Tag Archives: share

A Vision of Effective Mathematics Teaching and Learning

What is your vision of effective mathematics teaching and learning in elementary school?

This is a new question for me.  This blog is Learning About Learning, and I have a lot of learning to do about mathematics education.

I am hoping you can help me.

Here are a few of the things I am thinking about right now.  What can you add to this? What have you learned in your own practice? What do you think about when you consider a vision for teaching and learning mathematics?

I think that efficacy is critical.  Students have to believe they can achieve at high levels.  Teachers have to believe that students can achieve at high levels and that teachers have the capacity to  get students to that high level.

Is mathematics skills (as I was taught), or is it ideas (as Dr. Marian Small suggests)?

Is math about making connections?  Is it important that we work with big ideas rather than teaching skills and concepts only in isolation?

I think students have to be able to choose the tools and strategies they need to help them solve problems.

It isn’t up to us to tell them what tool to use, but to teach them how to use many tools effectively so they might pick the one that is right for them in each context.

Math needs to be fun.  Kids need to be the ones doing the thinking. Teaching through problem solving can be very effective (problems are not add-ons).

Teachers need to collaborate with other educators, to share their thinking openly, to challenge the thinking of others, to read and write blogs about their work.  Isolation is a choice, and isolation is unprofessional.  Kids need the thinking of many professionals, not just the one assigned to them.

As I work through #mathleaderNEO over the next few years, I plan to grow this thinking.

I encourage you to share your ideas too.

Featured Image: shonk via Compfight cc

Building a Professional Learning Network (some resources) – 3/10

This post is part of a 10 day posting challenge issued by Tina Zita. You can’t be a connected educator if you don’t contribute. Sometimes we need a nudge to remember that if nobody shares, nobody learns. Thanks Tina!

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Who can help me answer my inquiry question?

Today I worked with my colleagues to support educators in establishing inquiry questions.

Part of our work has been finding the resources to  meet the individual needs of each educator.  The TBCDSB leadership team asked me to join the group to share the process of becoming a networked learner.

I spent the morning getting to know the needs of the learners in the room, and then created these resources tailored to their requests.

Screen Shot 2016-01-19 at 2.23.03 PMI leveraged my own PLN to find the resources.

In learning that several of the educators were teacher-librarians, I asked my colleague, Mark Carbone, about where to find the work he has been doing with Carlo Fusco.

The video we shared can be found here: http://blog.markwcarbone.ca/2015/10/23/shifting-perspectives-on-libraries/

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My colleague, Cindy Carr, shared this video with the group.

This Will Revolutionize Education

Screen Shot 2016-01-19 at 2.23.31 PM The educator inquiries are around Technology Enabled Learning and Teaching.

We were able to share the work of several educators who have an open practice, and who invite others into their classrooms.

Connecting with other educators does have an impact on student learning.  We are working to demonstrate the value of connections.

The shared resources are in the slides embedded below.

Thanks to my PLN for your support today in helping me to support other educators.

From Anita Drossis:

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Enabling Educators to be Learners: 1/10

This post is part of a 10 day posting challenge issued by Tina Zita. You can’t be a connected educator if you don’t contribute. Sometimes we need a nudge to remember that if nobody shares, nobody learns. Thanks Tina!

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How can we enable our colleagues to access the rich professional learning opportunities available online?

 

We want to own our own learning.

We want to self-direct our learning.

In 2016, it has never been easier to do this.  The abundance of open, accessible resources is overwhelming.  Learning to manage and organize the information is a new competency.  Learning to reflect, to share, to find, to converse, to connect, to adapt – we are doing this.

Or are we?

We all know colleagues who don’t participate in learning in digital spaces.

For those who provide learning opportunities online, the sphere of influence has a definite, distinct boundary.  They cannot reach the individual who does not engage in digital spaces.

Online teachers struggle to help students who refuse to log into the course.Screen Shot 2016-01-04 at 11.07.59 AM

In the same way, it doesn’t matter how rich, how engaging, how simple to use or how valuable online learning is for educators  if they don’t know where to look for it or how to use the tools that will allow them to access it.

I think that we have done very well in providing digital resources and learning opportunities for teachers.

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Thanks to Julie Balen for collating this year’s #ontwordont

How, now, can we work to enable the educators who still do not access the rich professional learning environment online?

As someone who self-directs their own professional learning online, how can you help one colleague this month to see some value in engaging in online learning or using online resources?

Leverage your PLN to ask for help.  What is the best starting point for one colleague? What can you show them that will help them see the value in engaging in online, self-directed professional learning?

Resources:

OSSEMOOC

Twitter for Absolute Beginners

Leveraging Twitter for Rich Professional Learning

Ontario Edublogs

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Why Leave All That Learning Only in Your Head?

So many educators reading so many books that impact their practice!

 

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That was my takeaway from #satchat this morning, and #ontedleaders last week as we were challenged to share the reading that was impacting our work at this time.

 

I can’t possibly read all of those books, but my colleagues in my PLN have made me so curious about what is in those books and how it might impact my thinking!

 

 

 

What if we all just blogged about oScreen Shot 2015-10-31 at 9.49.36 AMur reading?

 

 

We ask students to write book reports.

Why don’t we model the importance of sharing our learning in an open, searchable, collaborative way?

If we read a chapter, then reflected, summarized and shared, with appropriate tagging, how could we impact student learning as a community?

 

 

Thank you to those already doing this, such as Stacey Wallwin (@WallwinS) and Brenda Sherry (@brendasherry).

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If you haven’t considered it, OSSEMOOC can help you get started with creating a blog. and with viewing the blogs of other educators as examples.

As you think about your own PLN, consider what you are learning, AND what you are contributing to the learning of others.

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Resources:

Making Thinking Visible Through Blogging

Yes, It’s Time to Start Your Own Blog

A Beginner’s Guide to Starting a Blog

 

Are Teachers Taught About Creative Commons?

Earlier this week, I worked with my fellow OSAPAC member (and chair) Mark Carbone to share some thinking around Creative Commons Licensing with educators at #CATC15

The title of this post, “Are Teachers Taught About Creative Commons”, was one of the questions from the group of educators we were learning with.  This brings up another issue about who owns the learning when it comes to teacher education, but that question is for another day.  For now, it is important to understand why being fluent in using Creative Commons is very important to the maker culture in the classroom.

There are many resources for educators to learn about how to use Creative Commons.  We wanted to focus more on the “why“.

Last week, George Couros shared his work on the innovator’s mindset.  He suggested that innovative practice requires both networking and remix.

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How do we encourage “remix” with our students and educators?

Stages of Becoming a Maker
Image created and shared by Dr. Jackie Gerstein https://usergeneratededucation.wordpress.com/2015/07/28/stages-of-being-a-maker-learner/

If we are going to encourage copying and remixing, it is essential that teachers understand proper use of licensing.

Teachers need to help students license their work in a way that will encourage properly attributed use, and encourage further creativity.

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Shared under a Creative Commons attribution non-commercial share-alike license by Darren Kuropatwa

Modelling the use of Creative Commons Licensing of work provides a structure for thinking in a positive way about creativity, sharing, and remixing.

Where can you find more help in understanding Creative Commons Licensing?  Bill Ferriter has provided an excellent page of resources here.  In Ontario, Rodd Lucier is one of our best experts and he has written profusely on the topic.

How do you find Creative Commons Licensed work?  A number of search engines can be found here:  http://search.creativecommons.org/

Resources

Compfight – choose CC licensed images (HTML embed code for attribution provided for bloggers and online teachers)

OSSEMOOC – Photo Sharing with Flickr

This amazing resource from Gail Desler: Can I Use That? A Guide To Creative Commons

Simple Sharing and Organizing: Pinterest for Educators

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Image shared under a Creative Commons Attribution Non-commercial Share-alike license by Monday’s Child.

 

We talk a lot about the importance of openly sharing and curating resources.

One pushback I often hear is, “I just don’t have time”.  I get that.  The job of an educator never ends.  There are always more opportunities to look for that next practice that we could adapt for a particular student need.  There is always one more possibility to try to help a learner move forward.

But what if we could organize our own resources, making them easier to access, and share with others all at the same time?  We could save time for ourselves and for our colleagues – and isn’t that one of the things technology is supposed to do for us anyway?

Earlier today I stumbled upon this fabulous “how-to” video for teachers to help them use Pinterest to organize and share resources.  It is worth your time to watch even if you are using PInterest already.  There are several helpful tips here.

(The video was posted on this blog for primary teachers. Check out the blog for even more tips on curating, organizing and sharing with colleagues.)

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At OSSEMOOC (@OSSEMOOC), we have collated a number of resources on how Pinterest can be used for educators, including for school and system leaders.  I have posted them below for your reference.

 

Here is a quick look at some resources for education leaders:

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Click the image for the link to the OSSEMOOC post: https://ossemooc.wordpress.com/2014/06/05/pinterest-isnt-just-for-crafts-leading-learning-happens-there-too/

 

Here is a step-by-step text guide to connecting and sharing through Pinterest:

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Click on the image for a “how-to” text guide to get started using PInterest for Professional Learning:https://ossemooc.wordpress.com/2014/11/10/ten-minutes-of-connecting-day-10-pinterest-is-for-more-than-just-crafts-and-recipes/

 

Here is a screencast that walks you through the resources included in the above text instructions:

 

 

 

Pinterest as a form of curation (this post includes the above screencast and further resources):

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The screencast and further resources can be found by clicking on this image. https://ossemooc.wordpress.com/2015/05/24/may-24-2015-curating-with-pinterest/

 

Do you need further help in getting started with Pinterest for Professional Learning? Fill out the form here, and OSSEMOOC will add it to the agenda for the 2015-2016 plan for learning.

Intergenerational Digital Literacy

This past week, I read a blog post by Jennifer Casa-Todd: Childrens’ Rights in a Digital World

It is based on this UNICEF publication: Childrens’ Rights in the Digital Age

This is the quote that first attracted my attention:

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“… digital literacy across generations..”

I immediately thought of Ontario’s Renewed Vision for Education.

Screen Shot 2015-06-06 at 9.34.37 AM “Our children, youth and adults will develop the skills and the knowledge that will lead them to become personally successful, economically productive and actively engaged citizens. They will become the motivated innovators, community builders, creative talent, skilled workers, entrepreneurs and leaders of tomorrow.”

http://www.edu.gov.on.ca/eng/about/renewedVision.pdf

When children attend a school, their experiences should not be limited by the knowledge and skills of the adults in the building.   The educators, as digitally literate, connected professionals, should be able to bring the world to the children.

[Edit: Please see the comment below suggesting a rephrasing of the above statement – 

My thinking: “The educators, as digitally literate, connected professionals, SHOULD BE ABLE TO FACILITATE THE CHILDREN’S LINKING THEMSELVES TO THE WORLD.”]

 

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The school building can be a community hub for all to access the world outside the community.  This concept of connected learning is well-explained in the short video below.

The importance of being part of a connected world is emphasized in a recent OECD Report – Connected Minds: Technology and Today’s Learners.

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From OECD: Connected Minds: Technology and Today’s Learners http://www.keepeek.com/Digital-Asset-Management/oecd/education/connected-minds_9789264111011-en#page23 (Page 23)

So how do we help adults improve their digital literacy?

Earlier this week, HWDSB Grade 1 teacher Aviva Dunsiger led a discussion in the OSSEMOOC session demonstrating how she empowers the parents of her students through the use of technology.

Aviva uses technology to share her students’ learning throughout the day, and provides parents with simple suggestions for how the learning can be extended at home.

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From Slide 15 by @dajbelshaw (Doug Belshaw) http://www.slideshare.net/dajbelshaw/sssc-digital-literacy-workshop

During the recent Google Education On Air Panel Discussion (14:00), Zoe Tabary (from The Economist, Intelligence Unit) reminded us that there is no “extra” time in the school day to add digital literacy. Digital Literacy learning must be integrated into the current curriculum (Sean Rush, Junior Achievement Worldwide).

The recent report (Driving the Skills Agenda) from The Economist states that only 44% of the students surveyed (ages 18-25) feel that schools are providing them with the skills they need to enter the workplace, and while teachers report that technology is changing the way they teach, 77% of students report that schools are not effective in using technology for instruction.

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from Driving the Skills Agenda: Preparing Students for the future. http://www.eiumedia.com/index.php/latest-press-releases/item/1853-education-systems-are-not-arming-students-with-21st-century-skills-eiu-study-finds

How, then, does Digital Literacy for all become an integral part of learning in our schools?

If we are educating learners in our communities to be full participants in society, digital literacy must become a priority.

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From Slide 22 by @dajbelshaw (Doug Belshaw) http://www.slideshare.net/dajbelshaw/sssc-digital-literacy-workshop

Further Resources:

Critical Literacy: Is the Notion of Traditional Reading and Writing Enough? (Langwitches Blog)

Literacy Redefined (Jennifer Casa-Todd)

Driving the Skills Agenda (The Economist)

Looking for the [Student] Learning Intention

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Image shared under a Creative Commons Attribution, Non-commercial, Share-alike license by Waag Society https://www.flickr.com/photos/waagsociety/16508212342/

 

Online every day I see what appear to be amazing things that educators are doing in their classrooms.  As a connected leader and learner, I tend to be quick to praise, to share, to encourage and to promote practice.

But is this my best practice?

Do I know enough about what I am encouraging?

Recently, I have been exploring the impact of the “enthusiastic amateur”.

The term “enthusiastic amateur” refers to educators who have “emerged from the cave” and who have embraced the power of technology in the classroom.  The are often loud with their enthusiasm.  They are excited about their learning and they share share openly.

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Image shared under a Creative Commons Attribution Non-Commercial Share-Alike license by Giulia Forsythe https://www.flickr.com/photos/gforsythe/5617449053/

 

This can be a step in the journey to understand the power of technology to change learning in the ‘classroom’.  We are all on the path of learning as we integrate the use of technology into our school system.  However, at all times, student learning must be at the centre of our practice.

Andy Hargreaves explains the concept of “innovation without improvement” very nicely in this video.  Michelle Cordy has explored this idea more concisely here.

Certainly we want to encourage educators to learn about how technology can be leveraged to enhance where, when and how learning can take place.

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Shared under a Creative Commons Attribution Non-Commercial Share-Alike License by David Jones https://www.flickr.com/photos/david_jones/5615150900/

 

How do we best ensure educators are using technology to to deepen learning aligned with the learning intentions for the students?

 

 

Searching for the Desire (to Learn)

What do we do about the educators who refuse to embrace change?

This question keeps bubbling up in conversations, on Twitter, and in blog posts, in different formats, but essentially this is it:  “How do we convince educators that they need to change their practice?”

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Shared under a Creative Commons Attribution Non-commercial Share-alike license by Krissy Venosdale.

We have names and categories for those who resist change and cling to the status quo.

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Transforming School Culture, by Dr. Anthony Muhammad http://newfrontier21.com/store/transforming-school-culture/

But have we articulated what the “change” is leading to?

Have we co-constructed the success criteria of what this will look like when we are doing it well?

Simon Breakspear, at the 2015 Ontario Leadership Congress, challenged participants to think about what Ontario classrooms could look like three years from now.  What would we see, hear and feel as we walk into our students’ learning environment in 2018? What is our shared vision for the future of our children?

This is not a hypothetical exercise.  He wants us to set this out exactly as we expect to see it.  What are we looking for, and how will we get there?  It is only by doing this exercise that we can clearly communicate to educators what the path forward is, and what we expect to accomplish.

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Over the past 1.5 years, I have been working relentlessly, with my OSAPAC co-lead (@markwcarbone) on a project to help education leaders become adept in the use of educational technology.

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Why?

Because in Ontario we have a “renewed vision” for education,  and that vision includes using technology as an accelerator to change where, when and how learning can take place.

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Shared under a Creative Commons attribution non-commercial share-alike license by Giulia Forsythe. https://www.flickr.com/photos/gforsythe/10310176123/

And if we are actually going to see this happen in our “classrooms”, then our leaders have to have a very good understanding of what technology enabled learning and teaching looks like, sounds like, feels like for learners.

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Image shared under a Creative Commons attribution non-commercial share-alike license by Alec Couros (@courosa)

The world is changing rapidly and if our students are going to thrive, they need very different skills and abilities than the ones that worked for us.  It’s easy to forget how fast the world is changing when we are immersed in our bricks and mortar schools each day.

Are we leading and teaching for where the puck is now, or where it is going?

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Fast Company: http://www.fastcompany.com/3046277/the-new-rules-of-work/the-top-jobs-in-10-years-might-not-be-what-you-expect

So how do you provide learning for leaders to keep up with the changing role of technology in learning?

We think we understand the learning needs of leaders who are already pressed for time.  We need many different entry points.  We have to appeal to a range of styles of learning.  We need learning opportunities that do not require a lot of commitment because of the varied schedules of those in leadership roles. Small chunks of learning have to be available so they can be accessed at any time.

We looked at a way to provide very, very simple access to opportunities to learn to become a connected leader.  That simple access includes:

  • one open website with no login or password required (ossemooc.wordpress.com)
  • Screen Shot 2015-05-22 at 6.54.58 AMon that website, links to the blogs of formal and informal school and system leaders in Ontario so that this one site allows anyone access to the visible thinking of educators throughout this province.
  • on the website – a new post nearly every day, Tuesday evening open conversations,
  • on the website – a program to become connected in only 10 minutes a day
  • on Twitter, Facebook, Pinterest, Google+, and other social media, a stream of information on learning and connected leadership

If any education leader in Ontario has the DESIRE to learn to become connected, OSSEMOOC (Awesome MOOC!) is just sitting there waiting for them to start.

It is free, open and simple with 1:1 support for anyone who WANTS to learn.

Our question is, what more can we possibly offer?

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Image shared under a Creative Commons attribution license by Alan Levine (@cogdog).

Is the missing piece the desire to learn?

This is an interesting problem, because leaders openly wonder why educators in their systems won’t embrace change.

We hear that the world is changing, the nature of education is changing, what we know about learners is changing, but some classroom educators refuse to change their practice.  How can we help them change?

Will they change if they don’t have the desire to learn?

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Shared under a creative commons attribution, non-commercial, share-alike license by Giulia Forsythe. https://www.flickr.com/photos/gforsythe/8716324040

So let’s solve this!  Why is it not a priority for leaders to become connected? What is it about this learning that leaders do not buy into?

If leaders personally reflect on why they don’t see the value in becoming connected digital leaders, why they don’t take advantage of opportunities to learn to lead in digital spaces, will it reveal some understanding about the challenges in helping resistant classroom educators change their practice?

Sometimes we refer to educators who are resistant to change as “fundamentalists”, based on the work of Muhammad, in Transforming School Culture (2009) (nicely explained here by Nicole Morden-Cormier).

What would we say about leaders who:

  • refuse to learn to use collaborative documents so that they can work asynchronously and at a distance from their colleagues?
  • don’t take the time to learn to use technology to download their own videos and make their own presentations shine, and even say “oh, I don’t do tech” (they would never say that about math!)?
  • don’t build a strong professional learning network so that they can reach out and find the experience and understanding they need to make evidence-based decisions around technology purchases, capacity-building and planning?
  • have not learned the skills needed to supervise and learn with teachers in online learning environments?
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Shared by Kaila Wyslocky (@kwyslocky) from her presentation on how she is transforming her online teaching practice, OTRK12 2015.

Are education leaders who preserve the technology status quo, “fundamentalists”?

Would we refer to leaders who refuse to make digital leadership a priority as “fundamentalists”?

Not likely, as we know that education leaders are learners.  We might say that they don’t have time, or that they have other priorities and interests.  But we see them as being learners.

Do we see resistant classroom educators as learners?  Are they only labelled as fundamentalists because they are not learning what we think they should learn?

Maybe what we need to do is find out what it is they want to learn, and start there.  Recognize that they ARE learners, and that what they are learning is valuable, and let them bring it to the table.

Find the mindset they already have – where learning is sought instead of provided – and discover what learning they are seeking, and harness this.

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Brainstorming Professional Learning

Fundamentally, our job as educators is to ensure that every single child in our care is learning.  There might be all kinds of research on what best practices are, but none of that research was done on that student in that classroom.  Only that teacher has the responsibility to ensure that child is learning, and once their repertoire of strategies is exhausted, it is that teacher’s job to connect with others to find the next best practice, to be the scientist for that child to find what will work.

The classroom educator is the researcher to find best practice for every child.

They need to know how to find out what others are doing, and how to adapt practices to each learner.

The shift is from a mindset where learning is provided, to a culture where learning is sought (David Jakes, 2015).

But since learning will only be sought where there is a DESIRE to learn, maybe that is the place we need to start.

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Sharing with PQP: Why Do Our Students Need Connected Leaders?

Recently, I was asked to share my thinking with PQP candidates about why connecting as leaders is so important.

I wrote about this late last year, and I have presented workshops on the topic a few times.  

This time I needed to be able to share my thinking remotely, so I created this very quick, one-take talk on why I think that being a connected leader is critical.

How does a busy leader become connected? #OSSEMOOC takes you through “getting connected” in 10 minutes a day here.  (Scroll down and check out the right side of the page for 30 days of learning).