Things I have been told you should know about me.

1. Alberta (AISI turned Inspired Learning) work.

2. PLP’s Connected Learner Experience

3. PLP Lite and e-Courses

4. Voices from the Learning Revolution

5. PLPress

6. Don’t forget Connected Educator Month

• THE CONNECTED EDUCATOR

Housekeeping

Get close to someone

Paperless handoutshttp://plpwiki.com

Back Channel Chathttp://todaysmeet.com/NOEL13

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.

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

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

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..

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

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

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.

.

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 Designers

1. 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) –

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

ASSESSMENT N

EEDS TO

CHANGE. WE K

NOW

THIS.

NEW DIRECTIONS IN ASSESSMENT

Sheryl N

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NEW DIRECTIONS IN ASSESSMENT

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

Shift FromShift

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 Connected Learning Look Like?

Connected Learning Communities provide the personal learning environment (PLE) to do the nudging

Use a 3-pronged Approach

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”

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