Role Of Transgenic Animal In Target Validation-1.pptx
Passion Leadership
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2. Housekeeping Paperless handouts http://21stcenturylearning.wikispaces.com Sheryl Nussbaum-BeachCo-Founder & CEO Powerful Learning Practice, LLChttp://plpnetwork.comsheryl@plpnetwork.com President21st Century Collaborative, LLChttp://21stcenturycollaborative.com snbeach@cox.net
3. How will education be different tomorrow because of our meeting today? How will you contextualize and mobilize what you learn? Can’t conference the world.
5. Knowledge Creation It is estimated that 1.5 exabytes of unique new information will be generated worldwide this year. That’s estimated to be more than in the previous 5,000 years. Talking in small groups-How is your job as a leader changing? A quick question: Beyond your cell phone, is there a cutting-edge technology that you use routinely to accomplish your work? Name one strategy that has worked for you personally in keeping up. Is your job different now than it was 5-10 years ago? How so?
6. Everything 2.0 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
7. Web 1.0 Web 2.0 Web 3.0 We are living in a new economy – powered by technology, fueled by information, and driven by knowledge. -- Futureworks: Trends and Challenges for Work in the 21st Century
8. By the year 2011 80% of all Fortune 500 companies will be using immersive worlds – Gartner Vice President Jackie Fenn
15. Knowledge Creation It is estimated that 1.5 exabytes of unique new information will be generated worldwide this year. That’s estimated to be more than in the previous 5,000 years.
16. For students starting a four-year technical or higher education degree, this means that . . . half of what they learn in their first year of study will be outdated by their third year of study.
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18. Are you Ready for Leadingin 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.
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20. New Media Literacies- What are they?http://newmedialiteracies.org/ Will the future of education include broad-based, global reflection and inquiry? Will your current level of new media literacy skills allow you to take part in leading learning through these mediums? What place does emerging media have in your role as a change savvy leader?
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22. 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 totallydifferent. YODA: No! No different! Only different in your mind. You must unlearn what you have learned.
23. Rethinking Leading and Learning Relationships first & capacity building Understand shift , movement and nature of change itself Power of mobilized collaboration and communication 4. Community and social fabric 5. Leader as action researcher 6. Transparency, transparency, transparency
24. 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
26. 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 motivation or lead to engagement The biggest challenge facing us as leaders: how to engage the hearts and minds of the learners
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28. Strengths Awareness Confidence Self-Efficacy Motivation to excel Engagement Apply strengths to areas needing improvement Greater likelihood of success
34. Mobile Computing Smart Phones The mobile market has: 4 billion subscribers, three-fourths of whom live in developing countries. Over a billion new phones are produced each year, and the fastest-growing sales segment belongs to smart phones —
35. Open Content Relevance for Teaching, Learning & Creative Expression Open content allows teachers to customize their courses quickly and inexpensively and keep up with emerging information and ideas. Communities of practice and learner groups that form around open content provide a source of support for independent or life-long learners.
41. 37 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.
42. 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
46. Community is the New Professional Development Cochran-Smith and Lytle (1999a) describe three ways of knowing and constructing knowledge that align closely with PLP's philosophy and are worth mentioning here. Knowledge for Practice is often reflected in traditional PD efforts when a trainer shares with teachers information produced by educational 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 for teachers to transfer to classrooms without support and follow through. After a workshop, much of what was useful gets lost in the daily grind, pressures and isolation of teaching. Knowledge in Practice recognizes the importance of teacher experience and practical knowledge in improving classroom practice. As a teacher tests out new strategies and assimilates them into teaching routines they construct knowledge in practice. They learn by doing. This knowledge is strengthened when teachers reflect and share with one another lessons learned during specific teaching sessions and describe the tacit knowledge embedded in their experiences.
47. Community is the New Professional Development Knowledge of Practice believes that systematic inquiry where teachers create knowledge as they focus on raising questions about and systematically studying their own classroom teaching practices collaboratively, allows educators to construct knowledge of practice in ways that move beyond the basics of classroom practice to a more systemic view of learning. Ibelieve 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.
48. Professional Learning Communities The driving engine of the collaborative culture of a PLC is the team. They work together in an ongoing effort to discover best practices and to expand their professional expertise. PLCs are our best hope for reculturing schools. We want to focus on shifting from a culture of teacher isolation to a culture of deep and meaningful collaboration. FOCUS: Local , F2F, Job-embedded- in Real Time
49. Communities of Practice FOCUS: Situated, Synchronous, Asynchronous- Online and Walled Garden
52. Personal Learning Networks FOCUS: Individual, Connecting to Learning Objects, Resources and People – Social Network Driven
53. Change is inevitable: Growth is Optional Change produces tension- out of our comfort zone. “Creative tension- the force that comes into play at the moment we acknowledge our vision is at odds with the current reality.” Senge
54. 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.
