Passion based cell
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This document discusses moving education towards a more student-centered approach focused on developing 21st century skills. It emphasizes shifting away from traditional teaching towards collaborative learning, with the teacher taking a role as lead learner. Students need to develop skills like critical thinking, communication, collaboration, creativity, and problem solving to prepare for a future impacted by rapid technological change. Education must transform, not just reform, to fully enable students for this new digital age and economy driven by knowledge.
![Technological change is not additive, its
ecological. A new technology does not
change something, it changes
everything" [Neil Postman]
Source: Mark Treadwell - http://www.i-learnt.com](https://image.slidesharecdn.com/passionbasedcell-111115044521-phpapp02/85/Passion-based-cell-69-320.jpg)
Passion based cell
- 2. Housekeeping Paperless handouts http://plpwiki.com Sheryl Nussbaum-Beach Co-Founder & CEO Powerful Learning Practice, LLC http://plpnetwork.com sheryl@plpnetwork.com President 21st Century Collaborative, LLC http://21stcenturycollaborative.com
- 4. Driving Questions 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?
- 5. . Lead Learner Native American Proverb “He who learns from one who is learning, drinks from a flowing river.” Sarah Brown Wessling, 2010 National Teacher of the Year Describes her classroom as a place where the teacher is the “lead learner” and “the classroom walls are boundless.”
- 6. Are you Ready for 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.
- 7. 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
- 8. 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
- 9. By the year 2011 80% of all Fortune 500 companies will be using immersive worlds – Gartner Vice President Jackie Fenn
- 10. “For the first time we are preparing students for a future we cannot clearly describe.” - David Warlick http://communications.nottingham.ac.uk/podcasts/
- 11. 6 Trends for the digital age Analogue Digital Tethered Mobile Closed Open Isolated Connected Generic Personal Consuming Creating Source: David Wiley: Openness and the disaggregated future of higher education
- 12. The pace of change is accelerating
- 13. Knowledge Creation 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.
- 14. 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.
- 16. Shifting From Shifting To Learning at school Learning anytime/anywhere Teaching as a private event Teaching as a public collaborative practice Learning as passive Learning in a participatory participant culture Learning as individuals Learning in a networked community Linear knowledge Distributed knowledge
- 17. 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.
- 18. Transformation- is intended to make it possible to do things that have never been done by the organization undergoing the transformation. Different than 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.
- 19. 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.
- 21. 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 .
- 22. 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. .
- 23. 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?
- 24. Shift in Learning = New Possibilities Shift from emphasis on teaching… To an emphasis on co-learning
- 25. John Dewey "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." 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 out 2. in conversation, the propensity children have to communicate 3. in construction, their delight in making things 4. in their gifts of artistic expression.
- 26. 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. .
- 27. Have we replaced ―doing‖ with ―mastering skills‖? Have we subordinated our student’s initiative to a schedule we designed according to We require them to try and pragmatic factors become interested in hours other than their of listening to talking and there creative needs? is little time for those students to express themselves.
- 28. Three Rules of Passion-based Teaching 1. Authentic task • Move them from extrinsic 2. Student Ownership motivation to intrinsic 3. Connected Learning motivation http://bit.ly/lUxRIR • Help them learn self- government and other- mindedness • Shift your curriculum to include service learning outcomes that address social justice issues
- 29. Let Go of Curriculum
- 30. 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.
- 31. Classic Problem Solving Approach Most families, schools, – Identify problem organizations function – Conduct root cause analysis on an unwritten rule… – Brainstorm solutions and analyze – Develop action plans/ interventions –Let’s fix w hat’s w rong and let the strengths take care of themselves Focus on Possibilities –Appreciate ―What is‖ Speak life life to your –Imagine ―What Might Be‖ students and teachers… –Determine ―What Should Be‖ –Create ―What Will Be‖ –When you focus on Blossom Kids strengths- w eaknesses become irrelevant
- 33. 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
- 34. Strengths Awareness Confidence Self-Efficacy Motivation to excel Engagement Apply strengths to areas needing improvement Greater likelihood of success
- 35. “Individuals gain more when they build on their talents, than when they make comparable efforts to improve their areas of weakness.” --Clifton & Harter, 2003, p. 112 Engaged Learning- A positive energy invested in one’s own learning, evidenced by meaningful processing, attention to what is happening in the moment, and participation in learning activities.
- 36. 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)
- 37. Practicing Blossoming At your table… • Mention something you noticed lately about a group member. • Describe how it makes you feel. • Tell them the expectation you have because of this. • Endear through appropriate touch.
- 38. What do we need to unlearn? Example: * I need to unlearn that classrooms are physical spaces. * I need to unlearn that learning is an event with a start and stop time to a lesson. The Empire Strikes Back: LUKE: Master, moving stones around is one thing. This is totally different. YODA: No! No different! Only different in your mind. You must unlearn what you have learned.
- 39. Letting Student Passion and Interest Rule the Curriculum Lisa Duke's students at First Flight High School in the Outer Banks in NC created this video as part of a service project in her Civics and Economics course curriculum.
- 40. Free range learners Free-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. 40
- 41. FORMAL INFORMAL You go where the bus goes You go where you choose Jay Cross – Internet Time
- 42. MULTI-CHANNEL APPROACH webcam SYNCHRONOUS Community platforms VoIP Conference rooms Instant messenger Worldbridges PEER TO PEER WEBCAST email folksonomies Mailing lists PLE vlogs f2f CMS forums photoblogs blogs wikis podcasts ASYNCHRONOUS
- 44. Shifts focus of literacy from individual expression to community involvement. Students become producers, not just consumers of knowledge.
- 45. TPACK Model Mishra & Koehler 2006
- 46. SITE 2006 IEA Second Information Technology in Education Study • 9000 School • 35,000 math and science teachers in 22 countries How are teachers using technology in their instruction? Law, N., Pelgrum, W.J. & Plomp, T. (eds.) (2008). Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study. Hong Kong: CERC-Springer, the report presenting results for 22 educational systems participating in the IEA SITES 2006, was released by Dr Hans Wagemaker, IEA Executive Director and Dr Nancy Law, International Co-coordinator of the study.
- 47. Findings Increased technology use does not lead to student learning. Rather, effectiveness of technology use depended on teaching approaches used in conjunction with the technology. How you integrate matters- not just the technology alone. It needs to be about the learning, not the technology. And you need to choose the right tool for the task. As long as we see content, technology and pedagogy as separate- technology will always be just an add on.
- 48. Teacher as Designer See yourself as a curriculum designer– owners of the curriculum you teach. Honor creativity (yours first, then the student’s) Repurpose the technology! Go beyond simple ―use‖ and ―integration‖ to innovation!
- 49. Spiral – Not Linear Development Technology USE Mechanical Technology Integrate Meaningful Technology Innovate Generative
- 50. 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 1. What do you want to Designers 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)
- 51. Shifts focus of literacy from individual expression to community involvement.
- 52. Connected Learning The computer connects the student to the rest of the world Learning occurs through connections with other learners Learning is based on conversation and interaction Stephen Downes
- 53. Connected Learner Scale This 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) –
- 54. Digital literacies • Social networking cc Steve Wheeler, University of Plymouth, 2010 • Transliteracy • Privacy maintenance • Identity management • Creating content • Organizing content • Reusing/repurposing content • Filtering and selecting • Self presenting http://www.mopocket.com/
- 55. Defining the Connected Educator • THE CONNECTED EDUCATOR Our lives are connected by a thousand invisible threads. —Herman Melville
- 56. • THE CONNECTED EDUCATOR
- 57. Professional Developmen • THE CONNECTED EDUCATOR t for the 21st Century
- 58. Dispositions and Values Commitment to understanding Dedication to the asking good questions ongoing development of expertise Explores ideas and concepts, rethinking, revising, a Shares and contributes nd continuously repacks and unpacks, resisting urges to finish prematurely Engages in strength-based approaches Co-learner, Co-leader, Co-creator and appreciative inquiry Self directed, open minded Demonstrates mindfulness Commits to deep reflection Willingness to leaving one's comfort zone to experiment with Transparent in thinking new strategies and taking on new responsibilities Values and engages in a culture of collegiality
- 59. 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 59
- 60. The Focus of our Instructional Vision • Strengthening student work by examining and refining curriculum, assessment, and classroom instruction • Strengthening teacher practice by examining and refining the feedback teachers receive The Framework for Teaching - Charlotte Danielson • Strengthening leadership by becoming a connected leader who owns 21st Century shift. 60
- 62. How to Blossom with Expectation – Building Efficacy 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)
- 63. 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 1. What do you want to Designers 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)
- 64. 21st Century Learning – Check List 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
- 65. NEW DIRECTIONS IN ASSESSMENT
- 66. Photo Credit :http://www.annedavies.com/assessment_for_learning_tr_tjb.html NEW DIRECTIONS IN ASSESSMENT
- 67. Summative assessment is commonly used to certify the amount that individuals have learned and to provide an accountability measure. Summative assessments hold teachers accountable for standardized performance. They measure how well the teacher taught the curriculum. Formative assessment, in which the assessment is integrated with the instruction (and sometimes serves as the instruction) with the purpose of deepening learning, can replace summative assessment in many cases. Formative assessment measures and supports learning, not teaching. NEW DIRECTIONS IN ASSESSMENT
- 68. Formative Assessment Can be used to: • Gauge students prior knowledge and readiness • Encourage self-directed learning • Monitor progress • Check for understanding • Encourage metacognition • Create a culture of collaboration • Increase learning • Provide diagnostic feedback about how to improve teaching NEW DIRECTIONS IN ASSESSMENT
- 69. Technological change is not additive, its ecological. A new technology does not change something, it changes everything" [Neil Postman] Source: Mark Treadwell - http://www.i-learnt.com
- 70. 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
- 71. What does it look like? NEW DIRECTIONS IN ASSESSMENT
- 72. Change is inevitable: Growth is optional Change produces tension- it pushes us out of our comfort zone. ―Creative tension- the force that comes into play at the moment we acknowledge our vision is at odds with the current reality.‖ --Senge Sheryl Nussbaum- NEW DIRECTIONS IN Beach ASSESSMENT
- 73. Evaluating Best Practice … • What do you look for during the walk through? • How do you tell the difference between chaos and 21st century best practice? • What’s different? What’s shifted? • Evidence that an administrator may be able to observe in three minutes would include: • 1) the level of excitement in the classroom – is it ―bubbly‖ excitement, which may indicate some novelty in using the technology? or is it a ―humming‖ excitement, which may indicate a comfort with technology which is driving student motivation? • 2) the comfort level of the teacher with the technology – is the teacher’s use of the technology fluid or choppy? • 3) teacher/student collaboration – does the teacher appear to be comfortable with having the students in the ―driver’s seat‖? • 4) student motivation – are the students purpose-driven, using their time purposely to achieve their goals? • 5) authentic experiences – could the lesson be conducted just as well without the technology involved? NEW DIRECTIONS IN ASSESSMENT
- 74. 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?
- 75. Answer… No significant test differences were found
- 76. 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‖
- 77. Change is inevitable: Growth is Optional Change produces tension- out of our comfort zone. ―Creative tension- the force that comes into play at the moment we acknowledge our vision is at odds with the current reality.‖ Senge
- 78. 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. Be Passionate! Be wildly passionate as an advocate for those who can’t advocate for themselves.
- 79. Last Generation
- 81. What’s Different About This Book? • Learner first- Educator second • Next generation PLCs: Connected Learning Communities (CLCs) • DIY PD • You become a connected learner