Advances in Learning, Teaching and Technology

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Text of Advances in Learning, Teaching and Technology

  • 1. Professional Learning Community at Work Delwyn L. Harnisch University of Nebraska-Lincoln Lincoln, Nebraska, USA Advances in Learning, Teaching and Technology

2. The Need for Quality Education

  • Changing global economy
    • Scarce resources for education
  • Changing global workforce
    • New technologies needed for increased productivity
    • Employees need new skills to advance or maintain their current position
    • Training needs to be done more efficiently and faster
    • Real world connections to learning are essential
  • Increased reliance on technology tools for collaboration
    • CNN images of real-time conditions
    • Cell phones, iPhones
    • Computers, Web 2.0 tools for collaboration
    • iPods

3. Good Collaboration Tools

  • Promote communication (Skype)
  • Share a diagram, photograph, paper, or similar objects (Powerpoints, Picasa)
  • Allow natural interactions (Facebook)
  • Document construction (Google Docs)
  • Geographic richness (Google Earth, Wikimapia)
  • Be easy to use and learn

4. Implications for Educators

  • Training in technology needed for children
  • Student-centered learning environment is essential
    • Course design is based on instructional and motivational factors that support student-centered learning
    • Technology used provides support for a student-centered learning community
    • Assessment provides data on student outcomes and the role the technology delivery system played in student learning.

5. Instructional and Motivational Factors Meaningful and Relevant Student Centered Learning Environment 6. Instructional and Motivational Factors Meaningful and Relevant Student Centered Learning Environment Challenges and Standards 7. Instructional and Motivational Factors Meaningful and Relevant Student Centered Learning Environment Challenges and Standards Critical Thinking and Learning Skills 8. Instructional and Motivational Factors Meaningful and Relevant Student Centered Learning Environment Challenges and Standards Critical Thinking and Learning Skills Climate andContext 9. Instructional and Motivational Factors Meaningful and Relevant Student Centered Learning Environment Challenges and Standards Critical Thinking and Learning Skills Climate andContext Choice andControl 10. Instructional and Motivational Factors Meaningful and Relevant Student Centered Learning Environment Challenges and Standards Critical Thinking and Learning Skills Climate andContext Choice andControl Interests andCreativity 11. Instructional and Motivational Factors Meaningful and Relevant Student Centered Learning Environment Challenges and Standards Critical Thinking and Learning Skills Climate andContext Choice andControl Interests andCreativity Adapt to Individual Differences 12. Instructional and Motivational Factors for Student-Centered Learning environment Meaningful and Relevant Student Centered Learning Environment Challenges and Standards Critical Thinking and Learning Skills Climate andContext Choice andControl Interests andCreativity Adapt to Individual Differences Social Interactions And Personal Relationships 13. Technology Supported Instruction Real WorldContext 14. Technology Supported Instruction Real WorldContext Connections to Outside Experts Bookmarks for News & Events http://www.ianr.unl.edu/kendrick/jgk.htm 15. Technology Supported Instruction Visualization and Analysis Tools Real WorldContext Connections to Outside Experts Wild Ride http://www.intel.com/education/ 16. Technology Supported Instruction Visualization and Analysis Tools Real WorldContext Connections to Outside Experts Online Resources 17. Technology Supported Instruction Scaffolds for Problem Solving Visualization and Analysis Tools Real WorldContext Connections to Outside Experts 18. Technology Supported Instruction Scaffolds for Problem Solving Visualization and Analysis Tools Real WorldContext Connections to Outside Experts Opportunities for Feedback,Reflection And Revision 19. Characteristics of a Learning Community Shared Interest 20. Characteristics of a Learning Community Shared Interest Shared Respect 21. Characteristics of a Learning Community Shared Interest Shared Respect Range of Skills 22. Characteristics of a Learning Community Shared Interest Shared Respect Range of Skills Teamwork 23. Characteristics of a Learning Community Shared Interest Shared Respect Tools for Sharing Multiple Perspectives Range of Skills Teamwork 24. Characteristics of a Learning Community Shared Interest Shared Respect Goal: Knowledge Production Tools for Sharing Multiple Perspectives Range of Skills Teamwork 25. ProfessionalLearning Communities(PLC) 26. Focus with Purpose on Learning

  • We will be a school with an unrelenting focus on learning. All students are expected to succeed; failure is not an option
  • Ultimately, it will be the responsibility of the student and his/her parents to take advantage of the support available.

27. Motivators of PLC Efforts

  • We accept learning as the fundamental purpose of our school and therefore are willing to examineallpractices in light of their impact on learning.
  • We are committed to working together to achieve our collective purpose. We cultivate a collaborative culture through development of high performing teams.
  • We assess our effectiveness on the basis of results rather than intentions.

28. Prerequisites for Advancing on the PLC Continuum

  • The schools that develop as PLCs are those who take action.The best way to develop capacity to function as a PLC is to engage in PLC practices.

29. Purposeful Steps in Becoming PLC

  • Clarify the essential knowledge and skills each student will acquire as a result of each unit of instruction, grade level, and/or course.
  • Implement systems to monitor each students mastery of essential learning on a timely basis.
  • Implement systems to ensure that students who are not learning are provided additional time and support during the school day.
  • Organize the staff into collaborative teams and provide them with time to meet during the school day.

30. Purposeful Steps in Becoming PLC

  • Insist each team demonstrates it focus on the critical questions by requiring every team to develop the products associated with those questions.
  • Insist each team identifies and pursues a SMART Goal that can only be achieved if members of the team working together interdependently.
  • Implement a systematic process to ensure that each team develops common assessments.

31. Purposeful Steps in Becoming PLC

  • Implement a process to ensure that each teacher is provided with information on the success of his or her students in achieving the essential outcomes, as measured by common assessments, in comparison to other students.
  • Give every teacher the benefit of the support of colleagues in assessing student learning and developing strategies to improve upon the results.
  • Implement strategies to celebrate the work of teams and progress of your school

32. Its time for a new conception of the school principal, one based on a skilled passionate, moral commitment to students and teachers learning- and to the leaders own learning(Barth) 33. International Context Japan Singapore Ukraine RUSSIA The Netherlands South Africa 34. and the ultimate Learning Community 35. Leadership Team Qualities

  • Choice people who want to be there, to have appropriate responsibilities, be involved in discussions about strategies and be listened to.
  • Competence people who have the skills to do the work that is expected of them.
  • Purpose people who understand the importance of their role in the enterprise.
  • Recognition people who are given feedback (continuous), have their work recognized and celebrated.
  • Comfort people who enjoy the task and look forward to continuing engagement with colleagues.
  • Progress people who know that progress is being made (small goals met) against an agreed upon schedule and process.
  • Enthusiasm people who are able to communicate their enthusiasm and vision for the work that is being done beyond the team.

36. Essentials Steps for QualityHigher Education Classes

  • Faculty prepared to teach higher education classes
  • Learning is student-centered
  • The technology fits the content
  • Students must be informed how to succeed
  • Close personal interaction
  • Variety of appropriate technology tools
  • Appropriate assessment methods

37. Our Task as Educators

  • Rethink the concept of school
  • Add learner-centered collaborative activities
  • Technology supported inquiry-based learning

38. Professional Learning Community at Work Delwyn L. Harnisch Advances in Learning, Teaching and Technology

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