Tomorrow at the NJECC monthly meeting I’m going to speak for a bit about “Spontaneous Professional Development”. With the budget cuts in NJ schools this past year, many educators don’t have funding for PD. Our meeting this month will be about how schools are dealing with the cuts, what types of PD their districts are spending money on and of course, how we can harness the power of our networks to bring in free professional development virtually.
I hope I don’t put myself right out of business.
Here’s the slides I will be sharing along with a list of the resources I will be talking about. (Please leave a comment if you have others to add as we would all benefit from your resources.)
Seat four or five people at small Café-style tables or in conversation clusters.
Set up progressive (usually three) rounds of conversation of approximately 20-30 minutes each.
Questions or issues that genuinely matter to your life, work or community are engaged while other small groups explore similar questions at nearby tables.
Encourage both table hosts and members to write, doodle and draw key ideas on their tablecloths or to note key ideas on large index cards or placemats in the center of the group.
Upon completing the initial round of conversation, ask one person to remain at the table as the “host” while the others serve as travelers or “ambassadors of meaning.” The travelers carry key ideas, themes and questions into their new conversations.
Ask the table host to welcome the new guests and briefly share the main ideas, themes and questions of the initial conversation. Encourage guests to link and connect ideas coming from their previous table conversations—listening carefully and building on each other’s contributions.
By providing opportunities for people to move in several rounds of conversation, ideas, questions, and themes begin to link and connect. At the end of the second round, all of the tables or conversation clusters in the room will be cross-pollinated with insights from prior conversations.
In the third round of conversation, people can return to their home (original) tables to synthesize their discoveries, or they may continue traveling to new tables, leaving the same or a new host at the table. Sometimes a new question that helps deepen the exploration is posed for the third round of conversation.
After several rounds of conversation, initiate a period of sharing discoveries and insights in a whole group conversation. It is in these town meeting-style conversations.It is in these town meeting-style conversations that patterns can be identified,
collective knowledge grows, and possibilities for action emerge.
I will be missing Liz Davis, as we have used a variation of this Protocol together at Educon. But I know I will be seeing here there again in January.
“The conference is a collaborative and world-wide community effort to significantly increase opportunities for globally-connecting education activities and initiatives.”
There is no formal registration required for the conference, as all the sessions will be open and public. All sessions will be held in the Elluminate platform, will be broadcast live, and will be available in recorded formats afterwards.
TITLE: Using Google Apps to Foster Global Collaborations
PRESENTER: Lisa Thumann, CMSCE, Rutgers University (USA) FORMAT: Presentation SHORT DESCRIPTION: One of the most effective ways to get students collaborating with each other is to use tools that are easily accessible. If the tools are browser agnostic, have no demand for installations or updates, and are intuitive, the collaboration is more likely to be effective. Together, let’s look at Google Forms, Docs and Sites as a suite of tools to facilitate and foster Global collaborations. TRACK: Teacher
This is an invaluable opportunity for professional development. Please follow the hashtag #GlobalEd10 to stay informed.
Many thanks go to Steve Hargadon, Lucy Gray and the Advisory Board
Most of my job for the Center at Rutgers is sustained professional development. I truly believe in this model as you can only learn so much in four hours or a day. You have to have time to think about it and implement it. Participants have to feel comfortable and willing to ask questions and try activities again.
One of the districts I began working with this year has decided to begin integrating technology into the curriculum by purchasing tablet PCs and projectors for their middle and high school math and science teachers. This is the first phase of a multi-year initiative that they have planned that slowly upgrades their level of technology literacy.
This first cohort of teachers are thrilled to have a laptop/tablet to use. It’s the first piece of hardware they’ve had in years that they can rely on for productivity, classroom presentation and small group activities. We were allotted pretty much a meeting a month. Well, not even. We met five times over the last seven months and communicated via a Ning I set up for all the teachers enrolled in the program.
When we gathered for our final session, the teachers spoke of how thrilled the students were about using the tablet. It’s still novel, even in April. Students don’t have access to tablets in all classes as they’re being rolled out over a couple of years, so they look forward to using it when they can.
Students also look forward to being engaged by the types of technologies and activities that we have reviewed and implemented this past seven months:
Google Apps (ie Forms, Google Docs, Google Presentations, Google Spreadsheets)
Each session, we also reviewed specific content-related resources in biology, physics, chemistry, environmental science, math analysis, algebra, calculus and geometry.
The biology teacher, Steven Klass, even went as far as to create a private education (social) network for his students using Edmodo. He had requested some information early on in the year about how to create one safely and effectively and we had discussed some benefits of encouraging students to communicate about classroom content online. Using Edmodo, Mr. Klass up his AP Biology students to talk about content online. He also posted resources from class and it turns out, so did they. He was pleasantly surprised when, after a few weeks in Edmodo, students from his class started posting links to biology videos and articles for their classmates to read. He even wound up inviting a few students from another section in so that they could also benefit from the information.
I noted as we were scanning the chat that there was one student who was very vocal in the logs. I asked Mr. Klass if this happened to be a student who participated a lot in his physical class, and no surprise to many of you reading this post, this was a typically quiet student. It was a pleasure to listen as the teachers in the room spoke of how he participate online versus in the room and how the wheels churned a bit as to how this might benefit some of their students as well. Next year, Mr. Klass plans on opening the social network to the rest of his science students.
So, it’s been all positive in my post up till now. I try to be open and honest and this time is no different than others. One teacher admitted that he just could not use technology as a resource for students to submit assignments. He was not having success with it this year. He would, however, set the expectation from the beginning next year with the families, and give it a try again in the fall.
Another teacher admitted that the technology does keep the students engaged, but she was unwilling to share the tablet with them, so the students really weren’t benefiting from hands-on time. Yet, she’s in the chart above transforming from verbal lecture only to sideshows with hyperlinks and videos. There is progress and the hope for more next year.
Are you in a school where the technology is not in the hands of the students? How do you go about getting it to them? Is it through homework or class time or some other way? Please share your experiences or suggestions.
This will be the third year I present at the NJECC Annual Conference. This year’s theme is “Teacher as Learner” and Will Richardson is delivering the Keynote. The lineup of sessions is phenomenal with topics on music technology, using technology to assist English Language Learners, Google Apps, Virtual Worlds, and many other uses of hardware, software, web 2.0 applications and the concepts behind using them to improve teaching and learning in the classroom.
My session, This is Not Your Grandmother’s Google, is described in the program as:
It’s time to go beyond Google.com. Discover Google’s Wonder Wheel, Similar Images, Insights for Search, Custom Search Engines, and Language Tools and learn how to find resources effectively and efficiently.
Many of the resources I will be sharing during our session:
Of course it always depends on who attends, what questions are asked and what our needs are. We’ll be using the hashtag #NJECC tomorrow if you would like to follow the conference. I’m looking forward to seeing many familiar faces there and having the chance to make the acquaintance of some NJ educators that I have not yet had the chance to meet.
It was the last question asked from the audience at the #140conf meetup at the New York Times building yesterday in Manhattan. Just over 70 social media gurus gathered to listen to three members of the NY Times team speak and then a panel of educators (of which I was honored to participate in) moderated by Parentella.com founder Aparna Vashisht. Liz Pullen, Deven Black and I fielded questions regarding how Twitter was being used by educators for professional development, with students, and as a social networking tool in education.
Here’s a link to the Ustreamed recording of the panel if you are interested in listening/viewing the discussion that Aparna moderated. I think that many in the audience were surprised at just how networked teachers CAN be. So I think that when Chris Kieff closed the conversation that evening with “How can we help?” we were right to answer with Donors Choose and to just continue supporting educators as professionals.
I’ve enjoyed reading the reflections post-Educon2.2. There’s been much food for thought. So much that I couldn’t quite pin point what my big take-away from the weekend was. I had Tweeted on Saturday that “mentoring, leadership and individualized learning” seemed as if they were going to be big themes on Saturday, but when I opened my little notebook today, here’s what I saw:
To who was I referring when I wrote this? Was I writing about the students or the educators? I am not sure. It should absolutely be both. Here are my thoughts from Saturday (Sunday is another post in the works).
Disclaimer: I’m putting this all in my own words and not in the words of the articulate conversation leaders.
(We can design instruction that prevents overload.)
intrinsic – our natural level of load
germane – this is what we want for our students
extraneous – what we don’t want
Chris shared that the goal of learning is to effect a change in long term memory. He spoke briefly about what the brain is capable of remembering (chunking) and of automaticity. The conversation lent itself nicely to Universal Design for Learning and how to reduce extraneous loads for our students.
Barbara Treacy and Chris Champion began this conversation with the question “What can and can’t be taught online?”. I really thought my group would come up with a specific list, but instead we began a wonderful conversation about designing effective professional development. The idea is that with the tools available to us today like Screen-cast-o-matic and Scribd, it’s all about the facilitator and the participants networking and using the resources effectively. Ultimately, we can teach anything online.
So, how do we make it relevant for our students be they children or adults? How do we teach with rigor?
I honestly don’t have the two sentence answer. I don’t think it exists. I’m not even working on coming up with it. I am, however, taking pieces of these three sessions and embedding them into my plans for the upcoming weeks hoping for improvement. There’s always room for that.