Transcript Uses of Learning Technology

Everyone needs support
when they take new risks
1
Relationship
Framework
2
Relationship Model
0.
1.
2.
3.
4.
5.
6.
Isolated
Known
Receptive
Reactive
Proactive
Sustained
Mutually Beneficial
3
Relationship Model - Student Support
1. Known
Teachers get to know students and
their families
2. Receptive
Have frequent contact with students
and show interest
3. Reactive
Some positive support when
requested, but sporadic
4. Proactive
Support from individuals that take the
initiative.
5. Sustained
Fully supported from all individuals
over time
6. Mutually
Mutually supportive learning
Beneficial community
4
We Learn/We Teach Survey
Question
School is a welcoming
and friendly place
Students respect
teachers
Teachers respect
students
Teachers have fun at
school
Teachers encourage me
to make decisions
Teachers enjoy working
with students
Students
Staff
Question
?
53
?
26
?
?
37
?
?
37
?
?
?
78
?
?
School is a welcoming
and friendly place
?
?
55
?
?
57
89
?
?
99
?
?
79
?
?
Students respect me
I respect students
I have fun at school
95
I encourage students
to make decisions
95
I am excited
to be
5
working with students
In The Classroom
Classroom Mgt.
Relationship Building
Rules
Mandated
Negotiated
Power
Without Question
With Respect
Effectiveness
Passive and Quiet
Engaged
Discouraged
Encouraged
Positive
Reinforcement
Risk Taking
Control
Negative
Punishment
Teacher Role Absolute Attention
Voice
Public
Pronouncements
Source of
Encouragement
Private
Conversations
346
Supportive
Relationships
Successful Practices
Behaviors
Initiatives
Structures
367
Supportive Behaviors
Showing Respect
Taking Interest
Active Listening
Frequent Contact
Encouragement
Avoiding “Put Downs”
Displaying Student Work
Writing Encouraging Notes
Identifying Unique TalentsCelebrating
AccomplishmentsServing As Role ModelUsing One-to-One
CommunicationEncouraging Students to Express
Opinions/IdeasCreating Inviting Classroom ClimateExhibiting
EnthusiasmUsing Positive HumorStudents Praising Peers
368
Supportive Initiatives
Character Education
Beginning of the Year Student Social
Activities
Team Building
Mentoring
Rewards, Recognition, Incentives
Student Advocacy
Advisement Program
369
Supportive Initiatives,
cont’d.
Peer Mediation
Students as Teachers
Family, Community, Business
Partnerships
Service Learning
Extra and Co-curricular Activities
Sports Programs
3610
Supportive Structures
Small Learning Community
Alternative Scheduling
Team Teaching
Teacher Continuity
School-based Enterprise
Professional Learning
Community
3611
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Relationships
Relevance
Rigor
13
“When you have
high expectations,
you have to have
high support.”
Eugene White
" Never doubt that a small
group of citizens can
change the world. Indeed
it is the only thing that
ever has.”
Margaret Mead
Richard Jones International Center for Leadership in Education 1999
Rigor/Relevance - All
Why
What
How
Quadrant D
Leadership
16
Four Quadrants of Leadership
Decision Framework
Staff Involvement
Four Quadrants of Leadership
D
E
C
I
S
I
O
N
F
R
A
M
E
W
O
R
K
C
High
Anticipation
Future-focused and Proactive
A
Low
D
B
Preservation
Rear View-focused and Reactive
Four Quadrants of Leadership
D
C
Top Down
Hierarchy
Distributed
Leadership
B
A
Low
High
STAFF INVOLVEMENT
Four Quadrants of Leadership
D
E
C
AnticipI
ation
S
I
O
N
F
R
A
M
E
W PreservO
ation
R
K
C
D
Rapidly
Improving
Islands of Innovation
A
B
Level or
Declining
Traditional
Pockets of
Success
Individual
STAFF INVOLVEMENT
Team
Four Quadrants of Leadership
Leadership Tasks
D
E
C
I
S
I
O
N
F
R
A
M
E
W
O
R
K
C
Anticipation
D
Role Modeling
Establish Expectations
Hold Individuals Accountable
Grant Applications
Assign Jobs
Share Vision
Distribute Data
A
Preservation
Support Prof. Learning
Hold Celebrations
Inspire with Vision
Work in Teams
Hold Teams Accountable
Clarify Roles
Analyze Data
B
Issue Procedures
Do Close Inspection
Issue Orders
Write Memos
Reprimand
Publicize Success
Coach
Preserve Traditions
Hire Qualified People
Share Best Practices
Reduce Staff Meetings
Avoid Risks
Individual
STAFF INVOLVEMENT
Team
Leadership for
Rigor Relevance
and
Relationships
Resource Kit
Change
Model
Envision
Discover
Support
Create
Develop
Build
Money, time and regulations
are NOT true barriers…
They are symptoms of the
attitudes of people!
People are the only real
obstacles. If we can
change people, anything is
possible!
Leadership
Activities
If people are apathetic…
Envision
“Vision without action is a
dream. Action without vision is
simply passing the time. Action
with Vision is making a positive
difference.”
Joel Barker
Richard Jones International Center for Leadership in Education 1999
If people are apathetic…
Dream the Possible
Envision
•Focus on the future
•Don’t lay blame
•Be Enthusiastic
•Keep Message Simple
•Repeat, Repeat, Repeat!
Richard Jones International Center for Leadership in Education 1999
If people are unproductive, with low
morale…
Discover
“The real act of discovery consists
not in finding new lands but
seeing with new eyes.”
Marcel Proust
Richard Jones International Center for Leadership in Education 1999
If people are unproductive, with low
morale…focus on the competence
of the organization
Discover
•Focus on the positive
•Reflect on what works well
•Ask “What if” questions
•Focus on and work from
what is known
Richard Jones International Center for Leadership in Education 1999
If people are committed to status
quo…
Create
“The goal isn't to live forever,
the goal is to create something
that will. “
Chuck Palahniuk
Richard Jones International Center for Leadership in Education 1999
If people are committed to status
quo…design solutions through
kaleidoscope thinking
Create
•Encourage divergent thinking
•Provide extensive information
•Allow open participation
•Recognize that it is okay
to feel uncomfortable
Richard Jones International Center for Leadership in Education 1999
If people are confused or anxious…
Build
"You lead today by building
teams and placing others
first."
Jeff Immelt
Richard Jones International Center for Leadership in Education 1999
If people are confused or
anxious…forge a consensus for
change
Build
•Encourage convergent thinking
•Use consensus decision-making
•Give adequate lead time
•Be empathetic to human needs
Richard Jones International Center for Leadership in Education 1999
If people are fearful, frustrated,
lacking confidence…
Develop
“When you shift people's
perceptions, their actions
follow."
Rayona Sharpnack
Richard Jones International Center for Leadership in Education 1999
If people are fearful, frustrated,
lacking confidence…cultivate the
growth of people
Develop
•Use outside people to start
•Use inside people to carry out
•Use skilled communicators
•Get verbal commitment to change
Richard Jones International Center for Leadership in Education 1999
If people are tentative, slow
implementors…
Support
“Some people change when they
see the light, others when they
feel the heat.”
Caroline Schoeder
Richard Jones International Center for Leadership in Education 1999
If people are tentative,
discouraged…sustain people
through implementation
Support
•Provide adequate resources
•Give recognition & rewards
•Consider individual differences
•Expect results & inspect progress
Richard Jones International Center for Leadership in Education 1999
Leadership Tasks
Raising the Level
of Rigor and
Relevance
40
Rigor/Relevance Framework
High
RI
G
O
R
Low
C
D
A
B
Low
High
RELEVANCE
41
Increasing Rigor and
Relevance
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•
•
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•
•
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Rubrics
Reading
Reflective Thought
Revision
Research
Resilience
Relationships
Reschedule
Rejuvenation
Rewards
42
Increasing Student
Engagement
43
Engagement-based Learning and
Teaching
Preconditions
Build Relationships
Reflect on Grading and
Rewards
Commit to Guiding
Principles
Practice Student
Habits
Develop Foundation
Skills
44
Engagement-based Learning and
Teaching
Pedagogy
Design for
Rigor/Relevance
Personalize Learning
Use Active Learning
Strategies
Have Literacy Focus
Attend to Classroom
Environment
45
Observation of Student
Engagement
Walkthrough Checklist
Observe
Positive Body
Language
Consistent Focus
Verbal Participation
Student Confidence
Fun and Excitement
Perceive
Individual Attention
Clarity of Learning
Meaningfulness of Work
Rigorous Thinking
Performance Orientation
46
Lovers never send
form letters.
47
The Missing
Ingredient
Purpose
and
Passion
48
Nicole Hochholzer
Email- [email protected]
International Center for
Leadership in Education, Inc.
1587 Route 146
Rexford, NY 12148
Phone (518) 399-2776
E-mail - [email protected]
www.LeaderEd.com