Take a Learning Posture
By Karl Fisch
One of the interesting things about the PLP model is observing how the community builds itself. This is definitely not a linear process, and one of the things I have to constantly remind myself as a “Community Leader” is that different teams, and even different participants within those teams, will move forward at different (sometimes vastly different) rates. Ray Hawthorne, an Instructional Coach in my building, often says we need to “go slow to go fast,” and I think that’s a key part of the PLP Cohort model.
From my experience with staff development at my own school, as well as my experience this fall with PLP, I’ve become more and more convinced that reflection is the key to building community and moving forward as educators. It’s also something that few schools seem to implement well; so many educators have trouble when asked to reflect on their own learning. As groups of educators devote time to thinking about teaching and learning in the 21st century, and as they have time to thoughtfully reflect on their own teaching and learning, they seem to reach a tipping point where ideas coalesce and folks are ready to move forward.
At least one of our teams in the ADVIS PLP Cohort seems to have reached that tipping point. The team from The Haverford School has recently posted some interesting and powerful reflections, both inside the private Ning and on the public wiki. Team Leader Lisa Snyder, who’s the Head of Information Services for The Haverford School, recently commented on a discussion in the Ning:
Our meetings have not had much structure until recently. At first, when we met, we simply talked about what we were learning, reading, and how it all relates to our situation here. . . I thought that we should be creating something for our administration, our colleagues, and our board to communicate our experiences in PLP and to give them an idea of what we’re up to. We used our team space on the Wiki and each of us wrote a small narrative of what we’re learning.
The reflective process of creating and sharing what they were doing in PLP with others seems to have crystallized each team member’s thinking. I think they can say it better than I can. (In all cases, emphasis is added by me.)
Dennis Arms talks about how PLP gets the discussion going:
The change in how our students are learning has been exponential and it’s going to take more than just me to shift teaching and learning. I think the PLP program is a great conversation starter.
Nick Romero comments on how he’s been pushed to reexamine everything he’s doing, and how the PLP community helps challenge and support him:
Joining PLP has pushed me to re-examine what I am doing in my class and how to improve it. As a teacher I constantly ask myself: how can I better engage my students and enrich their experience? How can I make their learning more meaningful? PLP is helping me find answers to those questions. Meeting (in person and virtually) teachers from other schools and learning about their successes, questions and struggles in implementing 21st Century Skills in their classrooms has been invaluable. Ever since the first meeting, my mind has been spinning. I feel there is so much to learn about what these skills are and how to effectively teach them to my students. I have a steep learning curve, but I am excited to take this on.
Dru Ciotti has come to realize what I stated above, that folks are going to move at different paces and that we have to be okay with that:
This PLP experience has, so far, been very rewarding in terms of giving me EVEN MORE to think about in terms of how to encourage the upper school faculty to view technology not as an add-on but as an integral part of their teaching and of our students’ learning. I envision classroom teachers using tools like wikis, Ning, or Elluminate to eliminate the boundaries created by their classroom walls and to really empower our students with 21st century skills. Some are willing to jump on this quickly moving train, and others are still looking for parking at the station. The good conversations I’ve had with our group so far have opened up for me the possibility that not everyone is willing to run for the train, and I have to be okay with that. I need to focus on the ones that want to go on the journey.
And Lisa herself reflects on what it feels like to be a learner, and how important it is to assume a “learning posture”:
Boy, they weren’t kidding when they said this would be powerful! From the very first, I’ve done nothing but learn. I would admit, though, that a lot of what I’ve learned I had not expected to . . .
What I’ve come to realize is that, through PLP, we are gaining exposure to the world that our kids already inhabit easily – and learning in that environment is not neat and tidy. I wrote my first ning post about ambiguity and how learning to live – and learn – in an ambiguous world is not easy. It requires openness to new experiences and letting-go of my tradition-based ideas of what schooling is. Learning is not linear, and while I’ve espoused that for years, it wasn’t until this experience of PLP that I was able to live the non-linear, sometimes frustrating, always interesting world of a 21st century learner . . .
I’ve also experienced the very powerful feeling that comes from having a Ning colleague read my posts, find something in there of use, and respond in a thoughtful, serious way to my thoughts. Authentic assessment! Wow, I always knew it was an important concept, but I didn’t know how it would feel to receive authentic feedback from people I respect and admire. It feels great!
So, the lessons I’ve learned from PLP have been important ones – and I’m sure that Will and Sheryl intended for me (and the rest of us) to have the opportunity to share these same kinds of experiences. For those who are wondering, “what’s next?” or “when are we actually going to do something?” I would have to argue that, if you really take a learning posture – give up your control and your need to feel industrious – you will find that you are learning. And you have been all along!
All of the PLP Cohorts have invited in “Expert Voices” to share some of the tools, and I think that will help those who need something a little more concrete to help them frame the big picture ideas. But, as Lisa says so elegantly, we as educators all need to take a “learning posture” if we are going to learn and grow alongside our students.
So, when’s the last time you reflected on your own learning?
Looking Outside the Walls
By Clarence Fisher
First steps.
That is the way to describe what has been happening in the Archdiocese of Philadelphia cohort. A large group of educators gathers in this ning and many of them have very little experience using technology in classrooms. This is one reason that the PLP model is so powerful, it gives people at all skill levels the opportunity to spend time exploring and learning at a reasonable pace and not just as a “one – off” type of inservice.
In our ning we have seen voices emerge as leaders and people explore the societal shifts that are taking place; the shifts that are driving some of the changes we are now viewing as essential in education. This cohort has added many videos to explore, and dozens of bookmarks to look through. The individual schools have formed their own groups and are beginning to look inwards at the practices in their own buildings as well as outside to the shifts occurring in the larger world.
Some people have taken first steps into exploring the use of 2.0 tools in the classroom. We have teachers interested in ning, in blogging, in using Audacity to record students singing while others are looking into the educational uses of facebook and myspace. Many people are amazed at the ease of use that many of these tools have and how they can reach out beyond the walls of their classrooms to forge connections around the world. While these are still first and early steps, we have seen people working on some of the essential planning pieces that are needed before these changes in classroms can take place.
These changes can be difficult, but people have been willing to talk, to think and to consider what might work for them in their school and their classroom. Our expert voices will be joining us soon and our focus will move more directly on to our classrooms.
Many Voices
By Lani Ritter Hall
On the side, in the middle, questioning, nudging, modeling, holding back sitting on my hands –as the many voices of the members of the Illinois/Ohio cohort storm the NING in conversations related to 21st Century learning. Rich and thoughtful contributions have grown this community and its members’ learning in exciting ways . The many discussions, pensive and reflective, as well as light and spirited, led Darren Persino from Avoca School District 37, Wilmette IL to note:
“Using this (PLP) NING over the last month I have focused, developed, and deepened my thought with in-depth discussions on education more that I ever had before. This venue has allowed me to ask thought provoking questions and also respond to them about the idea of education and technology. The (PLP) NING allows me to communicate my ideas to others as they do the same for me, and it has also has given me the motivation to think about and expand my thoughts. I’m not sure when and where I would’ve done this other than here on the NING.”
One spirited conversation focused on strategies that would help to assure that parents would support and understand the uses of 21st century pedagogies and technologies in the curriculum. Judith Congren from Leyden High School District 212, St. Franklin Park IL shared the success of her district:
“We had a large meeting and invited parents, students and tech experts to discuss our hopes, dreams and our fears. It was one post-it note board of comments. The person MC’ing our “meeting” did a fantastic job of monitoring the discussion. Overall parents wanted their children to have the opportunity to become …digitally literate.”
And voices from across the cohort added their thoughts– from a student run tech night, to surveying parents to learn their comfort level with these technologies, to creation of a social networking site for parent organizations, to asking parents to communicate with students through the 21st Century technologies of blogs and wikis. Now, far more comfortable as a result of the voices raised, they have moved on to deeper explorations of 21st Century Learning in their teams.
The 14 school teams, in face to face meetings and on the NING, are exploring the shifts required by educators in 21st century learning with ISTE’s National Educational Technology Standards as a reference. Cary Harrod, a 21st Century Fellow from Forest Hills District in Cincinnati OH, describes this power of this process with her team:
“We spent some time examining the ISTE NETs-T. This has been eye-opening. We all decided it truly gives us a nice “roadmap” of where we’re going. It doesn’t seem quite so nebulous. In looking at the standards, we determined that standard #2 would be one of the biggest learning curves; so we decided to have everyone take that standard, along with a “unit” or lesson we currently teach and look at ways of using technology to enhance students’ understanding of the content. We will share the before and after unit and then discuss whether or not the technology truly enhanced the learning. This group is absolutely beside themselves with the possibilities. They are enthusiastic, open-minded and excited to soak it all up. It has had a profound effect on them already.”
A true sense of community begins to emerge as the many voices contribute to the wisdom of all. Strong passioned voices lead and guide others who are not yet comfortable with the transparency and messiness of 21st Century learning. Where I once might have suggested or pushed in a conversation, now others begin to take that lead. As an almost out of body experience, I hear my voice slowly morphing from that of leader as trust builds and the voices of the community grow and mature. We are on a path to extraordinary learning.
