2. Sheryl Nussbaum-Beach snbeach- Twitter, Skype, Diigo snbeach50- Delicious snbeach@cox.net All Materials- http://21stcenturylearning.wikispaces.com

4. What have you changed in your classroom practice since I was here virtually? How are you producing students who are: Responsible and Respectful Citizens Collaborative and Quality Workers Clear and Effective Communicators Self-Directed and Life-Long Learners Creative and Practical Problem Solvers Integrated and Informed Thinkers

5. Shifting FromShifting To Learning at schoolLearning anytime/anywhere Teaching as a private eventTeaching 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

6. What do we need to unlearn? Example: * I need to unlearn that classrooms are physical spaces. * I need to unlearn that learning is an event with a start and stop time to a lesson. 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.

7. Sheryl Nussbaum-Beach snbeach- Twitter, Skype, Diigo snbeach50- Delicious snbeach@cox.net All Materials- http://21stcenturylearning.wikispaces.c om What does this video say about learning? What questions does it generate for you? What, if anything does it teach you about building community? Would you say this has anything to do with passion-based learning? If yes, how?. Help with Bowdrill

8. 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.

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

10. TPCK Model There is a new model that helps us think about how to develop technological pedagogical content knowledge. You can learn more about this model at the website: http://tpck.org/tpck/index.php?title=TPCK_-_Technological_Pedagogical_Content_Knowledge http://tpck.org/tpck/index.php?title=TPCK_-_Technological_Pedagogical_Content_Knowledge

11. 9000 School 35,000 math and science teachers in 22 countries How are teachers using technology in their instruction? Law, N., Pelgrum, W.J. & Plomp, T. (eds.) (2008). Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study. Hong Kong: CERC-Springer, the report presenting results for 22 educational systems participating in the IEA SITES 2006, was released by Dr Hans Wagemaker, IEA Executive Director and Dr Nancy Law, International Co-coordinator of the study. SITE 2006 IEA Second Information Technology in Education Study

12. Increased technology use does not lead to student learning. Rather, effectiveness of technology use depended on teaching approaches used in conjunction with the technology. How you integrate matters- not just the technology alone. It needs to be about the learning, not the technology. And you need to choose the right tool for the task. As long as we see content, technology and pedagogy as separate- technology will always be just an add on. Findings

13. See yourself as a curriculum designer– owners of the curriculum you teach. Honor creativity (yours first, then the student’s) Repurpose the technology! Go beyond simple “use” and “integration” to innovation! Teacher as Designer

14. Spiral – Not Linear Development Technology USE Mechanical Technology Integrate Meaningful Technology Innovate Generative

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

16. According to Clay Shirky, there are four scaffolded stages to mastering the connected world: sharing, cooperating, collaborating, and collective action. Share Cooperate (connect) Collaborate Collective Action

17. 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 organizersClassroom Instruction That Works

18. Bloom's Taxonomy Blooms Digitally By Andrew Churches http://edorigami.wikispaces.com/file/view/bloom%27s+Digital+taxonomy+v2.12.pdf http://edorigami.wikispaces.com/file/view/bloom%27s+Digital+taxonomy+v2.12.pdf http://www.techlearning.com/shared/printableArticle.php?articleID=196605124 Andrew has embedded 21 st centurized verbs into the new levels of Bloom’s taxonomy.

19. 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 21 st Century Learning – Check List

20. Let Go of Curriculum

21. Letting Student Passion and Interest Rule the Curriculum Lisa Duke's students at First Flight High School in the Outer Banks in NC created this video as part of a service project in her Civics and Economics course curriculum.

23. 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 student motivation or lead to student engagement The biggest challenge facing us as educators: how to engage the hearts and minds of the learners

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

25. 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 Credit: Hugh MacLeod, gapingvoid Everything 2.0

26. Schools are one node in a network of learning options.

27. Question What does it mean to work in a participatory 2.0 world?

28. PD of the 21 st Century will be— teacher directed through: Connections (PLN & CoP)

29. 29 Learning One-on-one Classroom Informal

30. How people learn their jobs

31. 31 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.

32. Personal Learning Networks FOCUS: Individual, Connecting to Learning Objects, Resources and People – Social Network Driven

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