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.

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.

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..

New Media Literacies- What are they?

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?

What place does emerging media have in your role as a change savvy leader?

Shift in Learning = New Possibilities

Shift from emphasis on teaching…

To an emphasis on co-learning

"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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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.

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

Let Go of Curriculum

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 motivation or lead to engagement

The biggest challenge facing us as leaders: how to engage the hearts and minds of the learners

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 DesignThere 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.

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

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) –

Digital literacies

• Social networking• Transliteracy• Privacy maintenance• Identity management• Creating content• Organizing content• Reusing/repurposing content• Filtering and selecting• Self presenting

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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

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?

Step 2- What Tool Fits?

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?

ASSESSMENT NEEDS

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NEW DIRECTIONS IN ASSESSMENT

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

Shift From Shift To

Feedback• Task -oriented- Provides

information on how well the task is being accomplished .

• Clarification- Looks at process.

How to improve the work.

• Self-regulating - Encourages learner to evaluate their own work.

• Appreciation- specific praise linked to affective growth.

What makes a difference to student learning?

Constant and meaningful feedback -- The Student --Teacher relationship --Challenging goals

John Hattie, University of Auckland 2003

What does it look like?

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”