Nsdc This One
-
Upload
guestf1932d1 -
Category
Education
-
view
450 -
download
1
description
Transcript of Nsdc This One
Leveraging Online Tools for Teacher LearningNSDC- St Louis, MO
Moderator
Anthony Rebora Managing editor of Education Week’s teachermagazine.org channel and the Teacher Professional Development Sourcebook.
www.teachermagazine.org
www.teachermagazine.org/tsb/
Gerald Herbert/AP
Elements of Effective PD: Consensus View
• Collaboration• Teacher inquiry• Focus on student work/relevant
subj. matter• Job embedded• Sustained activities• Consistent follow-up
Gerald Herbert/AP
What Online PD (Optimally) Enables:
• Training extended over time• Transference to classroom practice• Strong focus on content through readings,
multimedia, and online exploration• Capacity building through teacher-led
activities• Learning community, rich online discussions(Barbara Treacy, EdTech Leaders Online, Education Week
Webinar, Nov. 13, 2009: http://www.edweek.org/go/webinar/webpd)
Gerald Herbert/AP
Convergence of Trends
• Pressure on schools to improve/modernize PD
• Mainstreaming of interactive (Web 2.0) tools
• Growing interest in teacher collaboration• Growing interest on new (i.e., Web-
supported) models of teaching and learning
• Budgetary constraints and changes
Gerald Herbert/AP
Convergence of Trends
“New resource constraints and continuing economic re-organization provides the opportunity to transform TPD activities and processes using newer and more meaningful models.”
(Christopher Sessums, University of Florida, Education Week Webinar, Nov. 18, 2009: http://www.edweek.org/go/webinar/webpd )
Gerald Herbert/AP
Types of Tools and Platforms
• Course management platforms (Moodle, Blackboard, etc.)
• Voice and content tools (Voicethread, Gcast, etc.)
• Collaboration/networking tools (Wikispaces, Ning, etc.)
• Communication tools (Skype, Elluminate, etc.)
Gerald Herbert/AP
Types of Tools
• Resource sharing (delicious, diigo, etc.)
• Blogging and microblogging(Barbara Treacy, EdTech Leaders online)
Gerald Herbert/AP
Trend Lines: Teachers’ and the Web
• The Percentage of teachers who use the Internet at least once a week to get teaching ideas: 62 (MetLife, “Survey of the American Teacher,” 2008)
• Percentage of teachers who have read or written a blog about teaching: 28 (MetLife)
• Percentage of teachers who communicate online with an educator outside their district at least once a week: 11 (MetLife)
Gerald Herbert/AP
Trend Lines: Online Course Enrollment
• Percentage of teachers who have taken an online course for degree or professional credit: 39 (MetLife, 2008)
• Percent growth in teachers who have taken an online PD course between 2007 and 2008: 51 (Project Tomorrow, “Learning in the 21st Century: 2009 Trends Update)
Gerald Herbert/AP
Trend Lines: Teachers and Social Networking
• Percentage of educators who have joined a social networking Web site: 61 (edWeb.net, 2009)
• Percentage of educators who have participated in a professionally-oriented SNS: 15 (MetLife, 2008)
• Percentage of teachers who see the value of SNS for sharing information and resources with other educators: 58 (most commonly identified value) (edWeb.net, 2009)
TrendLines: Teachers and Social Networking
• Number of members on the English Companion Ning (begun Dec. 2008): 9,830
Gerald Herbert/AP
Food for Thought
“I think that online professional development does have the promise to [overcome teachers’ frustrations with PD], but that promised is only realized if people use the tools well. … But I do think some online tools, if the training takes advantage of them, can help with some of the classic issues of professional development.”
(Chris Dede, Interview, Teacher Professional Development Sourcebook, Fall 2009: http://www.edweek.org/go/tsb/dede)
Gerald Herbert/AP
Food For Thought
“With online PD, I can work at home while my littlest one is napping. I love that. I love to tell my learners at the beginning of my course, ‘Hey, I’m teaching these courses in my pajamas.’ It’s great!”
(Alethea Setser, PBS TeacherLine Course facilitator, Interview, Teacher Professional Development Sourcebook, Fall 2009: http://www.edweek.org/go/tsb/setser)
Resources
• Teacher Professional Development Sourcebook, Fall 2009: Leveraging Online Learning: http://www.teachersourcebook.org
• Chat Transcript: “Social Networking and Professional Development,” Nov. 12, 2009: http://www.edweek.org/ew/events/chats/2009/11/12/index.html
• Webinar: “Can Web 2.0 Save Professional Development,” Nov. 18, 2009: http://www.edweek.org/go/webinar/webpd
Online Professional
Learning
Ideas from the Field
Some Lessons Learned
• Convenience is key for teachers
• Good content emerges with time—relationships first
• “Technology skills” are a side benefit—not the goal
• Plan to change plans• Have fun
Models & Strategies • Real-time and lots of time• Pairs, trios, small & large
groups• Requiring a response• Nifty ideas: polling,
recording, slides and videos, case studies
• KEY PRINCIPLE: Nobody likes to feel dumb
Student Characteristics (pair-share review)
LIST three things about your students that influence the way you set learning goals for them, and plan instruction that will meet their needs. What would another teacher need to know about this class to understand its “learning personality?”
Share with a partner…
Setting Learning Goals (whole-group discussion, individual posts, asynchronous
discussion prompts)
• What makes a learning goal useful, for teachers and students? What makes it worthy?
• What are some examples of high and worthwhile learning goals that you have set for your students?
• How specific does a learning goal need to be?
• Can you identify some inappropriate or lower-quality learning goals?
Sample Learning Goals (evaluation polling, deconstruction/reconstruction)
My learning goals are:For all students to get 80% or above on the quizExploring the concepts of density and massManipulate three measurement tools; compare results,
using two different graphic representationsHaving students build a model volcano, in cooperating
teamsFor my students to understand what “democracy” isWrite three drafts of a persuasive essay; students will
improve vocabulary and mechanics in each draft
What are your learning goals? Why are they important?
“In this lesson, I want my students to fully understand linear equations. Linear equations are an integral and vital part of the 8th grade math curriculum. They represent the rigorous content that my students will need to know to become scientists and mathematicians. Linear equations are now part of the state curriculum benchmarks and are referenced in the National Council for Teachers of Mathematics standards. My students will have to have this content mastered to meet the new state High School Merit Curriculum Standards, which require four years of formal mathematics coursework, so it’s very important that they understand them now.”
What are your learning goals?Why are they important?
“This is the first lesson as we begin a unit on linear equations. My goals for this lesson include having every student set up the problems correctly, and then explore the concept of scale. I want them to notice how changing the scale will give the graphs a different appearance without changing the function. Students will experiment to find scales that fit common data points best. It will be messy work, a kind of trial and error. An abstract concept like linear function is really tough for 7th graders who have been working with arithmetic and more concrete problems; another goal is to make the students feel comfortable and competent in working with the tools of graphing.”
If the only tool you have is a hammer, you tend to see every problem as a nail — Abraham Maslow
Housekeeping
Paperless handouts
http://21stcenturylearning.wikispaces.com
Sheryl Nussbaum-Beach
Co-Founder & CEO Powerful Learning Practice, LLChttp://[email protected]
President21st Century Collaborative, LLChttp://[email protected]
Are you Ready for Leading/Learning 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.
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
By the year 2011 80% of all Fortune 500 companies will be using immersive worlds – Gartner Vice President Jackie Fenn
New Media Literacies- What are they?
http://newmedialiteracies.org/ *Will the future of education include broad-based, global reflection and inquiry?
What role will Professional Learning Communities and Personal Learning Networks play?
Will your current level of new media literacy skills allow you to take part in learning through these mediums?
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 2002
Personal Learning Networks *
Community-Dots On Your Map
Are you “clickable”- Are your students?
Schools are one node in a network of learning options.
FORMAL INFORMAL
You go where the bus goes You go where you choose
Jay Cross – Internet Time
Teacher 2.0The Emergent 21st Century Teacher
Teacher 2.0Source: Mark Treadwell - http://www.i-learnt.com
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
Mobile Computing
Smart PhonesThe mobile market has: 4 billion subscribers, three-fourths of whom live in developingcountries.
Over a billion new phones are produced each year, and the fastest-growing sales segment belongs to smart phones —
Open Content
Relevance for Teaching, Learning & Creative Expression
Open content allows teachers to customize their courses quickly and inexpensively and keepup with emerging information and ideas.
Communities of practice and learner groups that form around open content provide a sourceof support for independent or life-long learners.
Electronic Books
Electronic books are now accessible via a wide variety of readers, from dedicated reader platforms like the Kindle to applications designed for mobile phones, and are enjoying wide consumer adoption.
Electronic books can be a portable and cost-effective alternative to buying printed books, although most platforms lack featuresto support advanced reading and editing tasks such as annotation, collaboration, real-time updates, and content remixing.
Question
What does it mean to work
in a participatory 2.0 world?
PD of the 21st Century will be—
teacher directed through:Connections (PLN & CoP)
44
Learning
One-on-one Classroom Informal
How people learn their jobs
46
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.
Two all day workshops that build capacity, community and develop 21st Century skills.
WorkshopsLive meetings where teams meet, listen and then reflect in small groups.
ElluminateWhere we deepen understanding, network, share resources and grow as a community of practice.
VLC
Professional Learning Teams
Job embedded teams who meet f2f and work towards scale and alignment of 21st C skills with school improvement goals
Powerful Learning Practice Delivery Model
http://plpnetwork.com *
The driving engine of the collaborative culture of a PLC is the team. They work together in an ongoing effort to discover best practices and to expand their professional expertise.
PLCs are our best hope for reculturing schools. We want to focus on shifting from a culture of teacher isolation to a culture of deep and meaningful collaboration.
Professional Learning Communities
FOCUS: Local , F2F, Job-embedded- in Real Time
Communities of Practice
FOCUS: Situated, Synchronous, Asynchronous- Online and Walled Garden
Characteristics of a healthy community
Personal Learning Networks
FOCUS: Individual, Connecting to Learning Objects, Resources and People – Social Network Driven
Last Generation