What’s in a name?

“What’s in a name? That which we call a rose by any other name would smell as sweet. ”
William Shakespeare

As I reflect on 21st century learning and the support systems (in the form of people) new education leadership roles have emerged across our state.  Here are just a few titles I am aware of:

  • Data Coach
  • Instructional Coach
  • Curriculum Instruction and Assessment Coach
  • Personalized Learning Coach
  • Technology Integrationist
  • Digital Learning Coach
  • Innovation Coach
  • Media Specialist (Suggested by @blueskunkblog  - added 1-8-2015)
  • and dozens of others….

After reading A Rich Seam, by Michael Fullen and Maria Langworthy, it is clear to me, that  new pedagogies are emerging that blend pedagogy, technology and innovation, and new partnerships between teachers and students.  Technology  is no longer an addition to pedagogy but instead meld a new pedagogy.   Fullan and Langworthy (2014) share the following graphic and explanation:

How New Pedagogies are Different

How New Pedagogies are Different, A Rich Seam, Michael Fullan

“The above diagram helps summarise this discussion of how the new pedagogies and deep learning differ from the model of education that dominated much of the last century. First, this model is new because it aims to achieve deep learning goals that involve the creation and use of new knowledge in the real world. Second, this model becomes manifest in the new learning partnerships that emerge between and among students and teachers when the learning process becomes the focal point for the mutual discovery, creation and use of knowledge. Third, this model responds to and is enabled by digital access inside and outside of schools.”

This work also aligns to a post by Scott McLeod – 3 Big Shifts - in which Scott shares there are 3 shifts that are or need to happen in schools today.

3 Big Shifts

3 Big Shifts, via Scott McLeod, Dangerously Irrelevant

As we think of these shifts in education and/or the new pedagogies that focus on the deep learning  - are our leadership roles also shifting to support these new pedagogies?  For instance, do technology integrationalists also coach these new instructional models?  Do our instructional coaches have discussions about technology?  Do we still need separate roles or are these roles becoming a blend as well?

So it leaves me to ask you - Has your leadership role evolved to support these new pedagogies?

  • If so, how was support given to you? What kind of development did you receive?  What resources were you given? What challenges have you overcome?
  • If not, do you find value in this idea? Or do you think we still need separate people (tech, instruction, data, ect) to support these new learning environments? If you like the idea, what support do you need? What roadblocks would you encounter?

 

Fullan, Michael, and Maria Langworthy. How New Pedagogies Are Different. Digital image. A Rich Seam: How New Pedagogies Find Deep Learning. N.p., Jan. 2014. Web. Nov. 2014. <http://www.michaelfullan.ca/wp-content/uploads/2014/01/3897.Rich_Seam_web.pdf>.

Mcleod, Scott. 3 Big Shifts. Digital image. Dangerously Irrelavent. N.p., 22 Sept. 2013. Web. 21 Dec. 2014. <http://dangerouslyirrelevant.org/2013/09/3-big-shifts.html>.

PD, Online Learning, and Growth Mindset

This week will mark the end of yet another 8 week e-Classroom course and 6 more Byron educators will officially be e-Certified.  I developed and have been facilitating this for nearly 4 years and am constantly tweaking and fixing the course (via Moodle).  The smallest of improvements  can have great impact for future participants.  One of the things I LOVE about online learning, is that I have a record of discussions, reflections, and feedback.  This is critical – not for the participants – but for myself, my facilitation, and my course.

eCertification Framework

Establishing your eClassroom – Framework

Because of the way I have crafted the eClassroom course, it has provide extra time to focus on very personalized feedback.   Last year, I stumbled on Dwecks Mindset book.  It has changed my life.  I was determine to put extra time and effort to  focus on growth mindset techniques in all of my responses.   Generally reflections in Mod 1 indicated frustrations, doubt, and fear.   This is very natural and module 1 generally requires significant facilitation.   I will not lie.  I have seen some very VERY significant growth in participants this time around.  Not just growth in skill and technology but growth in mindset. From “I dont think this is for me and my classroom” to “I am ready to do this”!

I always provide opportunity for my teachers to give me feedback after each module and in an end of course survey.   The narrative provided this time around were great and the comments reflected my work in facilitation.

End of course feedback

End of Course Feedback from October-December 2014 cohort.

 

Improvements needed – my reflections

1. Somewhere in Module 1 or 2, I need to create a video about Moodle Design.  I would hope this would eliminate the amount of adjusting/clean up participants would have to do in Mod 4.  OR – better yet, maybe when I create their sandbox course – I only allow 2 or 3 topics. That way, they will try to keep unit materials under 1 topic.

2. Our district recently adopted the Marzano Framework for teaching.   This course is very aligned to Domain 1, 2, and 3.  I need to take some time and align the course to the framework, as well as ISTE and INACOL standards.  I would like to try utilize outcomes in Moodle.  If I could do standards based feedback/grading via Moodle – that would even be better. Word is @moodleshare may have figured this out!

Moodleshare Tweet

3. I would like to add a few scales to my activities to help with clarity in assessing the learning artifacts.  It is always important that my participants get opportunities to improve them.  I really like the Moodle rubrics.  Will I use those – or just a simple scale?

4. Give choice in reflections.  Either allow participants to reflect with me 1:1 (Moodle activity) or allow them an option to create a blog and reflect to their own audience – submit link to me.   I noticed one of my participants reflection improved significantly when the reflection went to our course discussion board in Mod 6.  Makes me think  - audience matters for some! I remember when I was in my masters courses and I loved LOVED blogging vs. private reflections.

5. Pay special focus with teachers in the as they are developing their units.  As they begin creating tasks and resources – its important that I provide feedback on whether or not the resources and tasks are age appropriate.  I would love to do cohorts of teachers in similar grade levels.

6. Consider either a module in copyright/fair use  or adding an activity in Mod 2/3.

7. Add more relevant research in hybrid learning.  When I first created – it was focused on online learning, I then readjusted to include flipped classroom.  I believe “Blend/hybrid” is the best solution and need to find research to support it.

Is there such a thing as the “perfect” course?  I doubt it.  But I will do my best to conquer and build it!  In the mean time, I am satisfied with the completion rate of Byron teachers (who voluntarily sign up) and the feedback they provide me to improve this course!

certification rate

eClassroom certification rate as of December 2014

 

My CTA (Call to Action) 15 minute reflection each day

My Call to Action - Reflection Last week after our #mnlead chat, I publicly promised (via Twitter) that I would try to carve at least 15 minutes each day to reflect on my learning as well as successes, challenges, and needs.   While it didn’t quite work out to reflect each day – I decided to compile a weeks worth of learning in several posts.

Each day, I highlighted my thinking, challenges, successes, or new things I am learning.   I have found it extremely valuable to think about my thinking and my own personal growth.   I would like to try and keep this up on at least a weekly basis.  Hope I can commit!

Keep learning… Geographic Information Systems

GIS - Designing for our Future

Image Credit – ESRI.Com

Did you know that schools in the state of MN can get a FREE site license for ESRI ArcGIS?  Today  (Friday) a couple of my teachers and I sat down with a rep from MDE and a GIS Analyst to discuss how we can adopt GIS (Geographic Information Systems) into our classrooms.  I never realized how powerful mapping can be and how applicable it is across the disciplines!  Check out this website (http://connected.esri.com/) to learn more how  teachers and students are utlizing the tool!  And they even have an iPad version/apps to support learning on the GO!  You can also visit MDE’s website to learn more about the initiative.

Celebrating #EduWins with #Edtech

Communicating Globally in Special Ed – Thursday was such a fun day.  @amberaslakson invited me into her classroom to observe her kids interviewing kids from Canada via Skype.  They are doing a book study with the canadians with the book  The 14th Goldfish.  They have been collaborating with kids via Edmodo and were ready to go live with a skype convo.  Something happened and the skype never occurred but I did enjoy my time interviewing the kids.  They were incredibly excited to share and my favorite moment was when one 6th grade student piped up and said – “Blog, I love to Blog. Its my favorite thing to do.”  These kids have had numerous skype discussions with kids all over the globe in @amberaslakson class and it shows.  I observed these kids had a deep understanding in communication etiquette in technology communication (whether online discussion board, responses to blogs, or skyping live).  This skill is incredibly invinvaluabled will take the a long way!!! Way to go!

Drawing by Byron MS Student

Not your Momma’s PE Class – Our HS PE class was  recognized for  innovating and personalizing physical education when our local news crew (KTTC) came for a 1 hour observation/interview.   This is a teacher led initiative and I am amazed at how far they have come in just 2 years.  Please take some time to watch the video – its just one way they are transforming PE.  I have also learned they are integrating iPads and ePortfolios as new forms of assessment.

One thing that resonated with me after a 1:1 conversation with a PE teacher,  was how our district’s vision set the stage for these teachers taking it upon themselves to innovate in their program. They also took action when our superintendent stood up in front of the entire staff and said we should not be afraid of failure.  So many things are unknown when you begin to transform your classroom, school, district.  I am so thankful they took some risks as it is benefiting our students! THANK YOU!

Kttc Story - PE

Observing iPad use in classrooms – Next Tuesday, Nov 18, teachers from Rochester Public Schools will be coming over to Byron to observe the integration of iPads to support learning and teaching in our MS/HS classrooms.  I sent out an All Call for teachers to sign up for the event.  Boy – did my teachers represent! Here is our list.    Our teachers definitely doing some amazing things…and this is a great opportunity for me to learn from them.   My take away – I think I will take this opportunity and go on a tour of these classrooms as well.  CANT WAIT!

Thinking about leadership and my own professional growth

I have been doing some soul searching on my own leadership qualities to better understand how I can improve.  Our district leadership team did a StrengthsFinder assessment several months ago.  Its amazing how a self assessment can tell you a little about yourself.  Below are my findings. In my mind, it pretty much nailed who I am.

MY TOP 5 STRENGTHS (my report - pdf)
1 Futuristic
2 Strategic
3 Ideation
4 Self-Assurance
5 Arranger

I also completed a Meyers Briggs Self Assessment via 16personalities.com and again… similar themes came out.  After taking the assessment twice  - my personality type did not change. I am considered an ENTP.  I enjoyed reading what an ENTP’s strengths and weaknesses.  And, frankly that is me in a nutshell.  Tonight I did a little more research on ENTP’s and this wikipedia reference really resonated with me… “ENTPs are quick to see complex interrelationships between people, things, and ideas.”  I really enjoy listening and learning about new topics/ideas and seeing how they relate to my work….

However, this week I am struggling a bit.  Our district recently switched to the Marzano Framework for Teaching/Learning (Pdf of the criteria).  I will admit.  When I look at the teacher side of the framework – I can see exactly where technology has a role.  There isnt a single domain, element that is not relevant to edtech and I can easily provide samples/examples where edtech has a place for each!

BUT, this year, I am being assessed on the Marzano District Leadership Framework (learning map – PDF). This is where I struggle.  Usually I can see relationships of ideas/content to my role and edtech. But I am having a difficult time relating the leadership elements to myself. It is  very frustrating that I can not see the link!  I took the self assessment in iObservation and found that I could barely relate to the scales and wound up in the “Developing” mark in many of the elements.    This assessment does not correlate to my StrengthsFinder assessment or my MeyersBriggs self assessment.   I can look at our strategic plan – and immediately relate to what I can do to improve myself and my department to support our organization.  But, it is not very clear with the Marzano side.  This is a time where I would LOVE to communicate with people like me.  Tech Directors who are using and being evaluated on this same framework.  Know of any?

While I share frustration – my growth mindset says – keep moving forward.  Eventually it will make sense.  I hope I can look at this blog post 6mos and realize where I went wrong in my thinking. Can’t wait for that lightbulb moment!

Thinking about online learning and Web 2.0

I had an aha moment on Tuesday.  I am about mid way through facilitating my eLearning Certification course and realized my course needed updating… again.   I have revised this course numerous times and have come to realize – course revision is never done.

1st Revision – Throughout my course  I have flipped learning resources, I have online resources (for fully oll classes) but I do not have hybrid resources. Everyone who attends my course come for different reasons and  hybrid learning is a becoming a high demand, at least in our high school.  While many of the resources for fully OLL apply to hybrid learning – I do feel, I need to provide options for educators.  That way they can choose their own path.  (Speaking of choosing their own path – I always encourage educators to bring their own research and resources to the table for discussion).

Its time to do some weeding.  I  recognize that some of my resources – are 10-12 years old. Are they still applicable?  Maybe yes.   Maybe no.  Its time to review my resources so that my course is fresh and more importantly – relevant.

2nd Revision – I had a Google Hangout with Dave Eisenmann (@DaveEisenmann) regarding  a presentation we are doing at the Ties Conference this December - 1:1 Implementation: Professional Development Beyond Year One.  It’s been a while since I have reflected on all of the ways we try to provide staff opportunities to receive PD/Coaching to support their integration.  One of the goals we have, is to increase the transformative learning opportunities in our classrooms.  This is based on the SAMR model.  I reflected again on my eLearning certification course.  No mention of SAMR and very little reference to Apps.  I have oodles of Web 2.0 options – but in a 1:1 iPad district – it sure would make sense to reference learning/assessment opportunities with iPad apps.

I made a few minor adjustments now and intend to make a major one after I am done facilitating this course..  In my Assessment Unit, teachers create activities/assessments based on learning objectives and upper level Blooms Taxonomy in Moodle.  We have a couple of other activities that build up to this moment so  I added the following resources to support those activities.  I scoured the Internet to find the perfect resource.  So many app resources (like the top 1000 apps for schools- YIKES) but settled on finding resources that were more specific to my unit.  I eventually will generate my own  list – but was satisfied with the links/resources below.

Below is a graphic that I saw a few weeks ago… another resource for my course!  I always try to blend resources to include images, videos, text, podcasts, ect and this infographic is perfect for what I hope to accomplish in my course.

Using iPad apps for real world learning epxperiences

Image Credit – Ipad 4 Schools – http://ipad4schools.org/2013/07/13/making-ipad-kids-think-big/

 3rd Revision (possibly) – I am wondering if the word Online Learning and Web2.0 should be eliminated from my course.  They seem to be some what dated.  I remember reading a tweet – “Can we stop calling it Online Learning – and just call it learning?”  (No reference).  I think that goes the same with Web 2.0.   Web 2.0 sites and Apps are just learning tools.  Maybe its time to stop segregating technology tools with analog tools.  What do you think?

Testing and promoting our makerspace green screen

My HS Media Specialist has been working on creating a HS Makerspace in our media center.  We actually have a small room, right next to our library that is the perfect space.  She recently installed a mobile green screen.  (green fabric and a curtain rod).  The room is great for video recording as you can shut the door to get better audio quality.  We also purchased an iPad/tablet mount for a tripod and 2 external microphones (lavalier and handheld) for better sound quality.  The app of choice  - TouchCast.

On Monday, we decided to test it.  So much fun!  Literally in 30 seconds I had a video of myself, on a beach.  The video – could definitely use some work and we need to play around with lighting and settings of the app.  BUT, even though the quality was not there,  I couldn’t resist and  sent the video out to our entire HS staff.  This immediately sparked teacher interest.  I look forward to this technology getting in the hands of our students and watching them creatively make their video artifacts  more interactive and engaging. So much fun!

Observing Gamification

I recently was invited to an Advanced Health Classroom to observe a gamified lesson in action developed by teacher, Aaron Murray.  While I will not go full detail into what gamification is – I wanted to take some time and reflect on what I saw.

2014-09-22 08.34.37

1. Tasks were chunked and divided into beginner, intermediate, and advanced  type challenges. Students had to participate in all challenges.  As the student progressed, the challenges would become more difficult and would require more applied learning, decision making, and creativity.  In this lesson, I noticed every Blooms Taxonomy level was represented.  At first, students would INDEPENDENTLY Define, List, Search for info on key vocab terms, related health, on their iPads.   I seen students demonstrating exercises and stretches that could prove beneficial to their health. I heard student give their opinions on what exercise is better than the other…and why.  The final challenge include the creation of a self reflective health video. (Hope I can get a sample to share!)  Students could determine how far they wanted to take the challenge and could decide to select an advanced challenge vs. a beginner challenge.  However, the greater the challenge, the more experience points  (XP) they would receive.

2. XP was collected and accumulated into levels.  This unit had 10 levels and students would receive certain incentives once they accomplished a level.  (Very clever – lowest level was a “limp noodle” and the reward was encouragement – while the mastery level was  ”Super Saiyan” and the reward was leaving class a minute early on Mondays and Fridays.)

2. Once students believed they completed a challenge, they would verify with their teacher.  The teacher would provide them with a  badge based on their completion of that challenge or would provide them feedback on what they had to do to better complete the challenge.  This is KEY.  The teacher was able to have many many opportunities to provide personalized feedback to all of his students.

3. There was was numerous opportunities for STUDENT choice and voice. While each student had to go through every challenge, they had the opportunity to select how deep into the challenge they would go.  They received personalized feedback from their instructor on how well they did.  There was quite a bit of energy in this  classroom and I did not see students off task.  Some students working independently – others collaborating.

What a fun way to learn about health!

The class of 2020 goes to college

It was the turn of the century.  After schools  thankfully survived  Y2K, many of us  turned to visioning 21st century instruction.  And the class of 2020, was considered to be a monumental milestone on the 21st century edu timeline.

Fast forward to last Friday, April 24, 2014.

Friday was a good day. Wait, Friday was a GREAT day!  Matt Weyers (blog, twitter) and I had the opportunity to go and present Divergent Teaching: 21st century strategies for education to teacher candidates at Winona State University.  We also brought 5 co-presenters from Mr Weyer’s 6th grade class …which happens to be the class of 2020.

Photo Collage from WSU visit

This was a great experience to co present with students.  Each student shared how, within Mr. Weyers classroom, they had created their own online TV series via YouTube,  created a survival guide for the city of Byron in the event of a zombie apocalypse, (Mr Weyers shared that the majority of his students self chose to turn in 10+ page plans and it was some of the best writing he had ever seen) and published their very own book on Amazon.com.  (See student explain the project below) 

 In our small group discussions, students also shared how they had frequent skypes to Argentina, created roller coasters out of paper, and are currently collaborating with their art teacher to create works of art that will be on display in various businesses in Byron.  (works of art will also be based on businesses and the goods/service they supply)

Its was very obvious that learning in Mr. Weyers classroom is fun but more importantly relevant and memorable.  Kids shared how they loved to write and create.

As I reflect on this class of 2020, these are exactly the type of experiences that I would hope they would have.  In these learning environments, kids do not question their teacher “why do we have to learn this?” because their work is authentic. Their audience – authentic.

I decided to ask a few of the teacher candidates, “Are you being prepared to develop learning experiences like this?”  They shared that they have their devices (each is issued a laptop and an iPad)  and  they have a breakout technology class in which they are learning how to use SMART boards and other technologies.  But they had not heard of back channels, Google forms, Google Communities, hangouts, and twitter chats.  All of the teachers at my table knew what  flipped learning was and how it worked, but did not know how to design or apply those types of experiences.

Twitter post via Justin Tarte - https://twitter.com/justintarte/status/455014071897563137I also understood that an invitation went out to almost 200 candidates as well as their professors.  We had 8 or 9 teacher candidates attend.  These were an awesome group of individuals and shared with them that THEY were the teachers we were looking for.  They are not waiting to learn  in a “required” 3 hour workshop or class.  We need teachers who have a growth mindset, who learn from failures to improve their practice. We are looking for teachers who challenge the status quo.  One great way for teachers to learn how to do this is to develop their personal learning network (Sample from Kathy Shrock) and observe and collaborate with teacher leaders  across the state/nation!

Here are 2 blog posts, I stumbled on tonight, by educators who have found value in developing their PLN.

 

If these soon to be teachers are not learning how to develop these learning environments in college – what about student teaching?  Again, each had varying experiences (most did not have any) in designing and applying 21st century instruction due to  the differences in the  schools they were selected to serve.

And finally, I reflected on our own induction of new teachers into the Byron school system.  If new teachers are not prepared for 1:1 iPads, Flipped/hybrid learning, Google Apps for Education, Project-Based Learning, and our new 21st century  strategic plan - how will we do a better job in preparing them to create authentic learning opportunities with these technologies?  It must be incredibly overwhelming for a new teachers to enter into our school system if they have not had formal training in 21st century learning design.   This has really got me thinking and I think there are opportunities…but that will be for a later post.

All in all, I could not express how proud I was of these 6th grade students and of course their teacher – Mr Weyers.  They absolutely loved their experience in this workshop and the overall experience at WSU. The learning opportunity was fantastic  - again –  writing and speaking in front of an authentic audience.  (College cafeteria food was also a big hit!) They were very proud of themselves and could not wait to share with their families and friends what happened that day. It would be great to connect with these students and I have to wonder, 6 years from now, when they are preparing to graduate from Byron if the paths they have chosen were at all shaped by experiences they had in this 6th grade classroom.

We had a few minutes to spare so I asked the students what they learned that day.  They all had varying responses and are going to create a reflective video for me about their experience.  But one student comment really resonated when he responded, “I learned that teaching was a hard job”.  Yes it is. Yes it is!