Category Archives: 21stcenturymasters

21st Century Masters Cohort 2 F2F Weekend

So one of the things that I am most proud of professional is our 21st Century Masters.  If you want to read more about it. go to http://bit.ly/21stcenturyteaching  

As part of this masters degree, students study the key ideas of 21st century thinking and innovation.  Each cohort has one face to face weekend and we are doing it this week. The goal is to build community and help the students know each other and the faculty.   We do a variety of activities to have students accomplish these goals.

Friday night we always try to have a public event. This year we watch Code: Debugging the Gender Gap and then had panelists from the The Div.org and iThemes to talk about out how getting kids  involved in computer science can be important for building our State.

We also did a variety of team Building Activities.  We did a break out EDU and then we designed a Cohort Logo and then made it into signs at the Fab Lab at the OU Innovation Hub..

If we are going to talk about communication, collaboration, critical thinking and creativity – then we have to practice. Our activities helped us to put these ideals into practice.

 

 

While I did not get a good picture yet,  we had cohort 1 (5 members) also attend Friday night..I really think we are creating a powerful community that can change Oklahoma and the education of our kids.  (and Texas and North Carolina)

Blending Leadership – My reaction

So I always try to read something to get me thinking over spring break..  (I was not good about blogging last year but I read Most Likely To Succeed by Tony Wagner and College Unbound by Selingo – books I suggest to everyone)

So this spring break I read Blending Leadership by Reshan Richards and Stephen J. Valentine.

First, I should say that I know Reshan through Apple Distinguished Educators – we have worked on a few projects at the same time but don’t know each other very well.  He is well known for his company Explain Everything but I will say by reading this book, I have definitely developed a great respect for him, his blended perspective (industry, K-12 and higher education). 

He was talking about this book in Summer 2017 at ADE Institute and I bought it online but never read it but picked it up as my spring break book. I am really glad I did. 

The overall premise of the book.. is that modern leadership requires us to think about leading in both the face to face and virtual world and that acts of servant leadership exist in online too.   I took notes as  I read the book, so it may seem kind of stream of consciousness but let me share some big ideas.

Truly Blended Scholarship

What struck me first about this book was truly the blended leadership and blended information seeking that is both spoken about in the book and practiced in it. In a higher education position being active on Twitter and interacting with blogs is not rewarded valued and questioned from any of the reasons that are discussed in the book (no peer review, no editing). 

However this is how I learned much of what I do, and my Professional Learning Community is in Blogs and Twitter So I was really excited when I saw that kind of reading combined with the reading that I do and the people that I know including Anne Ottenbreit Leftwich, Peggy Ertmer and wCharles Graham, people that I know professionally or went to grad school with.  These are well respected educational technologists and the authors of this book did a great job of weaving peer reviewed research articles with writings from business, and even blog posts. (I personally loved that they talked about the Agile Manifesto as I got my SCRUM certification this summer)   This book is very appropriate for someone who’s a professor in Education who is also engaging in the PLN that teachers are.  In fact I am going to encourage some of our educational readers to read this book to think about their role in both face to face and online spaces as leaders. This book is great and perhaps necessary read as we rethink scholarship and its value in academia.. This book provides a good example that someone can be engaging in reading peer reviewed scholarship but can also be informed by blogs. Which I personally feel are growing in importance as I have had “albatross” articles that have taken years to publish while their findings leak relevancy as each month passes by.

Practice what you Preach –

There was a lot in this book about the behaviors and habits of effective leaders in the digital age.   Some of the better ones included:

Be open in your communication and share your personal networks when it matches shared interest.. (Ie.. Don’t tweet a bunch of stuff on High School calculus to your network if it is all kindergarten teachers – but totally cool to talk about human development as it affects all ages.. (My example)

Be open with your tech use and share your experiences and be a participant leader working collaboratively with your team. (ie.. practice what you teach)

Consider taking care of digital spaces as servant leadership – ie.. if you would not let trash sit in a hallway, why would you let a Google Doc become unwieldy with comments and strikethroughs.

On being a flexible leader and tech user

Don’t get caught up on the tools for one purpose – remain flexible and know that the tool you love today could be gone tomorrow.    Use the tools, but we willing to pivot if something better comes along or it not longer meets your needs.

I totally love how they deal with SAMR – it drives me nutty that people use it as a ranking for teachers, when it was not intended to be that way..  I always think about it as varied stimulus. We all had teachers who used worksheets all the time, and never let you create something, and another teacher who was all into creation, that you never got through content.   There is a balance, where scaffolded learning helps learners learn both facts but also apply them and create with them.

Overall Takeaways

A blended leader is open and flexible and pays attention to the people they work with and allow them opportunities to grow and lead. They maintain online spaces to free people up to be creative and productive.

They also unplug when needed – being online is a choice and people are still key to the process.

Blended leaders choose the use of technology when it serves them well and are intentional to promote their organizations and their organization’s mission.  I really loved how they talked about companies that we love for their clear communication of their mission and how they asked – why aren’t schools doing more of that?  There are some really good ideas how every teacher or faculty member can participate in this mission.(which is a growing shadow work required of faculty in these rough budget times)

(on a related note: I LOVED reading this as a purchase from the IBooks Store.. I was able to highlight and transfer my highlights to Notes easily which made writing this blog post easy (even when I was on a plane or without network connectivity)  I only wish my highlighted sections could be more easily shown as complete – but I love that it will align them to printed page numbers.

Also I read this book in about 5 hours – in two sittings – a quick read and very useful.

Check out this book on the iBooks Store: https://itun.es/us/D6epdb.l

 

 

 

 

 

Creating Innovators: Is it really about teacher behaviors?

I have been catching up grading this weekend and have been reading my 21st Century masters students discussion posts on the first two chapters of Creating Innovators by Tony Wagner.

As I have switched to badging in my undergraduate course, I am little bummed that their great ideas are trapped in the Janux learning platform because they have great ideas.  (In fact, I invite them to copy and paste their posts to this post as a comment if they want to publicly share)..  I will say that in Summer (their semester 2) they will start blogs and so we realize that their ideas won’t always be trapped behind a paywall.

So in the first two chapters of creating innovators – we begin to ask the questions about learners and what do they really need to be innovative.

One of my students, Laura – Came to an interesting conclusion: “I do not have to change everything I am doing I just need to be creative in how I teach my lessons. I think students should be asking and answering questions.” And that is true, it is as much about changing our own mindset as it to changing the lessons.  Monica builds on that idea when she said, “I don’t think we should limit ourselves to asking “Who” should be asking the questions about innovative education, but perhaps we should look at all how students will answer their own questions? How will we as educators respond to these questions and guide them in their journey to find their answers?”  In the end, great student centered teaching is not about the students, its about us breaking of the safe and traditional ways of teaching that we are used to, and forcing ourselves out of our teacher centered experiences, into student centered teaching behaviors.

So just after reading their responses, this popped in my twitter feed.  Sherratsam wrote a blog post about guiding students in innovative practices.  http://linkis.com/wordpress.com/rhUJz  He talks about the sweet spot when you get students to go further =when you get them to work on their projects and the teacher is there as a coach to push them further.  He finishes his blog post with  set of questions.  I view these statements as a generalized scaffolding that we as educators can use to think about our role in the classroom.

Copied and Pasted From the Blog Post:  For modern, student-centred, inquiry-based pedagogy to even begin to dominate our weekly schedules, we need to help our students go through the following process quickly enough to allow them the time to start doing and to be able to go into enough depth with that for genuine and powerful learning to come out of it:

  • help them understand the context of the learning
  • help them think about the context in diverse, rich and deep ways
  • help them filter all of that thinking in order to develop their own interest area and focus
  • help them figure out what they want to achieve within that focus
  • help them get started in order to achieve it

What strikes me about this, is the scaffolding that he is providing is really questions to ask yourself and your own teaching behaviors – Am I helping them  to better understand the problem and getting out their way to push them further.

I find that when I am trying to force myself into more student centered behaviors, I set prompts for myself in my teaching – little reminders to myself.

For example, when I am teaching in our innovative learning classroom – I find myself asking myself whenever I want to do a demo – Do I have to be the one showing this?  Could a student be showing?  I try to leave my iPad closed all hour – because I can walk my students through the problem..  and if I can’t, then I explain that to them..  (Ie.. I am not sure how to do this,  let me show you how I try to solve a problem like this..)

So the question I got from reading the blog and my student response to the first two chapters of creating innovators – what kinds of questions of could I ask to achieve the goals listed above?

 

Assessment to Create Innovators or even Innovative Professors?

Again, I am responding to my student responses on Creating Innovators: (its kind of stream of consciousness but reading these books always gets me trying to make connections)

The first thing that strikes me about this book is that some of the politics that are going on with schools and even in the country are a question of innovation.   Is our education system about tests? or is our education system about creating opportunities for students to be innovative and finding new ways to assess them?   Should our assessments be about growth or benchmarks?  Should one assessment lead into the next project?

In the end, I found a lot of my individual comments to student responses being about assessment – because in the end that is the issue. If we allow students to define their own problems, what is the assessment? How can we show that they learned?  How do we avoid falling into that trap where everyone gets the “college of ed” clap because they met the minimum requirements. How do we drive students to go beyond where they are comfortable?
I would say that we need to look at assessment in new ways.  Is there such a thing as a participatory assessment? Yes, there are books written on them, but in practice there are not good guidelines.   They are very prevalent in business.  We ask people all the time to assess themselves, often in business before a raise or an annual evaluation, we ask people to do a self -assessment.   However, this activity has to be really scaffolded.

Looking at Assessment through my own Assessment as a Professor

Let me share an illustrative from my life as a professor.   We are currently doing faculty reviews, and I can talk about my own self assessment – instead of it being a truthful reflective goal setting experience, I will admit that mine is a whiny, justification, excuse riddled piece of work.. (My evals were not as a high as I would like because I was teaching too many classes.. etc.. )  However, in our own faculty reviews, we are not rewarded for honest reflection, and our responses are not reviewed from year to year.   And they should be. The assessment is structured to be an one time measure, and they don’t lead to any feedback on future projects and are not part of a holistic review.  Part of the reason, is  the prompt is backward facing and it is not guiding me to set new goals, celebrate successes and failures and talk about how I will become better in the coming year(s).  It is also focused on the professor as an individual not a community member and does not require 21st century staples to be highlighted such as collaboration, mentorship, empathy, celebrating failure.

So our current prompt is:

In light of the information provided in this annual report, please assess your contributions in the three areas of professorial responsibility. Include any factors or information Committee A should consider as it reviews your work in research, service, and teaching.

It is just screaming out for me to make a whiny justification – the prompt is incorrectly scaffolded.. 

What is we had a prompt like this instead: (3 parts for the 3 parts of my job – scholarship, teaching and service)

Given your last year as reported in this document,  where do you see your career going in the next year or 5 years?  Where are finishing projects and where are you laying groundwork for future work… (ie.. what are excited to be learning about and want to spend more on next year).  Where do you plan to spend your scholarly time in the next year? 

As a teacher,  how are you committed to students in formal and informal ways and where would you like to see to our students be in 1 year or 5 years. What are you doing or plan to do to help make that dream a reality? 

As a citizen, how are you contributing to our community?  How are you supporting others, their interests, and working to create a working and learning environment that will continue to grow, flourish and support its learners and fellow faculty and staff? 

Then I will be revolutionary – besides those awful evals with the bubble sheets – when do we ask students to evaluate us?  What if we triangulated (Yeah, I know using my own professional tools to assess myself) and shared my personal statement about my commitment to students with some…  … wait for it…   STUDENTS ..  Check to see if what I think I am doing, is perceived that way, and find out if students feel supported and mentored.. (Yep Participatory assessment)..

Now those of you that have ever touched a faculty review, then thinks.. are you kidding?  Do you know long those things take? Maybe the question is not do crappy reviews yearly, but meaningful, deep reviews every 3 years.  Faculty could be on a cycle (like post tenure reviews) where they do it every few years and prompts like this scaffold goal setting, reflection on their goals and the mission of the institution, and job satisfaction.

So hopefully from this example, you can see how scaffolding makes all the difference – so in the end good assessment comes back to the prompts and how we get students (or faculty) to think about the work they did.

Why scaffolded reflective assessment matters

I realize I got a little off my topic talking about faculty reviews, but honestly, don’t we want our faculty to grow as much as we want our students to. People engaged in meaningful work, are great colleagues, and raise the organization to new levels.

Now think about this – how could we frame questions for students to get them to be forward looking, self reflective, and use the assessment on one project to set their goals for the next one – what would that look like?  And how could we get community feedback on projects and make it participatory assessment?

My post show that good assessment is as important for the teachers/faculty as it is for the students – and in the end innovators are not inventors – instead they are people who are using creativity and critical thinking to engage in their environment every day.   This kind of thinking drives them forward and makes them better.

 

 

 

MITE Conference – Just Arrived.

I currently just arrived at the MITE Conference  – Mobile Technologies in Teacher Education   http://www.mite2017.com  I am really excited to be here for a few reasons..

  • I am talking about things that I am passionate about with people who are also passionate.. These include:
  • Preservice teacher education
  • Use of mobile technologies in Preservice teacher education
  • Talking about topics like Coding, Credentialing, (Apple Teacher)
  • I am excited to learn about how they are approaching things and might get some new ideas.

Also CalState Teach is the host. http://www.calstateteach.net/  This is teacher education program that uses a lot of virtual technologies and online education. I am excited to learn some online strategies for use with the 21st Century Masters Program. (http://bit.ly/21stcenturyteaching )   I think I could learn a lot from them.

CalState Teach is also an Apple Distinguished Program and so I would like to see more what they are doing. Currently there are only a few ADP’s in Teacher Education Programs in the country.

 

I have three presentations:

3:00 on Friday about my Preservice Teacher Interning Study with experience sampling.

11:15 on Saturday -About the projects that my students create.

1:00 on Saturday – About a group of College of Education Faculty that I worked with to create digital content to share.

Two of them have iTunesU courses.. there will be a little more polish yet.. but here are the courses.

Preservice Teachers Technology Projects – 11:15 Saturday 

https://itunesu.itunes.apple.com/enroll/DSP-XLE-HZE

College of Education Summit Courses 1:00 Saturday

https://itunesu.itunes.apple.com/enroll/DXD-JXD-JTA

 

New 21st Century Cohort

I am super excited that we have 14 new 21st century masters cohorts..  it seems like it is one step forward and two steps back though..

I feel as though recruiting and student services is a place for us to really grow and develop and really successful programs invest in that..

I think it is  going a great second cohort as the first group finishes up. We have learned a lot and teachers deserve to have a concierge program as much as executives.

How do schools like Lamar do it?  How do they process all those people and make sure they get a quality education.

 

Most Likely to Succeed Book Study starting Monday October 17th.

How are schools changing? How are our students going to be different in the next 3 to 5 years?

There are changes going on in Common ED where teachers are looking to focus on 21st Century skills – Communication, Collaboration, Creativity and Critical Thinking.

In our current teaching, how are we touching upon these topics? One of the discussion points is that students are not ready to do this yet, but what if they came to us better prepared to engage in these activities.

In the Faculty learning community Book Study, we will be reading Most Likely to Succeed – A book about how students are being prepared for college and life differently.
https://www.amazon.com/dp/B00P42WP7K/ref=dp-kindle-redirect?_encoding=UTF8&btkr=1

 

We will be meeting on Mondays in the Faculty Conference room of the Peggy Helmerich Faculty Learning Space BLLL121E

On Mondays October 10, 17, 24, 31 and Nov 7th if needed.

We will be reading the book in an electronic format either Kindle or iBook so that you will be reading in the way that most of our students read, using a device.

If you are interested in joining the group, please rsvp here or email tacullen@ou.edu

https://www.eventbrite.com/e/most-likely-to-succeed-book-club-mondays-tickets-27832412495