Passion CF

Sheryl Nussbaum-Beach Co-Founder & CEO

Powerful Learning Practice, LLC

http://plpnetwork.com

[email protected]

President

21st Century Collaborative, LLC

http://21stcenturycollaborative.com

Author

The Connected Educator: Learning and

Leading in a Digital Age

Follow me on Twitter

@snbeach

http://plpnetwork.com/

mailto:[email protected]

http://21stcenturycollaborative.com/

At your table…

Introduce yourselves if you do not know

each other…

Then talk about what you know and believe

to be important about how we learn.

What fuels learning? What conditions make

it meaningful and lasting?

http://bit.ly/1BW0uKH (someone scribe)

http://bit.ly/1BW0uKH

"We think too much about effective

methods of teaching and not

enough about effective methods of

learning." John Carolus

Mindset

Photo credit

http://scatteringsplat.files.wordpress.com/2012/07/applyingwhatyoulearn.jpg

The world is changing...


Problem finding is more important than just being given

problems to solve. Problem solving relies on understanding

the problem you are solving.


Shift in Learning – The PossibilitiesRethinking teaching and learning…

1. Multiliterate

2. Changing Demographic

3. Active Content Creators

4. Global Collaboration and

Communication

We are in the midst of seeing education

transform from a book-based, linear system

with a focus on individual achievement to an

web-based, divergent system with a focus on

community building.

Shift in Learning = New Possibilities

Shift from emphasis on

teaching…

To an emphasis on

co-learning

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 APPROACH

SYNCHRONOUS

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

"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 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.

Let Go of Curriculum

PBL is NOT New

CARL ROGERS

1902 - 1987JOHN DEWEY

1859-1952

BENJAMIN

BLOOM

1913-1999

SOCRATES

470-399 B.C.

JEROME

BRUNER

1915-CURRENT

LEV

VYGOTSKY

1896-1934

JEAN PIAGET

1896-1980SEYMOUR

PAPERT

Types of Constructivist Learning

• Project-driven- An approach to learning focusing on developing a

product or creation. Usually tied to a theme and cross disciplinary

studies.

• Problem-based- An approach to learning focusing on the process

of solving a problem or scenario and acquiring knowledge.

• Inquiry-driven-In inquiry-based learning environments, students are

engaged in activities that help them actively pose questions,

investigate, solve problems, and draw conclusions about the world

around them.

What is PBL or Inquiry-based Learning?

• Curriculum fueled and standards based.

• Asks a question or poses a problem that ALL

students can answer (often based on the

student’s interest and passion). Concrete,

hands-on experiences come together during

project-based learning.

• Allows students to investigate issues and

topics in real-world problems.

• Fosters abstract, intellectual tasks to explore

complex issues.

Uses Authentic Assessment

• Allows teachers to have multiple assessment opportunities.

• Allows a child to demonstrate his or her capabilities while working independently. (includes performance based assessments)

• Shows the student’s ability to apply desired skills such as doing research.

• Develops the student’s ability to work with his or her peers, building teamwork and group skills.

• Provides the opportunity for reaching outside the classroom walls and develop personal learning networks around expertise.

• It allows the teacher to learn more about the child as a whole person.

• It helps the teacher(s) communicate in progressive and meaningful ways with the student or a group of students on a range of issues. (mentor/apprenticeship relationships)

Photo credit: Ben Wilkoff

Seven Elements of

Project-Based Learning

• Standards Based

• Assessment Driven

• Student Directed

• Collaboration (Co-constructed

Learning)

• Real World Connection

(Authentic)

• Extended Time Frame

• Social Media & Web 2.0 Tools

Content:

Compelling ideas

• Problems presented in their full complexity

• Students finding interdisciplinary connections between ideas

• Students struggling with ambiguity, complexity, and unpredictability

• Real-world questions that students care about

Buck Institute for Education:

http://www.bie.org/pbl/pbloverview/definition.php


Conditions:

Support student autonomy

• Students community of inquiry

• Coursework in a social context

• Students exhibit task- and time-management behaviors

• Students direct their own work & learning

• Students simulate the professional work




Activities:

Investigative and engaging

• Students multi-faceted investigations over long periods of time

• Students encountering obstacles, seeking resources, and solving problems

• Students making their own connections among ideas and acquiring new skills

• Students using authentic tools

• Students getting feedback from expert sources and realistic assessment




Results

Real-world outcomes

• Students generating complex intellectual products to demonstrate learning

• Students participate in assessment

• Students held accountable for competence

• Students exhibiting growth in real-world competence




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 task

2. Student Ownership

3. Connected Learning

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.

Shifts focus of

literacy from

individual

expression to

community

involvement.

Shifts focus of

literacy from

individual

expression to

community

involvement.

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 interactionStephen Downes

Share

Cooperate

Collaborate

Collective Action

According to Clay Shirky, there are four steps on a ladder to mastering the

connected world: sharing, cooperating, collaborating, and collective

action.

From his book- “Here Comes Everybody”

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) –

32

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

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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http://www.mopocket.com/

• 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.

SITE 2006

IEA Second Information Technology in

Education Study

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.

Findings

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!

Teacher as Designer

TPACK is a framework that combines three

knowledge areas.

1. Content knowledge

2. Pedagogical knowledge

3. Technological knowledge

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)…

7 Pieces of the TPACK Pie

• Content [CK]: subject matter to be learned

• Technology [TK]: foundational and new technologies

• Pedagogy [PK]: purpose, values & methods used to teach and evaluate learning

• PCK: What pedagogical strategies make concepts difficult or easy to learn?

• TCK: How is content represented and transformed by the application of technology?

• TPK: What pedagogical strategies enable you to get the most out of existing technologies for teaching & evaluating learning?

• 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 conceptsclearer and/or foster deeper learning?

• TCK: Does the use of technology help represent thecontent 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

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)

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 differences

2. Summarizing and note taking

3. Reinforcing effort and providing recognition

4. Homework and practice

5. Nonlinguistic representations

6. Cooperative learning

7. Setting objectives and providing feedback

8. Generating and testing hypotheses

9. Cues, questions, and advance organizers

http://www.ascd.org/readingroom/books/marzano01book.html

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

----------------------------------------

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

http://21stcenturylearning.wikispaces.com/July+16-+1-5pm

Connected Learner Scale

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) –

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

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.

"The greatest danger in times of turbulence is

not the turbulence. It is to act with yesterday's

logic." - Peter Drucker

http://pixdaus.com

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