Short pres - [part of a workshop]

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

3. 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 organization.
Emerson and Thoreau
reunited would ask-
“What has become
clearer to you
since we last
met?”

4. Trust Building Exercise
I need 3 brave volunteers.

5. http://plpcommunityhub.com

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

7. Are you using the
smallest number
of high leverage,
easy to
understand
actions to unleash
stunningly
powerful
consequence?

8. Professional development
needs to change.
We know this.
-----
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.

9. 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.
Who/What are connected,
DIY learners?

10. What is Do -It- Yourself Learning ?

11. How Does One Get Started on the Path
to Becoming a DIY, Connected Educator?

12. Status Quo-- Things are working well most of the time.
THEN
Something happens that creates a sense of urgency to change.
A desire to learn something new. You are presented with
evidence that makes you feel something. It touches you in some
way.
Maybe…
- a disturbing look at a problem
- a hopeful glimpse of the future
- a sobering self reflection
- you hear someone like Ewan McIntosh speak
and are moved to action

13. One of three things happen:
1. Complacency - You are moved but fail act - telling yourself or others, "Everything
is fine."
2. False urgency - You are busy, working-working-working and never reflect or
move yourself to action. You talk and it scratches the itch.
3. True urgency or passion- Urgent behavior is driven by a belief that the world
contains great opportunities and great hazards. It inspires a gut-level
determination to move, and shift, now. You are clearly focused on making real
progress every single day.
You see it. You feel it and you are moved to change or act or learn

15. • Letting go of control
• Willing to unlearn and relearn
• Mindset of discovery
• Reversed mentorship
• Co-learning and co-creating
• Messy, ground zero, risk taking

16. 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

17. Wonder is both a sense of awe
and capacity for contemplation.
Wonderment begins with
curiosity but then goes deeper
beyond the surface to a place of
possibility. A place we look for
patterns and testing of ideas we
had closed to our more
reasonable mind.
Wonder is to leave aside our
taken-for-granted assumptions,
peel away our biases, and to
willing explore aspects and angles
we wouldn't have seen before.

18. • http://bit.ly/QSqfjI
•MCCSC on Today’s Meet
• Twitter around DIY PD

19. It also helps to ask yourself questions like:
1) Why am I planning to do this?
2) How will I initiate this change?
3) Who can I connect with online in my network that can help me?
4) How will I measure my progress? Or how will I know if I am learning?

21. In connectivism,
learning involves
creating connections
and developing a
network. It is a theory
for the digital age
drawing upon chaos,
emergent properties,
and self organized
learning.

24. responsive
responsive

25. personalized

26. “Twitter and blogs ...
contribute an entirely
new dimension of
what it means to be a
part of a tribe. The
real power of tribes
has nothing to do
with the Internet and
everything to do with
people.”
Internet tribes
ccSteveWheeler,UniversityofPlymouth,2010
“A tribe needs a
shared interest and a
way to
communicate.”

28. “ Do you know what who you know knows?” H. Rheingold

29. • 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)

30. • 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

31. Community and Networks are 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 information produced by 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 to transfer to local context without support and follow
through. After a workshop, much of what was useful gets lost in the daily grind,
pressures and isolation of doing the work.
Knowledge in Practice recognizes the importance of experience and practical
knowledge in improving practice. As you test out new strategies and assimilates
them into your routines you construct knowledge in practice. You learn by
doing. This knowledge is strengthened when teams reflect and share with one
another lessons learned during application and describe the tacit knowledge
embedded in their experiences.

32. Community and Networks are the new Professional Development
Knowledge of Practice believes that systematic inquiry where learners create
knowledge as they focus on raising questions about and systematically studying
their own practices collaboratively, allows participants to construct knowledge
of practice in ways that move beyond the basics of work routines to a more
systemic view of practice.
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.

35. Focus on the sharing—the
learning– not the tool.
But make sure you know a
few tools or know someone
that knows who can teach
you.

36. Action research groups: Do active, collaborative research focused on
improvement around a possibility or problem in a classroom, school, district, or
state.
Book study groups: Collaboratively read and discuss a book in an online space.
Case studies: Analyze in detail specific situations and their relationship to current
thinking and pedagogy. Write, discuss, and reflect on cases using a 21st century
lens to produce collaborative reflection and improve practice.
Connected coaching: Assign a connected coach to individuals on teams who will
discuss and share teaching practices in order to promote collegiality and help
educators think about how the new literacies inform current teaching practices.

37. Critical friends: Form a professional learning team who come together voluntarily at
least once a month. Have members commit to improving their practice through
collaborative learning. Use protocols to examine each other’s teaching or leadership
activities and share both warm and cool feedback in respectful ways.
Curriculum review or mapping groups: Meet regularly in teams to review what team
members are teaching, to reflect together on the impact of assumptions that
underlie the curriculum, and to make collaborative decisions. Teams often study
lesson plans together.
Instructional rounds: Adopt a process through which educators develop a shared
practice of observing each other, analyzing learning and teaching from a research
perspective, and sharing expertise.

38. "Imagine an organization with an employee who can accurately see the truth, understand
the situation, and understand the potential outcomes of various decisions. And now
imagine that this person is able to make something happen." ~ Seth Godin.

39. Connected learners are more effective
change agents

40. http://www.21stcenturycollaborative.com
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