Teaching Academy workshop (part of Visnet)

2. Sheryl Nussbaum-Beach
Co-Founder & CEO
Powerful Learning Practice, LLC
http://plpnetwork.com
sheryl@plpnetwork.com
President
21st Century Collaborative, LLC
http://21stcenturycollaborative.com
Author
The Connected Educator: Learning
and Leading in a Digital Age
Follow me on Twitter
@snbeach

4. My community work

5. Mantra for today’s keynote…
We are stronger together than apart.
None of us is as smart, creative, good or
interesting as all of us.

6. • THE CONNECTED EDUCATOR
Things do not change; we change.
—Henry David Thoreau
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?

7. Learner First—
Educator Second
Introduce yourselves to each
other at the table and brag a
little. Talk about (in 2 min or
less) the most recent or
compelling connected learning
project you have recently
led, discovered, or been
involved in lately in your
school, classroom or
Emerson and Thoreau
reunited would ask-
―What has
become clearer to
you since we last
met?‖

8. Trust Building Exercise
I need 3 brave volunteers.

9. http://plpcommunityhub.com
http://todaysmeet.com/teachingacademy
#visnet13
Overview of HUB and
Introductions in our Workshop
Space

10. What do you wonder…
About connected learning?
How do you define the terms?
Let’s build a common language.

12. Are you Ready for Learning and
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.

13. The world is changing...

14. How has the world shifted since you and I went to
school?
How have students shifted since you and I went to
school?
How have schools shifted since you and I went to
school?
The World is Changing…

15. Time Travel
Lewis Perelman, author of School's Out (1992). Perelman argues that
schools are out of sync with technological change:
...the technological gap between the school environment and the "real
world" is growing so wide, so fast that the classroom experience is on
the way to becoming not merely unproductive but increasingly
irrelevant to normal human existence (p.215).
Seymour Papert (1993)
In the wake of the startling growth of science and technology in our
recent past, some areas of human activity have undergone
megachange. Telecommunications, entertainment and
transportation, as well as medicine, are among them. School is a
notable example of an area that has not(p.2).

16. By the year 2011 80% of all Fortune 500
companies will be using immersive worlds –
Gartner Vice President Jackie Fenn
Libraries 2.0
Management 2.0
Education 2.0
Warfare 2.0
Government 2.0
Vatican 2.0
Credit: Hugh MacLeod, gapingvoid
Everything 2.0

17. 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
Sherry Turkle is Abby Rockefeller Mauzé
Professor of the Social Studies of Science and
Technology in the Program in
Science, Technology, and Society at MIT and
the founder (2001) and current director of the
MIT Initiative on Technology and Self.

18. 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

19. Shifting From Shifting To
Learning at school Learning anytime/anywhere
Teaching as a private event Teaching as a public
collaborative practice
Learning as passive
participant
Learning in a participatory
culture
Learning as individuals
Linear knowledge
Learning in a networked
community
Distributed knowledge

20. dangeuslyirrelevant.org
Our kids have tasted the honey.
http://www.dangerouslyirrelevant.org/2009/02/a-taste-of-honey.html

21. 21
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.

22. • THE CONNECTED EDUCATOR
The Disconnect
―Every time I go to school, I have to
power down.‖ --a high school student

23. What do we need to unlearn?
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.

24. The pace of change is
accelerating

25. 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.
Knowledge Creation

26. 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.

27. Shift in Learning = New Possibilities
Shift from emphasis on
teaching…
To an emphasis
on co-learning

28. Shifts focus of literacy
from individual
expression to
community
involvement.
Students become
producers, not
just consumers
of knowledge.

29. Shifts focus of literacy
from individual
expression to
community
involvement.

30. 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

31. 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”

32. 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) –

33. 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
http://www.decs.sa.gov.au/wallaradistrict/files/links/Ten_Trends_Educating_Child.pdf

34. ―Schools are a node on the
network of learning.‖

35. Personal Learning Networks
Community-- in and out of the classroom
Are you ―clickable‖- Are your students?

36. • THE CONNECTED EDUCATOR
Professional
development needs
to change.
We know this.
A revolution in technology
has transformed the way we
can find each
other, interact, and
collaborate to create
knowledge as connected

37. Do it Yourself PD
A revolution in technology has transformed the way
we can find each other, interact, and collaborate to
create knowledge as connected learners.
What are connected learners?
Learners who collaborate online; learners who use
social media to connect with others around the globe;
learners who engage in conversations in safe online
spaces; learners who bring what they learn online back
to their classrooms, schools, and districts.

38. What is Do -It- Yourself Learning ?

39. • THE CONNECTED EDUCATOR

40. • THE CONNECTED EDUCATOR

41. • THE CONNECTED EDUCATOR
Meet the new model for professional
development:
Connected Learning Communities
In CLCs educators have several ways to
connect and collaborate:
• F2F learning communities (PLCs)
• Personal learning networks (PLNs)
• Communities of practice or inquiry
(CoPs)

42. • THE CONNECTED EDUCATOR
1. Local community: Purposeful, face-to-face
connections among members of a committed group—
a professional learning community (PLC)
2. Global network: Individually chosen, online
connections with a diverse collection of people and
resources from around the world—a personal learning
network (PLN)
3. Bounded community: A committed, collective, and
often global group of individuals who have
overlapping interests and recognize a need for
connections that go deeper than the personal learning
network or the professional learning community can
provide—a community of practice or inquiry (CoP)

43. • THE CONNECTED EDUCATOR
Professional
Learning
Communities
Personal Learning
Networks
Communities of
Practice
Method Often organized for
teachers
Do-it-yourself Educators organize
it themselves
Purpose To collaborate in
subject area or
grade leverl teams
around tasks
For individuals to
gather info for
personal knowledge
construction and to
bring back info to
the community
Collective
knowledge building
around shared
interests and goals.
Structure Team/group
F2f
Individual, face to
face, and online
Collective, face to
face, or online
Focus Student
achievement
Personal growth Systemic
improvement

44. Community is the New Professional Development
Cochran-Smith and Lytle (1999a) describe three ways of knowing and constructing
knowledge…
Knowledge for Practice is often reflected in traditional PD efforts when a trainer shares
with teachers information produced by educational researchers. This knowledge presumes
a commonly accepted degree of correctness about what is being shared. The learner is
typically passive in this kind of "sit and get" experience. This kind of knowledge is
difficult for teachers to transfer to classrooms without support and follow through. After a
workshop, much of what was useful gets lost in the daily grind, pressures and isolation of
teaching.
Knowledge in Practice recognizes the importance of teacher experience and practical
knowledge in improving classroom practice. As a teacher tests out new strategies and
assimilates them into teaching routines they construct knowledge in practice. They learn
by doing. This knowledge is strengthened when teachers reflect and share with one
another lessons learned during specific teaching sessions and describe the tacit
knowledge embedded in their experiences.

45. Community is the New Professional Development
Knowledge of Practice believes that systematic inquiry where teachers create
knowledge as they focus on raising questions about and systematically studying
their own classroom teaching practices collaboratively, allows educators to
construct knowledge of practice in ways that move beyond the basics of
classroom practice to a more systemic view of learning.
I believe that by attending to the development of knowledge for, in and of
practice, we can enhance professional growth that leads to real change.
Cochran-Smith, M., & Lytle, S.L. (1999a). Relationships of knowledge and
practice: Teaching learning in communities. Review of Research in
Education, 24, 249-305.
Passive, active, and reflective knowledge
building in local (PLC), global (CoP) and
contextual (PLN) learning spaces.

46. Dedication to the
ongoing development
of expertise
Shares and contributes
Engages in strength-based approaches
and appreciative inquiry
Demonstrates mindfulness
Willingness to leaving one's comfort
zone to experiment with new strategies
and taking on new responsibilities
Dispositions and Values
Commitment to understanding
asking good questions
Explores ideas and
concepts, rethinking, revising, and
continuously repacks and
unpacks, resisting
urges to finish prematurely
Co-learner, Co-leader, Co-creator
Self directed, open minded
Commits to deep reflection
Transparent in thinking
Values and engages in a culture of
collegiality

48. http://bit.ly/QSqfjI

49. Dedication to the
ongoing development
of expertise
Shares and contributes
Engages in strength-based approaches
and appreciative inquiry
Demonstrates mindfulness
Willingness to leaving one's comfort
zone to experiment with new strategies
and taking on new responsibilities
Dispositions and Values
Commitment to understanding
asking good questions
Explores ideas and concepts,
rethinking, revising, and
continuously repacks and unpacks,
resisting
urges to finish prematurely
Co-learner, Co-leader, Co-creator
Self directed, open minded
Commits to deep reflection
Transparent in thinking
Values and engages in a culture of
collegiality

50. What Might Your Life as a DIY
Connected Learner Look Like?

51. Connected Learning Speed Dating

52. Self Evaluation and then
a Powerful Conversation
of Change

53. What Does
Connected Learning Look Like?

54. FORMAL INFORMAL
You go where the bus goes You go where you choose
Jay Cross – Internet Time

55. http://www.elearnspace.org/Articles/google_whitepaper.pdf

56. MULTI-CHANNEL APPROACH
SYNCHRONOUS
ASYNCHRONOUS
PEER TO PEER WEBCAST
Instant messenger
forumsf2f
blogsphotoblogs
vlogs
wikis
folksonomies
Conference rooms
email Mailing lists
CMS
Community platforms
VoIP
webcam
podcasts
PLE
Worldbridges

57. Learning to Change: Changing to Learn

58. Shift in Learning – The Possibilities
Rethinking 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.

59. Shifting From Shifting To
A teaching focus A learning focus
School improvement
as an option
School improvement
as a requirement
Mandated
accountability
Mutual accountability

61. 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
.

62. 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.
.

63. 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? Does it matter?

64. 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

65. "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.

66. 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.
.

67. 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
http://bit.ly/lUxRIR

68. Focuson Possibilities
–Appreciate “What is”
–Imagine “What Might Be”
–Determine “What Should Be”
–Create “What Will Be”
Blossom Kids
ClassicProblem 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’sfix what’s
wrong and let the
strengthstake care
of themselves
Speak life life to your
students and teachers…
–When you focus on
strengths- weaknesses
become irrelevant

70. Strengths Awareness  Confidence  Self-Efficacy
 Motivation to excel  Engagement
Apply strengths to areas needing improvement 
Greater likelihood of success

71. 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)

72. 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
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

73. Shifts focus of literacy
from individual
expression to
community
involvement.

74. Shifts focus of literacy
from individual
expression to
community
involvement.

75. 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) –

76. 76
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

77. 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

78. 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)…

79. • 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

80. 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
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

81. 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

82. What are specific strategies you use in your classroom for a
particular discipline?

84. 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

85. 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

86. Academic Learning Time
David 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?

87. NEW DIRECTIONS IN ASSESSMENT
Photo Credit :http://www.annedavies.com/assessment_for_learning_tr_tjb.html

88. 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?

89. Answer…
No significant test
differences were found

90. 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‖

91. 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.

92. 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

93. 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.

95. We will cover one question with your introduction
embedded during the Round Robin portion. Each
of you will have one shot – uninterrupted – at this
question.
When each of you has had 1-2 minute (or less) to
say what you want about the first question, we'll
move on to our next agenda item.
Ground Rules for Round Robin

96. As facilitators we are going to stay neutral.
We may ask a couple questions that will stimulate the
discussion and bring out concerns or views that need to be
considered.
Please know we are not trying to put you on the spot. Our
questions are just trying to get as much information from
you as we can.

97. Questions??

98. You are convinced that principled change is needed
and that the focus should be on curriculum that
leverages 21st Century constructs (such as student
directed inquiry, global collaboration, PBL and
connected learning)
What are the challenges you will face as you start to
transform your school into a place that will prepare
students for the future that awaits them?
Discussion Prompt

99. Now that we have discussed the challenges that have or could
possibly prevent us from achieving the goal, let’s start to
brainstorm some possible solutions to over coming these
challenges.
Think in terms of:
―What’s working now?‖
―What actions can be put into place to overcome the barriers
mentioned?‖
―What can individuals do?‖
―Or what innovative ideas can you suggest that aren’t related to
overcoming barriers?‖

100. Using the Post Its you have on the table, put
one idea per sticky for potential solutions to
the problems we have discussed, or
innovations/ideas you have that help
implement change or shift.
You will have 10 minutes to generate ideas–
one per sticky note.
Generating Proactive Solutions

101. Ok. Stop writing. Now I would like for you
to get into pairs or small groups. Looking at
your combined Post It notes and share your
ideas. Post your best ideas (remix and
collaborate) from the collective mind or post
your favorites from the group.
You have 10 minutes
Sharing Ideas

102. Decide which topic you are most passionate about that
you possibly would like to see developed into a
collaborative action plan.
Use your dots to vote. Put 1 dot on 6 charts, 2 dots on
3 charts, 3 dots on 2 charts, or all your dots on 1 chart.
Voting your Passion

103. Collaborative Action Plans.
Working together… develop a 3-5 step action plan
around the topic you have been given.
1. Review and organize the ideas on the chart.
2. Set to the side any outliers
3. Add any ideas that are missing
4. Wordsmith (by combining ideas and adding your
own) a 3-5 step action plan

104. Highlights

105. Change is hard

106. Connected learners are more
effective change agents

107. An effective change
agent is someone
who isn’t afraid to
change course.

108. We have a choice: A choice to be powerful or pitiful. A choice to allow
ourselves to become victims of all that is wrong in education or
activists. Activists who set their own course. Who resist the urge to quit
prematurely. DIY change agents who choose to be powerful learners on
behalf of the children they serve.

109. 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.

110. Last Generation