It was great to visit the York School this week to attend #MakerEdTo. This was a fantastic opportunity to connect the #iicti AQ course members to a network of educators interested in constructivist and constructionist uses of technology. An added bonus was that they got to hear all about Seymour Papert from the Keynote Speaker and long time follower of Seymour’s work, Peter Skillen, who would later visit our class for some further learning. Peter shared his wonderful list of resources in this google doc. Visit his blog, The Construction Zone for more great learning!
It was a bit of a trek from Waterloo, especially during the first week of class, but these keen educators made the trip and shared their learning in many ways through course reflections using Adobe Spark and Storify. Many of the big themes of the course were revisited with the connections that were made this first week.
We captured many of their tweets in the following Storify and as you can see, enthusiastic learning and many excellent resources were shared on the day and beyond!
OSAPAC has announced the release of a new Mind Mapping tool, called Mindomo, that affords some exciting new possibilities for demonstrations of learning and collaboration.
This is a web application that students will access through a code that a teacher sets up in an easy process that is attached to their School Board email address. I’ve had a chance to explore this tool and I love the way that it’s very easy to edit and add media like pictures and youtube videos to enhance student work. There is also a great presentation mode, which allows students to create a presentation by zooming in on parts of their mind maps. Templates are also included that provide editable maps in a variety of educational topics.
One of the best features of Mindomo is the fact that students can collaborate on their maps and share them out in many different formats. Along with this collaborative feature comes a revision history so that collaborators and teachers can see when and how often people are working on their mapping projects — you can even receive notifications to get emails when changes are made to the maps.
No tool is perfect, and Mindomo is continuing to develop and add new features all the time. There are a couple of limitations I’ve found, and using the following work-arounds has helped:
1) Mindomo does not have an outline view in the same way that you might expect to see in other Graphic Organizers. You might be used to creating a mind map graphically and then, with the click of a button, seeing a textual representation of your thinking to organize main ideas and supporting details, which students could then use with other writing tools like Google Docs or Word. With Mindomo, you’ll want to export your map as a .txt file, and then indent, number and add to your text document in a way that suits you.
2) Adding labels to a connector link turns your mind map into a concept map. With Mindomo, you can ‘add a label’ to a connector link when you use floating topics. There is a quick create option for creating maps efficiently, you just can’t delete the connectors (or relationships) or add labels to them using this mode. Resources
Folks on the OSAPAC Committee have created a Public Folder where you can go for information about how to get access to Mindomo along with video tutorials to help you get started. You can access those resources on the OSAPAC Website by clicking the Mindomo button currently on the Home Page or by going directly to the public folder here.
Our first staff meeting at Edward Johnson was partly about getting to know each other. We have many new staff members (including both administrators), several LTOs (Long Term Occasionals) and a growing FDK (Full Day Kindergarten) team of 14 educators. We are also about to get started choosing areas of interest and people to work with for our professional learning teams — aka — our collaborative teacher inquiry groups.
Many getting to know you activities include interest inventories, learning style or learning preference surveys that help us get to know ourselves as learners, but we thought it might be important to get to know ourselves as a group, and wonder a bit about our own participation in teams; how do others influence us, and how do we impact the group? My go-to site for great protocols is the National School Reform Faculty from the Harmony Education Centre, and one that fits really well for this purpose is the Compass Points Activity, its purpose being to understand our preferences in group work.
I’ve used this protocol about 4 times now, very successfully in three f2f sessions and even once trying it online during a Connected Coaching course with PLP Network. Through the protocol we learn a lot about each other, and we learn a lot about how other people in our groups can strengthen our team and ‘balance’ us out.
The protocol is a four corners activity. Each teacher identifies him/herself with one of the compass points which describes them best and then joins others in that group for a brief discussion. In general, the four compass points identify some folks who jump right in, some who like to know the big picture, some who like to focus on the details and some who are concerned about interpersonal skills and making sure that all members are heard.
Here are the points that are discussed in each group and then shared out briefly to all:
what are the strengths of your style?
what are the limitations of your style?
what do you want others to know about your style?
which of the other styles do you find most difficult to work with and why?
Each group I’ve done this with has had fun and some giggles along the way as we see each group complete the discussion and sharing in a way that suits their style. This time around some teachers noticed that our group was pretty evenly split among the four groups, and that some of their favourite people to work with were actually quite different than them in terms of how they liked to approach group tasks. We learned who liked to jump right in and who liked to see the big picture, who likes to understand the details first and who would want to look after people and make sure that all were heard. We talked about what our group might find stressful at times as well as the benefits to us of having a diverse team.
My hope is that this activity will build some trust among us as we begin our learning this year, and it has also given us some understanding of our role in group dynamics….both from the point of view of what we need to be effective contributors and what our colleagues need from us!
What ways to you try to build a culture of trust and openness that leads to productive group work in your setting?
I’m currently taking a school leadership course and we have been encouraged to dream big about Professional Learning in our roles as School Level Leaders from the Ontario Leadership Framework. Professional learning is a passion of mine, and one of the main reasons that I’m considering moving into a more formal role as an instructional leader in an elementary school.
I’ve been lucky to have had an opportunity to dabble in providing professional learning in a variety of formats:
I’ve also had the chance to be a teacher-learner in these spaces as well, which I believe is an important perspective to keep in mind when creating the conditions for learning in a school community – PD can’t be something we ‘do’ to people – that’s just not the way effective learning works. Although I’m not sure exactly how professional learning would look in my school, there are two big ideas that guide me based upon what I’ve learned about teacher learning:
Learning About Learning Needs To Be A Major Focus Of The School Culture
This begins with me, the school administrator. We know that teachers have the biggest impact on student achievement and, therefore, choosing great teachers, and nurturing the ones we already have, must become a primary goal. The school needs to be a learning community, with the principal being the ‘lead learner’ who can model an interest in improving their own practice. This includes setting goals, taking risks, admitting and being comfortable with ‘mistakes’ and articulating how a professional learns from those mistakes. I’ve learned from Viviane Robinson’s research that there is a huge impact on student achievement when principals promote and participate in teacher learning and development, both as learners and leaders. It will be my responsibility as a school administrator to be active in the professional learning and development of teachers with a focus on being responsive to student needs. What might this activity look like? According to Robinson, here are some impactful examples:
Involving staff in discussions of teaching, including its impact on students
Working with staff to coordinate and review the curriculum
Providing feedback to teachers, based on classroom observations
that they report as useful in improving their teaching
Systematic monitoring of student progress for the purpose of
improvement at school department and class level
Professional learning is not one-size fits all
Just as students are varied in their needs, passions and interests, so are the teacher learners in the building! If I have an expectation that teachers will be meeting the needs of students in diverse ways, then it is also something that I need to model as an administrator when attempting to meet the varied needs of teachers. Professional learning communities need to be focused on school goals and be teacher driven. My background in inquiry-based teaching will continue as a model for professional learning communities in my school through teacher collaborative inquiries and it’s exciting to think about the learning that is in store for me as a principal learning along with my staff. I like what Todd Whitaker says about “people before programs” and I’d like to be able to get to know my teachers (their strengths, needs, interests) so that I could help plan effective professional learning. I feel comfortable in offering some virtual options as well as face-to-face approaches, but supporting teachers in a variety of individual, team, and whole-school approaches is critical, just like it is for students in the classroom. In my experience as a teacher, I appreciate the support, focus and monitoring that an administrator can bring to the table to enhance teacher learning and ultimately keep us all focused on making a positive impact on students.
Here is a clip summarizing some of Viviane Robinson’s synthesis of the research about leadership impact in education. I have so much to learn about building a positive school culture and welcome your stories, tips and sharing of the resources that you find helpful! In what ways do school administrators positively impact YOUR professional learning?
Thanks to Facilitators for Excellent Minds On Media at ECOO12
We want to thank, and to celebrate, the facilitators at Educational Computing Organization of Ontario’s Minds On Media event held on Wednesday, October 24th.
This year we had a full house of 120 participants and 9 centres! It was a hive of activity and the energy was phenomenal.
We heard many wonderful comments throughout the day, but one we overheard was a teacher saying to her colleague, “I have learned more in the last three hours than I’ve learned in years!”
Another teacher was seen to be leaving the event after an hour, laptop in hand, and we were discouraged! But, she said to us, “Wow! I’ve learned so much I am going to find a quiet spot to put it into practice. I’ll be back!” And she did return – hungry for more!
What is Minds On Media?
Minds On Media (MOM) is a model of professional learning that respects the learner’s ‘desire to know’. Teachers come to learn and we respect their choices in how they wish to do that. We want them to take a ‘minds on’ approach.
Our Core Beliefs
We believe that:
the locus of control for learning should be in the hands of the learner
the facilitator must be aware of, and respond to, the learner’s desires, needs and expertise
the learner should leave empowered to learn further – beyond the MOM event
there are always experts among us
Facilitators at MOM sessions look forward to, not only teaching but, learning with others. They respect the knowledge and expertise that each person brings to the table.
I’m reading The Connected Educator by Sheryl Nussbaum-Beach and Lani Ritter Hall and one of the cool elements is the challenge to connect at the end of each chapter. Chapter 3 was about what we need to learn, unlearn or relearn as a connected educator and the tool this chapter was Wallwisher. If you’ve used wallwisher you already know that it’s a short and sweet kind of posting on a notice board, and if you know me you know that sometimes I’m just not that great at ‘short and sweet’ responses…especially when something is muddling around in my head.
Therefore, I’ve had to expand a bit here and I hope you’ll provide some push back or ideas for me. In terms of being a connected educator, I think that conceptually and practically I’m good at allowing students to take charge and to support them in directing their own learning. My experience is that this usually takes us to a place that exceeds formal curriculum expectations so I’m happy, parents are happy, and students are happy! That’s great!
What I need to relearn, is how to effectively document and plan for this….or get over the fact that you really can’t! I like to deviate from plans (always do!) but I also like having a plan and I’m going to confess that this is where I feel weakest in my classroom practice. Part of this comes from not using pre-fab lesson plans (I just can’t teach the same thing over and over) not gravitating toward the stand and deliver style (PBL is my preference) and every year and every group of students means different ways to inquire about topics – it changes all the time.
I need to ask for some examples from my network to help in this area. I should connect with people like Shelley Wright for some concrete examples of how she is making shifted control work in practice. I loved her ideas about have students select 3/4 of their assignment for her to assess in order to encourage risk-taking and playing around with learning (page 53). This reminded me of working with student portfolios in the past and it’s really doable. I need to search out some other examples and put them into practice for my AQ course so that I can model these new approaches for planning and assessment.
What do you do? How are you shifting and what are the practical implications for planning and assessment?
This post will also appear on the ECOO Website for a little while, but I couldn’t resist starting with my blog – it just seems like the right place! 🙂
To ECOO Volunteers, Participants, Presenters and Exhibitors – THANK YOU!
Wow! What a great few days of learning we’ve just had in Ontario at the ECOO Conference!
On behalf of the ECOO Conference Committee I’d like to thank you for your support of our recent conference, ECOO 2011: Inspire, Connect, Learn to Play – Play to Learn! In planning and organizing a conference such as this, it really is a team effort from a learning community that makes it happen!
To the conference attendees, your participation, both in person and virtually, made this conference a great success! We really appreciated your patience when needed and your jumping in to have fun when we had hoped you would. Ontario teachers know how to have a good time!
keynote, and getting us connected to share our learning. We love the fun you provided to get us connected and learning about and through social media, all the while having fun playing an alternative reality game to save Periwinkle the PLP Penguin.
To the presenters who spent countless hours preparing for the one-hour sessions or the full-day Minds on Media facilitation, we are so grateful to you for sharing your knowledge and experience with us. Many of you provided links to resources and contact information that can be found here on the online planner or here on the Minds On Media Wiki so that your impact is on-going – we appreciate your generosity as we learn from you.
To our exhibitors, it’s because of your sponsorship that we are able to remain at such a nice venue. Thank you for designing interesting exhibits and prize draws that kept us engaged and chatting about new hardware and software.
Finally, to the wonderful members of the ECOO conference committee, thank you for 3 amazing years of learning and laughter! You provided me such awesome support as a newbie conference chair as we all tried to realize our vision of celebrating Ontario teachers, focusing on learning first and technology later, and growing a connected and networked group of Ontario educators! I know I speak for the ECOO Board of Directors when I express my gratitude to all of you for the time and energy you’ve put into these events!
Alison Slack, the upcoming conference chair, is in for a treat as she meets many of the Ontario teachers that will help to make ECOO 2012 even better! Please stay connected to the ECOO community to continue learning and I’ll look forward to meeting again next year!
Upper Grand DSB is excited to be hosting Ontario’s 2011 – 2012 work with Powerful Learning Practice. We have room for some more teams of educators who are interested in inquiring into their practice as they shift to becoming connected educators and we’d love you to join us!
I’ve been involved this year as a connected coach with PLP and I’ve seen how this approach to teacher learning is transforming teacher practice! Led by Sheryl Nussbaum-Beach and Will Richardson, educators from K-12 and beyond spend a year working f2f and within a virtual community to look deeply into teacher practice. Contact me if you’d like more information, or join in one of the live information webinars and bring your questions to Sheryl and Will!
We’ll begin in October 2011 and finish up with a celebration of our work in May 2012. Hope to see you!
I admire those folks who attend a conference and seem to get their reflections posted quickly and efficiently. Seems I take a little longer, and by now you’ve heard all about the exciting events like the flash mob, (I just love teachers!)
the Karaoke night, the International Reception or the Canadian gathering hosted by MindShare Learning. All of those things make the networking at ISTE spectacular and the learning exceptional.
I think I’ll focus on one session that was really impactful for my work of the upcoming school year and a topic that was just perfect for me right now…a bit of ‘just in time’ learning – gotta love it!
On the recommendation of @peterskillen (the guy seems to know EVERYONE!) my first session was about TPACK presented by Judith Harris from William and Mary University. This was perfect timing for me, as we’ve been having some deep discussions in the PLPConnectU Community about the role of TPACK in teacher education. I’ve read quite a bit about the framework itself, and felt the need for some more practical information about how to operationalize the concept with the teachers with whom I work, and with my new students in my AQ course this fall.
Judith gave us some great takeaways at her wiki that I intend to explore for the new school year, and the one that resonated the most with me was the idea that considering activity types can be helpful as teachers understand how to operationalize TPACK in reference to their classroom practice.
If you are exploring TPACK as you learn to integrate technology, pedagogy and content, you’ll want to check out the Activity Types Wiki and ETPD
I’m enjoying getting started as a connected coach with a PLP ConnectU group from Australia this month. After listening to a wonderful Elluminate session as group leaders Sheryl Nussbaum-Beach, Will Richardson and Susan Carter Morgan got talking to folks about getting started on the Ning and on Twitter, I was reminded about that steep, but very gratifying, learning curve when I first began to participate in social media. I’m hoping to follow up on what they were saying with my top 3 tips for getting going in networked communities of educators.
Get on there!
Educators are the kind of people that value risk taking and shifts in thinking – especially those educators that you’ll find online. This is a supportive community that will teach you – don’t worry about making some mistakes! If you can try to make it a regular part of every day or so to check in online, you’ll soon realize that this is a place where you can ask questions, find resources, and get rich professional learning, virtually for free! You may find the people you are learning from will lead you in places you’d never dreamed you’d go – in a good way! You can find people who share similar interests and then bring back that knowledge to enrich your f2f school community.
Don’t worry about seeing everything!
Teachers are thorough. Teachers like to follow through on commitments. If they say they’ll do something it bothers them if they don’t do it. Being a member of a community like twitter or a Ning is a little different – and I’m recommending right now that you cut yourself some slack in this area. You needn’t worry about reading and responding to each and every piece that is posted. Instead, explore where your interests lie and let your passion for those topics enrich the community as a whole. Dive in when you need it, and contribute when you can! A quick check of the recently posted items will let you know if there is something that catches your attention.
Share your thinking online!
Tacit understanding is that unspoken knowledge that we acquire as teachers and boy, do we ever have a lot of it! So much of what we do is not made explicit in our daily work because it’s so complex and difficult to describe. Try asking a colleague what teaching strategies they used today and see how they answer! One of the amazing by-products of participating online, where you start to make thinking about your teaching practice explicit by writing or talking about it with others, is how much it helps you understand and increase the conviction and confidence in your own teaching practice and beliefs about learning. I think that’s been one of the most valuable parts of my relationships with people online – it’s like having a global staffroom of people who are interested in the best for students!