break out for Upper Grand

2. 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.

3. 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.

4. 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.

6. 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
.

7. 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.
.

8. 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?

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

10. 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.

11. 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.
.

12. 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.

13. 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

14. Let Go of Curriculum

15. 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.

16. 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

18. 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

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

20. 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)

21. 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)

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

23. 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

24. 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) –

25. 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/

26. 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
26

27. 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

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

29. Step 2- What Tool Fits?

31. 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

32. 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

33. 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?

34. NEW DIRECTIONS IN ASSESSMENT

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

36. 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

37. What does it
look like?

38. 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?

39. Answer…
No significant test
differences were found

40. 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‖