Tag Archives: technology

Unlearning, Revisited.

The very first article I read on Zite this morning  was a blog post written by Dr. Chris Dede (incidentally the keynote speaker last week at #on21Clearn in Toronto).

Dr. Dede begins by reminding us that the knowledge and skills of teachers and classroom educators are the most important factor in student learning.  Having said that, transformative change means that much of what teachers know, believe in and do, will need to be changed, and this is a very difficult task.

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Photo Credit: Mike_tn via Compfight cc

“Professional development for transformative change is very challenging because participants not only must learn new skills, but also must “unlearn” almost unconscious beliefs, assumptions, practices, and values about the nature of teaching, learning, and schooling.  In this situation, too often teachers are provided learning experiences that are purely cognitive, but professional development that requires unlearning necessitates high levels of emotional/social support in addition to intellectual and technical guidance.”

Dr. Chris Dede, Education Week, Leadership 360, October 26, 2014

 Finland has included the “unlearning” of teaching strategies in its Teacher Education programs for many years.  The understanding of the importance of an intense teacher training program, with opportunity for research, extensive practice teaching with highly competent mentors, and graduate work, is at the heart of the Finnish teacher education system.  There is an understanding that initial teacher training is essential to a high performing school system.

“The basic aim of every teacher education programme is to educate
competent teachers and to develop the necessary professional qualities to
ensure lifelong teaching careers for teachers. Behind this aim is the belief
that initial teacher education is of paramount importance and that any
defects appearing in the programme will have consequences that will be
extremely difficult to correct later on.”

Pertti Kansanen

Teacher Education in Finland: Current Models and New Developments

Technology has the power to transform learning for students.  Indeed, there are pockets across the country and around the world where this is already happening.  But using technology without changing our thinking about learning will not result in the ‘deep learning’ we are hoping for.  We need to give up some cherished beliefs about schooling before change can happen for our students. 

“Transforming from presentational/assimilative instruction to this form of pedagogy requires from teachers substantial unlearning of mental models and emotional investments in them. These mental models have been developed through decades of being students themselves, receiving traditional instruction, and further years of building skills in conventional instruction.”

Dr. Chris Dede, Education Week, Leadership 360, October 26, 2014

“Unlearning” is unsettling.  As educators, we take pride in our work and we are emotionally invested in doing what is best for our students.  Realizing that our beliefs about what constitutes ‘great teaching’ does not result in the ‘deep learning’ our students need is emotionally challenging.  Rethinking and relearning requires strong support and affirmation as educators move forward in changing practice.

As we consider how we design learning opportunities for educators, we must remember that this is more than a cognitive shift.  It is a shift in a belief system, and from a belief system to an evidence-based, inquiry model of learning.  It requires modelling, and nurturing, at all levels of the education system.

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Photo Credit: Ken Whytock via Compfight cc

Further reading:

What will you ‘unlearn’ today?

Five things I’ve learned (Dr. Chris Dede)

Education policies for raising student learning: The Finnish approach (Pasi Sahlberg)

Finland’s secret sauce: It’s teachers

Teacher education in Finland (Diane Ravitch)

Nobody likes to hear it (Dangerously Irrelevant)

Exploring Digital Literacy and the Importance of Confidence

 

Part of my current role in Ontario is working with teachers and education leaders to dig into what modern learning really looks like at the level of the “student desk”.

Much of the work in this province is informed by the thinking of Michael Fullan, particularly in his latest publications “Great to Excellent: Launching the Next Stage of Ontario’s Education Agenda“, and  “A Rich Seam: How New Pedagogies Find Deep Learning“.

Fullan’s “Six C’s” (for 21st Century skills) are frequently at the centre of such conversations.

Fullan's "6 C's", explained more fully. (From "A Rich Seam" - http://www.michaelfullan.ca/wp-content/uploads/2014/01/3897.Rich_Seam_web.pdf)
Fullan’s “6 C’s”, explained more fully. (From “A Rich Seam” – http://www.michaelfullan.ca/wp-content/uploads/2014/01/3897.Rich_Seam_web.pdf)

 

Fullan, of course, isn’t the first person to consider the skills needed for today’s world.  Doug Belshaw has spent many years studying and crowd-sourcing his ideas around what digital literacies look like.

 

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The 8 Elements of Digital Literacies, from “The Essential Elements of Digital Literacies”, http://www.slideshare.net/dajbelshaw/the-essential-elements-of-digital-literacies

 

Certainly the two groups of “C’s” represent slightly different purposes, but the overlap is obvious, and both inform our thinking about what learning needs to look like in today’s world.

Doug Belshaw: The importance of Confidence as a Digital Literacy component (click the image to link to the source).
Doug Belshaw: The importance of Confidence as a Digital Literacy component (click the image to link to the source).

 

My experience tells me that “Confidence” is a critical aspect of our work as we consider how learning needs to change.  A lack of confidence can be a prohibitive barrier to success in today’s digital spaces.

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Many educators express fear in making their thinking visible through blogging or ePortfolios because others will be critical, or perhaps even reprimand them for thinking differently.  Students, unfortunately, sometimes need to overcome the fear of past experiences to progress in particular subject areas.

Teachers need to feel confident in using new tools to engage learners and redefine what learning looks like in the classroom.

How are we creating the conditions in our classrooms, schools and systems so that all of our learners can develop the confidence they need to participate in, model and facilitate deep learning for everyone?

Further Resources:

Doug Belshaw: Digital Literacies and Web Literacies

Doug Belshaw: The 8 C’s of Digital Literacy

Lyn Hilt on Connected Principals: What is Digital Literacy?

SAMR Model Resources (Kathy Schrock)

 

Credits:

“Confidence” Photo Credit: glsims99 via Compfight cc

What Does a “Lead Learner” Actually Do?

A few weeks back, I was asked to work with some educators who were at the senior management level in their board.  They told me that they wanted everyone in the organization to model the kind of learning they wanted to see at the classroom level.

We were specifically working on ways to make thinking and learning visible to a wide audience, inviting feedback and conversation.

Certainly we want all of our learners to engage with a broad audience and learn with others outside of their immediate classroom.  But if we want to model the kind of learning we expect to see in classrooms, we need a clear picture of what that should look like.

In Ontario, we have several documents to guide our thinking about what classrooms should look like.  I have outlined some of those documents below.

_______________________________________________________________________________

Achieving Excellence: A Renewed Vision for Education in Ontario:

http://www.edu.gov.on.ca/eng/about/excellent.html

Specifically:  To achieve success, Ontario will:

• Invest in the technology, design and infrastructure required for the classrooms of the future to serve the needs of all communities.

• Invest in innovative teaching practices and instructional methods enabled by technology to more precisely engage and address the learning needs of all students.

• Give students more flexibility and ownership in their learning, allowing them, for example, to determine whether they want to spend more time on elearrning or on learning outside of the classroom

• Provide new online learning and professional development opportunities for both teachers and students, particularly those in rural and remote communities, including opportunities for virtual cooperative education placements.

 

A Student’s View of the Future: Learning in Ontario

http://www.edu.gov.on.ca/eng/students/speakup/preMSAC.html

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http://www.videodelivery.gov.on.ca/player/download.php?file=http://www.media.gov.on.ca/a0efff64e63ac895/en/pages/text.html

 

“I’m an Ontario student, and my world is constantly changing.

I live in a world where technology is everywhere.

I can connect with a friend in another part of the globe, just as easily as I can with a friend down the street.

When I graduate high school, I will enter a world that is more competitive and connected than ever before.

My education will prepare me for that world.

My school will be a place where my friends and I can be successful, regardless of where we come from.

A place where we are inspired to learn by engaging teachers using new technology.

Our diversity will not be a barrier, but rather a reason for our success.

We will develop the strength of character to overcome obstacles and be resilient, whatever comes our way.

We will feel safe and welcome, and know that our well-being is supported inside and outside of school.

We will be the innovators, community builders, creators, skilled workers, entrepreneurs and leaders of tomorrow.

As an Ontario student, I will achieve excellence.”

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To achieve this in our classrooms, what practices need to be modelled by educators?

A good starting point is the ISTE Standards for students, teachers, coaches (professional learning facilitators) and administrators.

This is a sample of the first two standards for school and system leaders:

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As leaders, what are we modelling?

As leaders, what practices do we need to change to ensure we are modelling the kind of learning we want for our students?  What supports do we need to get there?

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Further: In Ontario, as we consider the ways we ask our students to engage in pedagogical documentation, how are we modelling this practice for our students?  How do we document our own professional learning?

You can find some great thinking on this topic on the Langwitches Blog here:  http://langwitches.org/blog/2014/07/01/documenting-for-learning/

 

Sharing our Passion for Connecting Education Leaders: TEDxKitchenerED

Mark Carbone and I recently took advantage of the opportunity to share our passion for connecting education leaders at the TEDxKitchenerED event.

If you are wondering about #OSSEMOOC, here is the story of how we are working to connect leaders, and helping Ontario learners, to thrive in the complexities of teaching and learning in today’s rapidly changing world.

by Laurie Near http://www.laurienear.com/

Digging Into Curation

There is a vast amount of information online, and digging into it can sometimes feel too overwhelming to even begin.  Yet our students will need to be quite adept at this process as they navigate the new realities of a digitally-connected world.

What best practices do we need to model as leaders to ensure our students are gaining the skills they need to be able to find, organize, create, make meaning, and share?

Sue Waters tackles this questions.

This piece was originally posted on the #OSSEMOOC blog for the June “pic and post” event.

 

Digging Into Curation.

Is Linear the Right Approach?

fryed:

I posted this short piece on the collaborative #OSSEMOOC blog this morning. Throughout June, the OSAPAC team is encouraging educators to share their thinking by taking a screenshot of something that resonated with them, and sharing it with a few comments. It’s a great way to get started, especially if you are thinking about starting your own blog.

Of course I think a lot about online learning, particularly in Ontario. We have to get past the idea that eLearning is a solution to a problem (timetable issues, can’t get the right course, etc.). eLearning is always in a 1:1 environment, and it transcends the structural learning boundaries of place and time. Imagine the possibilities!

Originally posted on Ontario School and System Leaders Edtech MOOC:

Many of our conversations around eLearning in Ontario involve the idea of online course “content”.  As schools make plans for online learning next year, teachers want to know, “Is there a course?”.

Years ago, when I was teaching full time online, my principal often said, “We are not in the business of content delivery, we are in the business of learning!”.

In one conversation about content this year, a teacher said to me, “Well, wouldn’t you just have the students build their own content?”.

This article in my zite feed caught my attention this morning:

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As we think about how our students learn, how does it impact our thinking about what online learning should look like?

Shared by Donna Miller Fry (@fryed)

View original

A Renewed Vision for Education in Ontario

Not all the numbers are in yet, but it looks like it could be a majority Liberal government in Ontario.

For me, it means we can return to the work that the people of Ontario have asked us to do, as outlined in this video.

http://www.videodelivery.gov.on.ca/player/download.php?file=http://www.media.gov.on.ca/a0efff64e63ac895/en/pages/text.html

I’m excited to get back on track for Ontario students.