Post it to your blog by October 1, 2008 (This assignment will count as 10% of final grade.)

Assignments• Assignment 4: All course participants will create a Weblog on November

Learning and will be instructed on how to add to and maintain their sites during the second class sessions. In addition, participants will be shown how to develop an RSS (Really Simple Syndication). You will be expected to add, at a minimum, one blog post a week along the lines of but not limited to the following:

* Reflections on reading* Experiences at school* Sharing of Lessons* Interesting Websites or Blogs

• In addition, course participants should maintain an RSS with a minimum of 5 blogs (from outside the cohort) and plan on offering one comment per week on one of your classmates’ blogs.

• Due: September 16, 2008 – April 15, 2009 (This assignment will count as 20% of final grade. You will post to your blog each week for 30 weeks (including the assignment posts below.) Each post will be worth a maximum of 5 points for a total of 150 points for this component.)

Assignments• Assignment 5: Read A Whole New Mind and listen to

the podcast interviews that Alan November did with the author, Daniel Pink. (Links on iTunes via November Learning Website http://novemberlearning.com/ ) Answer the following in a blog post:“Look at your school/classroom through the lens of how Pink describes the changes that are occurring. What do you need to change in your classroom and school to prepare your students for a “right-brained world?”

• Due: October 15, 2008 (This assignment will count as 5% of final grade.)

Assignments• Assignment 6: Using one of the Google Applications

or Wikispaces, design and implement a way to change how you would instruct your students/staff. Post your experience and example on your blog.

Due: November 15, 2008 (This assignment will count as 5% of final grade.)

• Assignment 7: Complete the online course, Advanced Webliteracy for Educators, from November Learning.

Due: December 1, 2008 (This assignment will count as 5% of final grade.)

Assignments• Assignment 8: Edit or create a Wikipedia

entry, which must stay on Wikipedia for a minimum of 1 week. Please link your edits to a blog post and reflect on the process. Also, answer this question on your blog post: “What do you think the significance of Wikipedia is in terms of helping our students understand how information and knowledge will be created in this century?”

• Due: December 15, 2008 (This assignment will count as 5% of final grade)

Assignments• Assignment 9: Design and implement an

assignment where your own students/faculty are presenting to an authentic audience somewhere in the world and post it to your blog. Make sure to discuss in some detail how you would go about connecting your students to other classrooms or teachers and what that connection would facilitate.

• Due: January 15, 2009 (This assignment will count as 5% of final grade.)

Assignments• Assignment 10: Create a podcast and post it

to your blog. You may either use an MP3 recorder, audacity/lame or record a Skype conversation with someone from around the world. This podcast can provide support to professional development, communicate with your community or support instruction. (Note: You will be shown how to use these tools ahead of time.)

• Due: February 15, 2009 (This assignment will count as 10% of final grade.)

Assignments• Assignment 11: Attend a technology conference sometime

between June 1, 2008 and March 1, 2009. Write about the experience in your blog. In addition, make a 10 minute presentation on the workshops that you attended at a staff meeting in your school and in class. Explain how the information that you learned at the conference could impact your school or classroom. Here are some possible guiding questions:• What technology applications are currently being used that could

transform classrooms?• How can we connect our classrooms globally with other classrooms in

other parts of the world?• How should we rethink the way that teaching and learning occurs in our

schools and classrooms?• What will tomorrow’s classroom look like?

• Due: March 9, 2009 (This assignment will count as 5% of final grade.)

Assignments• Assignment 12: Prepare a 20-minute presentation

that discusses a clear expansion of the boundaries of learning in your school/classroom where you didn’t simply bolt technology on top of current practice but, instead, engaged students in work that can only be done with technology. Use at least one of the applications that you have learned in this course. Group projects are allowed if the practice is being implemented in each presenter’s class/school.

• Due: April 6, 2009 (2nd to last class) (This assignment will count as 10% of final grade.)

Assignments• Assignment 13: Present at the Annual

Reading Public Schools Staff Sharing Conference in April on a topic that you have learned and implemented in this course. Explain in your presentation how this application has changed the way you teach in your classroom or lead in your school. Post the presentation on your blog.

• Due: April 17, 2009 _- Staff Sharing Conference (This assignment will count as 10% of final grade.)

Final Grade

• Assessment: These assignments will form the basis of your final grade for this module. Each assignment will be assessed based on the number of points possible. The assignments will be weighted according to the percentages listed in the parentheses next to the due dates for each assignment.

• Grades will be A, A-, B+, B-, C+, C, F or I (Incomplete)

• A and A- are for superior work

Dates for Course(All sessions meet from 3:30-6:30 p.m. unless otherwise noted.)• Monday, August 25th (8:30 a.m.-11:30 a.m.)• Monday, September 15• Monday, September 29• Monday, October 6• Monday, October 20• Monday, November 3 • Monday, December 1 • Monday, December 15• Monday, January 5• Monday, January 12• Monday, January 26• Monday, February 9• Monday, February 23 • Monday, March 9 • Monday, March 23• Monday, April 6• Monday, April 13

Resources for Course

• Email (reading.k12.ma.us)• Google Groups• Google Docs• Itunes• Del.icio.us• Audacity.com• Lame.com• http://cianews.wikispaces.com/• Other resources will be developed as we go

through the course

Types of Groups (May Change)

• Dyads or Triads (You choose)

• Like Groups• Similar subject/position

• Mixed Groups• Randomly selected

• Level Groups• Similar levels/schools

• All groups are listed on http://cianews.wikispaces.com/Documents+for+Course

Think-Pair-Share• Go to your email and sign up for the cianews

wikispace.• Spend five minutes to go onto the internet and

discover what the term “essential question” means.• Answer the following question:

• What do you believe are the essential questions for this course?

• Pair up with someone that is not in your school or has a similar position and discuss your essential questions.

• Develop three essential questions that you will share with the group.

• Record your responses on:• http://cianews.wikispaces.com/Essential+Questions+for+course

Essential Questions for Course

• Why do we need to transform classrooms and schools?

• What does a 21st Century Classroom look like?

• How can we connect what we are learning to transform our classrooms and schools?

• How do we provide leadership and support to our colleagues to transform all classrooms and schools?

Alternative Evaluation

• To provide professional growth for Reading teachers using an alternative approach to teacher evaluation. The purpose of the Alternative Evaluation is to differentiate the process for PTS teachers by allowing them to choose projects and activities that focus on their professional growth and align with the Reading Standards for Effective Teaching.

• This course qualifies as an alternative evaluation

For Teachers Pursuing Alternative Evaluation• Year 1 of Alternative Evaluation (Planning and Preparation

Year)• October 15-Evaluation Proposal due to the building principal (in lieu of

annual goals)• Prior to October 15th, the teacher should meet with the building principal

to discuss the possibilities of pursuing an alternative evaluation.• By November 1-Building Principal and Assistant Superintendent meet

with teacher to review proposal• By November 15-Notification to teacher on status of proposal• June 1-Midcycle review of proposal by building principal

• Year 2 of Alternative Evaluation (Implementation Year)• October 15-Status review of proposal by building principal (In lieu of

annual goals)• February 1-Status review of proposal by building principal• Late April-Presentation at Annual PreK-12 Staff Sharing Conference• May 1-Final Evaluation report due to building principal

Type of Proposal

• Professional Growth Portfolio• The professional growth portfolio is a means of

collecting evidence and reflecting on a professional growth experience. Teachers select the areas in which they wish to enhance their skills. In this process the teacher will select learner-centered goals, develop professional goals and plans based on one or more standards/ indicators of the Reading Standards for Effective Teaching, document progress in achieving these goals, and reflect on the learning experience and results of the goal setting.

Preparing the Proposal• Preparing the Proposal

• Complete the Alternative Evaluation Proposal Form. Indicate the alternative evaluation selected and the standard(s)/indicators(s) of focus from the Reading Standards for Effective Teaching. You will need to provide the following information:

• Description of Project or Activities Including Timeline• Describe the project or activities you will implement to achieve growth

toward the standard(s)/indicators(s) you selected. Include a timeline showing when activities will be accomplished including the middle and end of year conferences with the evaluator.

• Describe how you have prepared or will prepare to complete this project.• Outcomes

• How will the implementation of this proposal improve student’s learning and assist you to achieve professional growth in the selected Reading Standards for Effective Teaching?

• Evaluation• What type of evidence or criteria (reflection journal, student work/

assessments, data, documents, etc.) will you use to evaluate your professional growth and improve student learning?

Developing Norms for the Cohort

• [According to a cohort participant,] cohorts are created not born. They are successful when everyone works collaboratively and collectively on improving their own and others' learning experiences. It takes self-responsibility, patience, courage, humor, commitment, sensitivity, and a lot of hard work to create such an enriching learning experience for everybody. (Nesbit 2001, p. 3)

Developing Norms for the Cohort• Go to your “level” groups.• If you do not know who is in your “level” groups, go to

http://cianews.wikispaces.com/Documents+for+Course• Go to: http://www.calpro-online.org/ERIC/docs/pab00033.pdf• Read the article in Groups of 4• Based upon this article and your knowledge of effective

classrooms, brainstorm 5 or less norms for the group.• Place your norms on http://cianews.wikispaces.com/Norms+for+the+Cohort

My Personal Norms for this Course

• Start on time and finish on time• Provide a safe environment for you to take risks• Challenge you to think differently, but provide

support• Encourage risk taking• Encourage dialogue• Give timely feedback and support• Know that I am not an expert• Use the resources in this room to improve the

course

Some Quotes to Think About• "It is not the strongest species that survive, nor the most intelligent, but the ones

most responsive to change" – Charles Darwin

• "The illiterate of the 21st Century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn." -- Alvin Toffler

• "Sometimes traveling to a new place leads to great transformation" --Fortune Cookie

• “In times of change, learners inherit the Earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists”

— Eric Hoffer

• "The kind of questioning, collaborative, active, lateral rather than hierarchical pedagogy that participatory media both forces and enables is not the kind of change that takes place quickly or at all in public schools."

-- Howard Rheingold

• "For any given organization, the important questions are 'When will the change happen?" and "What will change?" The only two answers we can rule out are never, and nothing."

--Clay Shirky

Web Literacy

• Go to http://cianews.wikispaces.com/Web+Literacy+Activity• IP Addresses

• Web browsers search these numbers for access to a website• Example: 212.58.240.33

• Domain Names• Example cnn.com

• Component 1-Created by the owner of the site• Example: cnn

• Component 2-Top Level Domain• Designated for certain groups or categories

• .com commercial• .gov government• .k12 K-12 Education• .edu Universities• .org Organization

Web Literacy

• Third Component-Country Code• .us United States• .cn China• .za South Africa• .mx Mexico

• URL (Uniform Resource Locator)• Another name for web address• Most begin with www (World Wide Web)

• Go back to http://cianews.wikispaces.com/Web+Literacy+Activity

How to Validate Information on the Web

• Use Get REAL Acronym

• Read the URL• Do you recognize the domain name?• What is the extension in the domain name?• Are you on a personal page?

• Look for a name• Look for a ~• Look for a %• Look for the words users, people, or members

Examine the Content

• Is the information on the Web site useful for the topic?• Are additional resources and links provided?• Do the links work?• Is the site current?• Do you know when the site was last updated?• Do you think the information is accurate?• Does the information contradict information you have

found elsewhere?

Go back to http://cianews.wikispaces.com/Web+Literacy+Activity

Ask about the author

• Is the author’s name provided?

• Is there a contact person or an address provided?

• Is there biographical information provided about the author?

• Does the author seem knowledgeable? Is he or she an expert in the field?

• What kinds of results do you see when you do a search on the author’s name?

Web Literacy

• Using your knowledge of web literacy, investigate the following:• You are a student in an astronomy class and you

are curious as to why Pluto is no longer a planet.• Using the web find out why Pluto is no longer a

planet. Cite your web sources.• http://www.edutopia.org/student-web-research-

technology-literacy

Carousel Brainstorm• Get into your “like” groups

• If you do not know who is in your “like” groups, go to http://cianews.wikispaces.com/Documents+for+Course

• Each group should go to a chart• Brainstorm questions that you would like answered under each

topic in your color marker.• If you are an “expert” in this topic, place a post it with your

name.• For the sheet marked “other”, identify other areas that you

would like to learn about in this course other than the ones listed.

• For the sheet marked “expert” identify areas that you feel you are comfortable presenting to the group.

Next Time

• Continue Web Literacy

• Why transform schools?

• Develop blogs and rss

• Assignment 2: Complete the online course, Blogging for Educators, from November Learning. Password and User Name will be given to participants in June.• Due: September 15, 2008 (This assignment is

worth 5% of your grade).

• Refreshments (Google Docs)

3-2-1

• Go to your email

• Identify three things that you learned today

• List two questions that you have about today’s class that you would like to know more about.

• Name one idea that you have to improve today’s class.

• Send your response in an email to jdoherty@reading.k12.ma.us

Have a great start to the school year!