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. Things you might want to know about me…
1. Alberta (AISI turned Inspired Learning)
work.
2. PLP‘s Connected Learner Experience
3. PLP Lite and e-Courses
4. Voices from the Learning Revolution
5. PLPress
6. Connected Educator Month
7. Convinced – ―None of us is as smart as
all of us.‖

4. Things do not change; we change.
—Henry David Thoreau
• THE CONNECTED EDUCATOR
What are you doing to contextualize and
mobilize what you are learning?
How will you leverage, how will you enable
your teachers or your students to leveragecollective intelligence?

5. Learner First—
Educator Second
It is a shift and requires us to rethink who we
are as a teacher leader or other educational
professional. It requires us to redefine
ourselves.
Introduce yourselves to each other at the
table and brag a little. Talk about (in 2 min or
less) the most recent or compelling 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?‖

7. The world is changing...

8. The Disconnect
―Every time I go to school, I have to
• THE --a high school student
power down.‖ CONNECTED EDUCATOR

9. 6 Trends for the digital age
Analogue
Tethered
Closed
Isolated
Generic
Consuming
Digital
Mobile
Open
Connected
Personal
Creating
Source: David Wiley: Openness and the disaggregated
future of higher education

10. ―We are tethered to our
always on/ always on us
communication devices and
the people and things we
reach through them.‖
~ Sherry Turkle

11. The pace of change is
accelerating

12. Shifting From
Shifting To
Learning at school
Learning anytime/anywhere
Teaching as a private event
Teaching as a public
collaborative practice
Learning as passive
participant
Learning in a participatory
culture
Learning as individuals
Learning in a networked
community
Linear knowledge
Distributed knowledge

13. Are you Ready for Learning and
Leading in the 21st Century?
It isn‘t just ―coming‖… it has arrived! And schools
who aren‘t redefining themselves, risk becoming
irrelevant in preparing students for the future.

14. http://www.dangerouslyirrelevant.org/2009/02/a-taste-of-honey.html
dangerouslyirrelevant.org
Our kids have tasted the honey.

15. 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 our traditional
professional learning
experiences or our
15

16. Connected Learning has the
potential to takes us deeper
―The interconnected, interactive
nature of social learning
exponentially amplifies the rate at
which critical content can be shared
and questions can be answered.‖
Cathy
Davidson, professor at
Duke University
From: Collaborative Learning for the Digital
Age in The Chronicle of Higher Education

17. Connected sometimes trumps F2F with
deep learning…
Via Marc Andreessen‘s blog, the findings of researchers as related by
Frans Johansson in The Medici Effect:

18. Diversity of thought
Allows for Greater Innovation
Frans Johansson explores one simple yet profound
insight about innovation: in the intersection of
different fields, disciplines and cultures, there’s an
abundance of extraordinary new ideas to be explored.

19. Fullan & Langworthy (2014)
New Pedagogies
•
•
•
•
1) discovery and mastery of new content
knowledge;
2) collaborative, connected learning;
3) low-cost creation and iteration of new
knowledge
• 4) enhancement of teachers‘ ability to put
students in control of the learning process,
accelerating learner autonomy.

20. Deep Learning Tasks
Relationships:
Authentic
Learning Tasks
shift from classroom to
community of learners
give students real
experiences in creating and
using new knowledge in
the world
beyond the classroom.
~ Fullan & Langworthy (2014)
Generalization
of Content which
Collaborative,
Connected
Learning that
leads to discovery of
new content
accelerates learner
autonomy

21. Deep Learning Tasks are
~ Fullan & Langworthy (2014)
THINK ABOUT:
What Conditions and Pedagogical Capacities Are Needed to
Support Deep Learning?

22. Shifts focus of literacy
from individual
expression to
community
involvement.
Students become
producers, not
just consumers
of knowledge.

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

25. 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) –

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. What Does
Connected Learning Look Like?

29. The NCTE Definition of 21st Century Literacy
Develop proficiency with the tools of technology
Build relationships with others to pose and solve problems
collaboratively and cross-culturally
Design and share information for global communities to meet a variety
of purposes
Manage, analyze and synthesize multiple streams of simultaneous
information
Create, critique, analyze, and evaluate multi-media texts
Attend to the ethical responsibilities required by these complex
environments

30. “In a time of
drastic change it is
the learners who
inherit the future.
The learned
usually find
themselves
equipped to live in
a world that no
longer exists.”
Are there new Literacies?
--Eric
Hoffer, Reflections
on the Human

31. Play — the capacity to experiment with one‘s surroundings as a form of problemsolving
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
.

32. 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.
.

33. Will the future of education include broadbased, global reflection and collaborative
inquiry?
Will your current level of new media literacy
skills allow you to take part in leading learning
through these mediums? Does it matter?

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

35. 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.

37. Have we replaced
―doing‖ with ―mastering
skills‖?
Have we subordinated
our student‘s initiative to
a schedule we designed
according to pragmatic
factors other than their
creative needs?
We require them to try and become
interested in hours
of listening to talking and there
is little time for those students to
express themselves.

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

39. 1.
2.
3.
4.
5.
How to Blossom Someone with
Expectation – Building Self-Esteem
Examine (pay close
attention)
Expose (what they did
specifically)
Emotion (describe how it
makes you feel)
Expect (blossom them by
telling them what this
makes you expect in the
future)
Endear (through
appropriate touch)

40. It is virtually impossible to make
things relevant for, or expect
personal excellence from, a
student you don’t know.
Carol Ann Tomlinson

41. Self efficacy & Collective
efficacy

42. Let Go of Curriculum

43. Mindset
"We think too much about effective
methods of teaching and not enough
about effective methods of learning."
John Carolus

44. Types of Constructivist Learning
• Project-driven- An approach to learning focusing on developing a
product or creation. Usually tied to a theme and cross disciplinary
studies.
• Problem-based- An approach to learning focusing on the process of
solving a problem or scenario and acquiring knowledge.
• Inquiry-driven-In inquiry-based learning environments, students are
engaged in activities that help them actively pose questions,
investigate, solve problems, and draw conclusions about the world
around them.

45. Creating a Learning Environment
for 21st Century Skills
Students working in teams to experience
and explore relevant, real-world
problems, questions, issues, and
challenges; then creating presentations
and products to share what they have
learned.

46. What is Passion-based
• Curriculum fueled
• Asks a question or poses a problem based on a
collective wondering around the curriculum.
• Concrete, hands-on experiences as individuals,
teams, and whole group. Reversed mentorship
• Allows students to investigate issues and topics in
real-world problems and connect the learning with
experts and globally.
• Fosters abstract, intellectual tasks to explore
complex issues.

47. Uses Authentic Assessment
•
•
Allows a child to demonstrate his or her capabilities
while working independently and interdependently.
(includes performance based assessments)
•
Shows the student‘s ability to apply desired skills such
as doing research. Generalization of the content or
learning into real world contexts.
•
Develops the student‘s ability to work with peers f2f and
online building teamwork and group skills.
•
Provides the opportunity for reaching outside the
classroom walls and develop personal learning networks
around student‘s learning and interest.
•
It allows the teacher to learn more about the child as a
whole person. Supports internship type relationships
with the learner.
•
Photo credit: Ben Wilkoff
Allows teachers to have multiple assessment
opportunities.
It helps the teacher(s) communicate in progressive and
meaningful ways with the student or a group of students
on a range of issues. (mentor/apprenticeship
relationships)

48. FORMAL
You go where the bus goes
INFORMAL
You go where you choose
Jay Cross – Internet Time

49. MULTI-CHANNEL APPROACH
webcam
SYNCHRONOUS
Community platforms
VoIP
Conference rooms
Instant messenger
Worldbridges
PEER TO PEER
WEBCAST
folksonomies
Mailing lists
PLE
vlogs
f2f
CMS
forums
photoblogs
blogs
email
podcasts
ASYNCHRONOUS
wikis

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

51. 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.

52. What do you wonder…
Wonder is both a
sense of awe and
capacity for
contemplation.

53. 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.
1. What do you
want to 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
Teacher and Students as Co-Curriculum
Designers

54. Why TPACK?
• Learning how to use technology is much different
than knowing what to do with it for instructional
purposes
• Redesigning instruction requires an understanding
of how knowledge about content, pedagogy, and
technology overlap to inform your choices for
curriculum and instruction

55. Throughout the week
(and back in your classroom)…
Consider how your
pedagogical approaches
might be framed to
effectively integrate
technology into contentarea instruction?
What new knowledge
might you need?

56. 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:

57. 7 Pieces of the TPACK Pie
• Content [CK]: subject matter to be learned
• Technology [TK]: foundational and new technologies
• Pedagogy [PK]: purpose, values & methods used to teach and
evaluate learning
• PCK: What pedagogical strategies make concepts difficult or
easy to learn?
• TCK: How is content represented and transformed by the
application of technology?
• TPK: What pedagogical strategies enable you to get the most
out of existing technologies for teaching & evaluating learning?
• TPCK:Understanding the relationship between elements -- ―a
change in any one factor has to be ‗compensated‘ by changes in
the other two‖

58. TPACK Guidelines
• Content focus: What content does this lesson focus on?
• Pedagogical focus: What pedagogical practices are
employed in this lesson?
• Technology used: What technologies are used?
• PCK: Do these pedagogical practices make concepts
clearer and/or foster deeper learning?
• TCK: Does the use of technology help represent the
content in diverse ways or maximize opportunities to
transform the content in ways that make sense to the
learner?
• TPK: Do the pedagogical practices maximize the use of
existing technologies for teaching and evaluating
learning?
• TPCK:How might things need to change if one aspect of
the lesson were to be different or not available?

59. 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

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

63. Pick the Content
Choose the Strategy
Choose the Tool
Create the Learning Activity
Then apply connected learner scale
---------------------------------------Think: Share, Connect, Remix, Collaborate,
Collective Action

64. 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

65. NEW DIRECTIONS IN ASSESSMENT

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

67. 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
What makes a difference to
evaluate their own work.
student learning?
• Appreciation- specific
Constant and meaningful
praise linked to affective
feedback
growth.
-- The Student
John Hattie, University of Auckland 2003
--Teacher relationship
--Challenging goals

68. What does it
look like?

69. 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?

70. Answer…
No significant test
differences were found

71. 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‖

72. Real Question is this:
Are we willing to change- to risk change- to meet the
needs of the precious folks we serve?
Can you accept that Change (with a ―big‖ C) is
sometimes a messy process and that learning new things
together is going to require some tolerance for ambiguity.

73. Let‘s just admit it…
You are an agent of
change!
Now. Always. And now
you have the tools to
leverage your ideas.

74. An effective change
agent is someone
who isn’t afraid to
change course.

75. Last Generation

76. We have a choice: A choice to be powerful or pitiful. A choice to allow
ourselves to become victims of all that is wrong in education or
activists. Activists who set their own course. Who resist the urge to quit
prematurely. DIY change agents who choose to be powerful learners on
behalf of the children they serve.