Eric C. Sheninger's Blog, page 49
January 22, 2016
5 Steps Toward Building Successful Digital Communities Infused With Rigor and Relevance
A dynamic combination of mindset, behaviors, and skills is required for schools to become places where social media and digital tools are integral and beneficial parts of a rigorous program and where they work symbiotically with active, engaged, and applicable learning.
How can we take the greatest advantage of this moment in time and create compelling and challenging learning spaces for students?
Image credit: https://etsmagazine.files.wordpress.com/
The most important things to do are to give up control and to trust students and their teachers to use real-world tools to unleash creativity and a passion for learning. After putting these tenets in the foundation, the specifics can take several different forms:
Step 1
Realize that social media is a predominant tool in the world. It fosters personalization, creativity, and collaboration, giving students infinite ways in which to create artifacts of their learning and knowledge.
Step 2
If 1:1 is not in the cards make use of devices students already have, know, and use. Bring Your Own Device (BYOD) signals to kids that teachers know and understand their basic makeup. Employing the energy surrounding personal devices allows them to use the tools that help them do what they do better. BYOD enhances learning, increases productivity, allows students to grow their research skills, and gives teachers the chance to teach appropriate digital responsibility.
Step 3
Create spaces for making, collaborating, and tinkering. Give students chances to build and create using real-world tools (wood shop, electronics, metal work, and coding stations) and to solve open-ended, real-world problems. Bring play back into the picture. These spaces provide students with challenging problems to solve where there is no one correct solution. Through self- directed learning, students are driven to find solutions to create a product that has value.
Step 4
Structure schools so that they more accurately reflect the real world. Ubiquitous connectivity, charging stations, and casual zones that promote conversation and play increase students’ sense of belonging and engagement. Digitally astute students engage through such models as blended learning, flipped classrooms, games, makerspaces, and virtual learning.
Step 5
Give students access to open courseware and open source technology. Inherent in these approaches is a high level of personalization and choice about what to focus on, which in turn leads to greater ownership over learning and personalized ways to demonstrate understanding.
Ambitious, successful teaching and learning have become inherently intertwined with the digital world. Educators must be able to develop and enact rigorous, relevant instructional methods and formats while using digital tools effectively to underpin their instruction. Students and teachers can transform learning so that it not only prepares them to excel in academic life, but also endows them with essential digital age skills.
Image credit: https://etsmagazine.files.wordpress.com/The most important things to do are to give up control and to trust students and their teachers to use real-world tools to unleash creativity and a passion for learning. After putting these tenets in the foundation, the specifics can take several different forms:
Step 1
Realize that social media is a predominant tool in the world. It fosters personalization, creativity, and collaboration, giving students infinite ways in which to create artifacts of their learning and knowledge.
Step 2
If 1:1 is not in the cards make use of devices students already have, know, and use. Bring Your Own Device (BYOD) signals to kids that teachers know and understand their basic makeup. Employing the energy surrounding personal devices allows them to use the tools that help them do what they do better. BYOD enhances learning, increases productivity, allows students to grow their research skills, and gives teachers the chance to teach appropriate digital responsibility.
Step 3
Create spaces for making, collaborating, and tinkering. Give students chances to build and create using real-world tools (wood shop, electronics, metal work, and coding stations) and to solve open-ended, real-world problems. Bring play back into the picture. These spaces provide students with challenging problems to solve where there is no one correct solution. Through self- directed learning, students are driven to find solutions to create a product that has value.
Step 4
Structure schools so that they more accurately reflect the real world. Ubiquitous connectivity, charging stations, and casual zones that promote conversation and play increase students’ sense of belonging and engagement. Digitally astute students engage through such models as blended learning, flipped classrooms, games, makerspaces, and virtual learning.
Step 5
Give students access to open courseware and open source technology. Inherent in these approaches is a high level of personalization and choice about what to focus on, which in turn leads to greater ownership over learning and personalized ways to demonstrate understanding.
Ambitious, successful teaching and learning have become inherently intertwined with the digital world. Educators must be able to develop and enact rigorous, relevant instructional methods and formats while using digital tools effectively to underpin their instruction. Students and teachers can transform learning so that it not only prepares them to excel in academic life, but also endows them with essential digital age skills.
January 17, 2016
Disrupting Education in Bold Ways: The Time is Right
For following is a guest post authored by Dr. Bill Daggett, Founder and Chairman of the
International Center for Leadership in Education (ICLE).
I believe that this a time when education can change in fundamental ways. The recently passed Every Student Succeeds Act (ESSA) will reverse the decades’ long trend of centralizing decisions about what students need to learn and how they must be assessed and put them back in the hands of local school districts as well as state education departments’ hands. The increase in federal regulations supported with financial incentives we have seen over the past several years will be lessened. Most notable are the provisions around Adequate Yearly Progress (AYP) moving back to the state and local districts. Now we will be able to act on our priorities, not simply driven by federal priorities that may not have been a good fit for our districts and schools.
Image credit: http://www.theinnovationstudio.net/
Of course, any piece of legislation has its merits and its drawbacks, but one hugely positive aspect of the ESSA is that it puts the onus back on the states and local districts to determine how they will monitor and evaluate student learning and progress. I believe that it is our obligation to make the most of the opportunity we have before us. This is our chance to collaboratively create indicators of achievement catered to the unique DNA of our state, district, and school. We have the chance to voice our own opinions and actually have them heard, respected, and applied to the process of overhauling the system and focusing on what matters most: students.
Educators at the local and state levels are now in critical positions of responsibility. To state education officials:
Will you seek out the opinion of local school officials and will you empower them to make decisions based upon the community’s needs?Or
Will you fall prey to the same strategic errors the feds made and believe you know best and shut out local community’s opinions and authority?
To members of school boards:
Will you involve your community in the process? Will you include educators and parents—those on the ground—who possess the valuable insights that can inform wise choices? Will you compile and analyze local data to drive evidence-based decisions? Engage your local communities in respectful, honest dialogue to hear concerns, gather knowledge and ideas, and synthesize insights into your vision?
To all of you in leadership and instructional positions:
Will you focus on students’ specific needs and your school’s unique DNA when making plans? Will you use current data to drive decisions that fit future-focused goals? Will you determine new metrics necessary to monitor successful realization and impact of your fresh and systematic strategies and initiatives? Will you identify multiple new and cutting-edge indicators of student learning and growth that speak to the development of the whole child, not just a test-taker?
Let’s toss out the existing rules and write new ones. Let’s tear down the outdated system and rebuild on a foundation that looks to the future— not the past— for ideas and inspiration. The 2016 Model Schools Conference is the place for exploring ways to innovate out of the old model and construct a system that’s set up strategically to prepare our students with the skills they need to excel in a complex world. We will share inspiring stories from disruptors in our own field who have reclaimed the mantle of student-centered learning and are building a progressive system around it. Using the experience of those who have had success creating new structures as well as the inspiration and motivation of those who are just beginning, we will provide practical, exciting tools to create a culture of innovation.
For information on the Model Schools Conference and to register click HERE.
International Center for Leadership in Education (ICLE).
I believe that this a time when education can change in fundamental ways. The recently passed Every Student Succeeds Act (ESSA) will reverse the decades’ long trend of centralizing decisions about what students need to learn and how they must be assessed and put them back in the hands of local school districts as well as state education departments’ hands. The increase in federal regulations supported with financial incentives we have seen over the past several years will be lessened. Most notable are the provisions around Adequate Yearly Progress (AYP) moving back to the state and local districts. Now we will be able to act on our priorities, not simply driven by federal priorities that may not have been a good fit for our districts and schools.
Image credit: http://www.theinnovationstudio.net/Of course, any piece of legislation has its merits and its drawbacks, but one hugely positive aspect of the ESSA is that it puts the onus back on the states and local districts to determine how they will monitor and evaluate student learning and progress. I believe that it is our obligation to make the most of the opportunity we have before us. This is our chance to collaboratively create indicators of achievement catered to the unique DNA of our state, district, and school. We have the chance to voice our own opinions and actually have them heard, respected, and applied to the process of overhauling the system and focusing on what matters most: students.
Educators at the local and state levels are now in critical positions of responsibility. To state education officials:
Will you seek out the opinion of local school officials and will you empower them to make decisions based upon the community’s needs?Or
Will you fall prey to the same strategic errors the feds made and believe you know best and shut out local community’s opinions and authority?
To members of school boards:
Will you involve your community in the process? Will you include educators and parents—those on the ground—who possess the valuable insights that can inform wise choices? Will you compile and analyze local data to drive evidence-based decisions? Engage your local communities in respectful, honest dialogue to hear concerns, gather knowledge and ideas, and synthesize insights into your vision?
To all of you in leadership and instructional positions:
Will you focus on students’ specific needs and your school’s unique DNA when making plans? Will you use current data to drive decisions that fit future-focused goals? Will you determine new metrics necessary to monitor successful realization and impact of your fresh and systematic strategies and initiatives? Will you identify multiple new and cutting-edge indicators of student learning and growth that speak to the development of the whole child, not just a test-taker?
Let’s toss out the existing rules and write new ones. Let’s tear down the outdated system and rebuild on a foundation that looks to the future— not the past— for ideas and inspiration. The 2016 Model Schools Conference is the place for exploring ways to innovate out of the old model and construct a system that’s set up strategically to prepare our students with the skills they need to excel in a complex world. We will share inspiring stories from disruptors in our own field who have reclaimed the mantle of student-centered learning and are building a progressive system around it. Using the experience of those who have had success creating new structures as well as the inspiration and motivation of those who are just beginning, we will provide practical, exciting tools to create a culture of innovation.
For information on the Model Schools Conference and to register click HERE.
January 10, 2016
Every School's Obligation
Just because today’s students have grown up in a technology-rich world does not mean that they know how to effectively and responsibly utilize technology. It is a common misconception that today’s learners can seamlessly transition from the routine use of devices for personal reasons to using them for learning, research, and enhanced productivity. We routinely hear how students use digital tools inappropriately for sexting, cyberbullying, cheating, video recording teachers and fights with peers, and plagiarizing. Unfortunately, these behaviors materialize as schools are not doing their part to educate students on digital responsibility, citizenship, and creating a positive footprint online.
Image credit: http://www.metta.io/
When I was principal at New Milford High School, we have made it our responsibility to integrate digital responsibility across the curriculum. Our program began early in the school year with assemblies for every grade level. During this time, we presented the root causes of cyberbullying as well as strategies and advice to prevent it. We then transitioned into online conduct in social media spaces and how that can impact college acceptances and employment. During this part of the presentation, I pointed out to students the fact that once they post something online (i.e., comments, pictures, videos, etc.), that information can be accessed, adapted, archived, and shared by anyone who has access to their accounts. Near the end of the presentation, I asked each student to Google themselves and share any content they discovered during the search that they were not aware of. It is at this point that reality really set in.
In addition to a presentation early in the year, we consistently integrated digital tools (social media, Web 2.0, mobile devices) throughout the school year to enhance learning, improve productivity, develop critical digital literacies, and to conduct sound research. As students actively used these tools to connect, collaborate, contribute, and create, they were not only developing media literacy skills, but also learning in a safe, transparent fashion. Teachers also worked with students to properly cite resources pulled from the Web, giving proper credit when they saw it was governed by a Creative Commons license.
As they published their own work in the form of learning artifacts, they begin to create a positive digital footprint that they could be proud of. The systematic integration of technology, modeling of effective use by school staff, education programs for both student and parents, and an immersive culture (1:1 or BYOD) all aided in educating students on digital citizenship. Common Sense Media offers a free digital literacy and citizenship curriculum that leaders can easily begin to implement in their schools.
In an ever increasing digital world our students need us more then ever to not only help them make sense of a tsunami of information, but also more importantly how to be safe and responsible. Don't assume that these vital lessons are happening at home. It is the responsibility of schools to educate all learners regardless of age on these important topics. What are you and your school/district doing to address this? Are your current programs and initiatives up to par? Schools that work for kids make it their obligation.
Image credit: http://www.metta.io/When I was principal at New Milford High School, we have made it our responsibility to integrate digital responsibility across the curriculum. Our program began early in the school year with assemblies for every grade level. During this time, we presented the root causes of cyberbullying as well as strategies and advice to prevent it. We then transitioned into online conduct in social media spaces and how that can impact college acceptances and employment. During this part of the presentation, I pointed out to students the fact that once they post something online (i.e., comments, pictures, videos, etc.), that information can be accessed, adapted, archived, and shared by anyone who has access to their accounts. Near the end of the presentation, I asked each student to Google themselves and share any content they discovered during the search that they were not aware of. It is at this point that reality really set in.
In addition to a presentation early in the year, we consistently integrated digital tools (social media, Web 2.0, mobile devices) throughout the school year to enhance learning, improve productivity, develop critical digital literacies, and to conduct sound research. As students actively used these tools to connect, collaborate, contribute, and create, they were not only developing media literacy skills, but also learning in a safe, transparent fashion. Teachers also worked with students to properly cite resources pulled from the Web, giving proper credit when they saw it was governed by a Creative Commons license.
As they published their own work in the form of learning artifacts, they begin to create a positive digital footprint that they could be proud of. The systematic integration of technology, modeling of effective use by school staff, education programs for both student and parents, and an immersive culture (1:1 or BYOD) all aided in educating students on digital citizenship. Common Sense Media offers a free digital literacy and citizenship curriculum that leaders can easily begin to implement in their schools.
In an ever increasing digital world our students need us more then ever to not only help them make sense of a tsunami of information, but also more importantly how to be safe and responsible. Don't assume that these vital lessons are happening at home. It is the responsibility of schools to educate all learners regardless of age on these important topics. What are you and your school/district doing to address this? Are your current programs and initiatives up to par? Schools that work for kids make it their obligation.
Every Schools' Obligation
Just because today’s students have grown up in a technology-rich world does not mean that they know how to effectively and responsibly utilize technology. It is a common misconception that today’s learners can seamlessly transition from the routine use of devices for personal reasons to using them for learning, research, and enhanced productivity. We routinely hear how students use digital tools inappropriately for sexting, cyberbullying, cheating, video recording teachers and fights with peers, and plagiarizing. Unfortunately, these behaviors materialize as schools are not doing their part to educate students on digital responsibility, citizenship, and creating a positive footprint online.
Image credit: http://www.metta.io/
When I was principal at New Milford High School, we have made it our responsibility to integrate digital responsibility across the curriculum. Our program began early in the school year with assemblies for every grade level. During this time, we presented the root causes of cyberbullying as well as strategies and advice to prevent it. We then transitioned into online conduct in social media spaces and how that can impact college acceptances and employment. During this part of the presentation, I pointed out to students the fact that once they post something online (i.e., comments, pictures, videos, etc.), that information can be accessed, adapted, archived, and shared by anyone who has access to their accounts. Near the end of the presentation, I asked each student to Google themselves and share any content they discovered during the search that they were not aware of. It is at this point that reality really set in.
In addition to a presentation early in the year, we consistently integrated digital tools (social media, Web 2.0, mobile devices) throughout the school year to enhance learning, improve productivity, develop critical digital literacies, and to conduct sound research. As students actively used these tools to connect, collaborate, contribute, and create, they were not only developing media literacy skills, but also learning in a safe, transparent fashion. Teachers also worked with students to properly cite resources pulled from the Web, giving proper credit when they saw it was governed by a Creative Commons license.
As they published their own work in the form of learning artifacts, they begin to create a positive digital footprint that they could be proud of. The systematic integration of technology, modeling of effective use by school staff, education programs for both student and parents, and an immersive culture (1:1 or BYOD) all aided in educating students on digital citizenship. Common Sense Media offers a free digital literacy and citizenship curriculum that leaders can easily begin to implement in their schools.
In an ever increasing digital world our students need us more then ever to not only help them make sense of a tsunami of information, but also more importantly how to be safe and responsible. Don't assume that these vital lessons are happening at home. It is the responsibility of schools to educate all learners regardless of age on these important topics. What are you and your school/district doing to address this? Are your current programs and initiatives up to par? Schools that work for kids make it their obligation.
Image credit: http://www.metta.io/When I was principal at New Milford High School, we have made it our responsibility to integrate digital responsibility across the curriculum. Our program began early in the school year with assemblies for every grade level. During this time, we presented the root causes of cyberbullying as well as strategies and advice to prevent it. We then transitioned into online conduct in social media spaces and how that can impact college acceptances and employment. During this part of the presentation, I pointed out to students the fact that once they post something online (i.e., comments, pictures, videos, etc.), that information can be accessed, adapted, archived, and shared by anyone who has access to their accounts. Near the end of the presentation, I asked each student to Google themselves and share any content they discovered during the search that they were not aware of. It is at this point that reality really set in.
In addition to a presentation early in the year, we consistently integrated digital tools (social media, Web 2.0, mobile devices) throughout the school year to enhance learning, improve productivity, develop critical digital literacies, and to conduct sound research. As students actively used these tools to connect, collaborate, contribute, and create, they were not only developing media literacy skills, but also learning in a safe, transparent fashion. Teachers also worked with students to properly cite resources pulled from the Web, giving proper credit when they saw it was governed by a Creative Commons license.
As they published their own work in the form of learning artifacts, they begin to create a positive digital footprint that they could be proud of. The systematic integration of technology, modeling of effective use by school staff, education programs for both student and parents, and an immersive culture (1:1 or BYOD) all aided in educating students on digital citizenship. Common Sense Media offers a free digital literacy and citizenship curriculum that leaders can easily begin to implement in their schools.
In an ever increasing digital world our students need us more then ever to not only help them make sense of a tsunami of information, but also more importantly how to be safe and responsible. Don't assume that these vital lessons are happening at home. It is the responsibility of schools to educate all learners regardless of age on these important topics. What are you and your school/district doing to address this? Are your current programs and initiatives up to par? Schools that work for kids make it their obligation.
January 3, 2016
Feedback vs Criticism
"Feedback is the breakfast of champions." - Ken Blanchard
Throughout my professional career as a teacher, administrator, author, and presenter, feedback has been and always will be a powerful conduit for growth. There is nothing more vital to our professional roles than good feedback that paints a picture not only of what we are doing well, but areas where we can either become much better or outright improve. It helps us to develop both goals and objectives that guide our work in our respective roles. As important as quality feedback is to our success the use of criticism can set us back ten fold. If growth and improvement are the ultimate objective it is imperative to know the difference between the two.
Image credit: http://www.liveadmins.com/
A recent event led me to ponder the role of feedback and how it's misuse often leads to criticism, not of a constructive nature. In late 2015 I presented at a national conference after my proposal had been accepted earlier that year. This was the fifth time I had presented at this event and I always found the experience to be rewarding. During my session there were about thirty attendees for the two-hour block of time that I was allotted. In my opinion I started off a bit rocky as Arne Duncan arrived to the event late and his talk caused many attendees to arrive to sessions late, including mine. It is a bit of a challenge as a presenter to have people rolling in when you are well into your presentation.
Even though I didn't start the way I had wanted I eventually hit my stride and had a great session. The group seemed very engaged and I received a great deal of positive verbal reinforcement at the conclusion of the presentation. Numerous attendees also followed up with me through email to take advantage of additional resources I mentioned. A few weeks passed and I received word that session feedback was available online. I always look forward to this, as many times I never receive feedback from the keynotes I do. As I logged in I quickly noticed that only one person had taken the time to fill out the brief form, but I was still eager to view the comments. My eagerness to learn how I could improve quickly turned to utter disappointment as all this person did was give me the lowest rating possible (1 out of 5) for every category. I was particularly taken back when this person said that I should not be considered as a presenter at this conference in the future.
My issue here is not that I received a poor evaluation, but that there was no commentary on what I did wrong or how I could improve. As a professional committed to improving his craft, I have absolutely no idea why the person rated me the way he/she did. My work was criticized and in the end I received not even an ounce of feedback that could be used towards reflective growth. Talk about not only disappointing, but also equally frustrating. Now think about how a student must feel when he/she is given back graded work with just a letter or number. Or how a teacher or administrator feels when evaluated with a checklist that contains no substantive narrative to accompany the check marks that can guide improvement. To me this is just another form of criticism. As Abraham Lincoln once said, “He has a right to criticize, who has a heart to help.” While constructive criticism can be a catalyst for improvement, nothing is more powerful than targeted feedback.
Now let's take a closer look at how different feedback and criticism are through their respective definitions:
Feedback - information about reactions to a product, a person's performance of a task, etc., used as a basis for improvement.
Criticism - the expression of disapproval of someone or something based on perceived faults or mistakes.
My point here is that it is easy for people to criticize while much harder and noble to provide quality feedback to enhance professional practice or learning in the case of our students. There is such power in feedback as articulated by Fiona Lang. "Feedback is the cheapest, most powerful, yet, most under used tool that we have at our disposal. Feedback is powerful as it helps people get on track, it serves as a guide to assist people to know how they and others perceive their performance. Feedback can also be very motivating and energizing. It has strong links to satisfaction and productivity. People like to feel involved and identified with their organization. Feedback can help achieve that state." This synopsis shows the vital importance of feedback to all us regardless of our roles.
If the goal is really to help others grow keep these tips in mind when providing feedback while avoiding the pitfalls associated with criticism:
Deliver it in a timely fashionProvide a narrative related to professional goals and objectives to spur reflection that will help others actually improve Avoid negativityUnderstand that listening is just as importance as talking and/or telling someone what they can do betterModel or demonstrate to illustrate a vested interest in improvementWhile we all need to be able to effectively handle criticism, a genuine focus on providing valuable feedback can help move others in a better direction.
Throughout my professional career as a teacher, administrator, author, and presenter, feedback has been and always will be a powerful conduit for growth. There is nothing more vital to our professional roles than good feedback that paints a picture not only of what we are doing well, but areas where we can either become much better or outright improve. It helps us to develop both goals and objectives that guide our work in our respective roles. As important as quality feedback is to our success the use of criticism can set us back ten fold. If growth and improvement are the ultimate objective it is imperative to know the difference between the two.
Image credit: http://www.liveadmins.com/A recent event led me to ponder the role of feedback and how it's misuse often leads to criticism, not of a constructive nature. In late 2015 I presented at a national conference after my proposal had been accepted earlier that year. This was the fifth time I had presented at this event and I always found the experience to be rewarding. During my session there were about thirty attendees for the two-hour block of time that I was allotted. In my opinion I started off a bit rocky as Arne Duncan arrived to the event late and his talk caused many attendees to arrive to sessions late, including mine. It is a bit of a challenge as a presenter to have people rolling in when you are well into your presentation.
Even though I didn't start the way I had wanted I eventually hit my stride and had a great session. The group seemed very engaged and I received a great deal of positive verbal reinforcement at the conclusion of the presentation. Numerous attendees also followed up with me through email to take advantage of additional resources I mentioned. A few weeks passed and I received word that session feedback was available online. I always look forward to this, as many times I never receive feedback from the keynotes I do. As I logged in I quickly noticed that only one person had taken the time to fill out the brief form, but I was still eager to view the comments. My eagerness to learn how I could improve quickly turned to utter disappointment as all this person did was give me the lowest rating possible (1 out of 5) for every category. I was particularly taken back when this person said that I should not be considered as a presenter at this conference in the future.
“Often those that criticize others reveal what he himself lacks.” ― Shannon L. Alder
My issue here is not that I received a poor evaluation, but that there was no commentary on what I did wrong or how I could improve. As a professional committed to improving his craft, I have absolutely no idea why the person rated me the way he/she did. My work was criticized and in the end I received not even an ounce of feedback that could be used towards reflective growth. Talk about not only disappointing, but also equally frustrating. Now think about how a student must feel when he/she is given back graded work with just a letter or number. Or how a teacher or administrator feels when evaluated with a checklist that contains no substantive narrative to accompany the check marks that can guide improvement. To me this is just another form of criticism. As Abraham Lincoln once said, “He has a right to criticize, who has a heart to help.” While constructive criticism can be a catalyst for improvement, nothing is more powerful than targeted feedback.
Now let's take a closer look at how different feedback and criticism are through their respective definitions:
Feedback - information about reactions to a product, a person's performance of a task, etc., used as a basis for improvement.
Criticism - the expression of disapproval of someone or something based on perceived faults or mistakes.
My point here is that it is easy for people to criticize while much harder and noble to provide quality feedback to enhance professional practice or learning in the case of our students. There is such power in feedback as articulated by Fiona Lang. "Feedback is the cheapest, most powerful, yet, most under used tool that we have at our disposal. Feedback is powerful as it helps people get on track, it serves as a guide to assist people to know how they and others perceive their performance. Feedback can also be very motivating and energizing. It has strong links to satisfaction and productivity. People like to feel involved and identified with their organization. Feedback can help achieve that state." This synopsis shows the vital importance of feedback to all us regardless of our roles.
If the goal is really to help others grow keep these tips in mind when providing feedback while avoiding the pitfalls associated with criticism:
Deliver it in a timely fashionProvide a narrative related to professional goals and objectives to spur reflection that will help others actually improve Avoid negativityUnderstand that listening is just as importance as talking and/or telling someone what they can do betterModel or demonstrate to illustrate a vested interest in improvementWhile we all need to be able to effectively handle criticism, a genuine focus on providing valuable feedback can help move others in a better direction.
December 27, 2015
Improving Instruction in a Digital World
The Rigor and Relevance Framework—an action oriented continuum that describes putting knowledge to use—gives teachers and administrators a way to develop both instruction and assessment while providing students with a way a way to project learning goals. This framework, based on traditional elements of education yet encouraging movement from acquisition of knowledge to application of knowledge, charts learning along the two dimensions of higher standards and student achievement. Capable teacher presence and teacher centered instruction always belong in the foreground and always underpin lasting student learning, no matter what digital tools are in use. Grounded in rigor and relevance, instruction and learning with digital tools are limitless. This is the foundation of uncommon learning.
Learning must always be relevant, meaningful, and applicable. Student engagement is a bedrock necessity of attentive and deep learning. Excitement about academic growth, in turn, drives increased student achievement, not only in terms of meeting and exceeding standards, but also in terms of learning that extends into all realms of life. With the solid pedagogical foundation that the Rigor and Relevance Framework provides, digital tools and social media afford students the opportunity to take more ownership of their growth and development. Allowing students choice over which tools they will use to create artifacts of their learning that demonstrate conceptual mastery builds a greater appreciation for learning while simultaneously preparing them for the real world.
With advanced digital tools under their belts, students grow to develop their own learning tasks—such as podcasting, blogging, or digitally storytelling—that stretch their creativity, originality, design, or adaptation. These students think and act critically to curate content and apply information to address a range of cross-disciplinary tasks that are both creative and original. This could include collaborating with others using social media, networking, or reviewing. Their work requires their ability to select, organize, and present content through relevant digital tools, which provide multiple solutions.
Education and digital have become inherently intertwined. Learners and teachers alike are immersed in digital life and need more effective, specific ways to best use digital tools in rigorous and relevant ways to support and/or enhance learning. Educators must be able to develop and enact rigorous, relevant instructional methods and formats, while learning about and using effective digital tools to underpin their instruction. As long as educators are clear about the learning objectives, digital tools can be a powerful supporting tool.
As important as teachers are to the purposeful integration of digital tools to support rigorous and relevant learning, ultimate success at scale lies with leadership. Leaders must begin to transform school culture in ways where there are actually fundamental changes in teaching and learning so that technology is not just a gimmick or tool used to engage students. The Rigor/Relevance Framework serves as a powerful instructional leadership tool to ensure learning is at the forefront with technology initiatives. It assists leaders in the following ways:
Provides a common language for allConstitutes the lens through which to examine curriculum, instruction, and assessment Creates a culture around a common visionImproving instruction in a digital world can only happen with fundamental changes to teaching and leadership. Pedagogy first, technology second when appropriate. With a firm instructional foundation in place technology can take our students places never imaginable while meeting diverse learning needs like never before.
Learning must always be relevant, meaningful, and applicable. Student engagement is a bedrock necessity of attentive and deep learning. Excitement about academic growth, in turn, drives increased student achievement, not only in terms of meeting and exceeding standards, but also in terms of learning that extends into all realms of life. With the solid pedagogical foundation that the Rigor and Relevance Framework provides, digital tools and social media afford students the opportunity to take more ownership of their growth and development. Allowing students choice over which tools they will use to create artifacts of their learning that demonstrate conceptual mastery builds a greater appreciation for learning while simultaneously preparing them for the real world.
With advanced digital tools under their belts, students grow to develop their own learning tasks—such as podcasting, blogging, or digitally storytelling—that stretch their creativity, originality, design, or adaptation. These students think and act critically to curate content and apply information to address a range of cross-disciplinary tasks that are both creative and original. This could include collaborating with others using social media, networking, or reviewing. Their work requires their ability to select, organize, and present content through relevant digital tools, which provide multiple solutions.
Education and digital have become inherently intertwined. Learners and teachers alike are immersed in digital life and need more effective, specific ways to best use digital tools in rigorous and relevant ways to support and/or enhance learning. Educators must be able to develop and enact rigorous, relevant instructional methods and formats, while learning about and using effective digital tools to underpin their instruction. As long as educators are clear about the learning objectives, digital tools can be a powerful supporting tool.
As important as teachers are to the purposeful integration of digital tools to support rigorous and relevant learning, ultimate success at scale lies with leadership. Leaders must begin to transform school culture in ways where there are actually fundamental changes in teaching and learning so that technology is not just a gimmick or tool used to engage students. The Rigor/Relevance Framework serves as a powerful instructional leadership tool to ensure learning is at the forefront with technology initiatives. It assists leaders in the following ways:
Provides a common language for allConstitutes the lens through which to examine curriculum, instruction, and assessment Creates a culture around a common visionImproving instruction in a digital world can only happen with fundamental changes to teaching and leadership. Pedagogy first, technology second when appropriate. With a firm instructional foundation in place technology can take our students places never imaginable while meeting diverse learning needs like never before.
December 20, 2015
Turn today’s classrooms into #InclusiveSpaces
Students spend an average of 12,000 hours in the classroom in their lifetime, and these hours are important. Not only does time spent in the classroom impact student learning, but studies show that the physical layout of those classrooms (variables including use of light, color and wall space) have a significant impact on student behavior, motivation and achievement. For example: did you know that students who are exposed to more daylight in the classroom score up to 26% higher on math and science than students who less exposure to light? Design sure does empower learning.
However, there is a gap between what studies say make a successful classroom and what teachers are able to do within their walls. Constraints such as budget, classroom size, number of students and district access to resources all play a part in whether or not teachers are able to design their classrooms to meet the needs of all students.
USC Rossier School of Education’s online teaching degree is shining a light on that gap, calling on teachers and members of the education community to demonstrate what today’s classrooms need to become inclusive spaces.
#InclusiveSpaces: Classroom Design for Every Learner is a grassroots campaign running throughout 2016 that encourages teachers to show how their classroom either a) meets the needs of all students or b) how their classroom could be more inclusive. Do you have a 1:1 iPad ratio for your classes? Do you have more students than desks? The first step in having equal access to resources is to demonstrate the real resources in today’s real classrooms.
How you can participate:
Write an original op-ed for your personal blog, local newspaper or professional organization's publication. Your article should address the following question: How can today's classrooms become inclusive learning environments?Share your inclusive space on Facebook, Twitter and Instagram. Take a picture of your classroom (without students) and include the tag #InclusiveSpaces. Show how your classroom meets the needs of your students — or, tell us what you'd like to change about your space to make it more inclusive. Tag USC Rossier Online on Twitter, Facebook and Instagram.Email a link to your story to michelle.manno@usc.edu for your Inclusive Space to be shared on the university’s blog.
However, there is a gap between what studies say make a successful classroom and what teachers are able to do within their walls. Constraints such as budget, classroom size, number of students and district access to resources all play a part in whether or not teachers are able to design their classrooms to meet the needs of all students.
USC Rossier School of Education’s online teaching degree is shining a light on that gap, calling on teachers and members of the education community to demonstrate what today’s classrooms need to become inclusive spaces.
#InclusiveSpaces: Classroom Design for Every Learner is a grassroots campaign running throughout 2016 that encourages teachers to show how their classroom either a) meets the needs of all students or b) how their classroom could be more inclusive. Do you have a 1:1 iPad ratio for your classes? Do you have more students than desks? The first step in having equal access to resources is to demonstrate the real resources in today’s real classrooms.
How you can participate:
Write an original op-ed for your personal blog, local newspaper or professional organization's publication. Your article should address the following question: How can today's classrooms become inclusive learning environments?Share your inclusive space on Facebook, Twitter and Instagram. Take a picture of your classroom (without students) and include the tag #InclusiveSpaces. Show how your classroom meets the needs of your students — or, tell us what you'd like to change about your space to make it more inclusive. Tag USC Rossier Online on Twitter, Facebook and Instagram.Email a link to your story to michelle.manno@usc.edu for your Inclusive Space to be shared on the university’s blog.
December 13, 2015
What Matters Most
“Forcing teachers and students to use tech because you have it will never get the results you want. Integrate when appropriate.” – Eric Sheninger
I love technology. Now most of you are not shocked by that statement so let me explain it with some more detail. I love technology for its ability to transform lives and professional practice. The formation of a Personal Learning Network (PLN) has opened my eyes and mind to an array of ideas, strategies, and tools to support and enhance learning through the assistance of technology. Society, the landscape in our schools, and the learners who we serve continue to change as our digital world evolves. This not only presents a fantastic opportunity to implement transformative practices, but it also represents a distinct call for action.
The possibilities are quite endless, but the wrong focus can and will result in disaster. Forcing students and educators to use technology just for the sake of using it will never transform teaching and learning. There are no quick fixes for the many prevalent issues in our education system. Viewing technology as a silver bullet or cure is misguided at best. As I continue to watch districts, schools, and classrooms infuse technology at a surface level, in most cases I am seeing no distinct changes in teaching, learning and leadership. This is what matters most.
Image credit: http://cvsteps.com/wp-content/uploads...
As adult learners there should be emphasis on improving instructional design and pedagogical techniques that will develop students into critical thinkers and problem solvers. There is also a glaring need to create better means to assess and provide feedback to students as to whether or not they are meeting the higher standards that educators are now tasked with addressing. The key to learning success resides in always focusing on building a strong instructional foundation.
With this in mind, technology does not become an add-on or gimmick just to engage students. Its role becomes integral to the instructional process through support and enhancement of learning outcomes aligned to more rigorous standards. Technology in itself promises nothing. It is what you and your students do with technology aligned to sound pedagogy that will make all the difference. In the end technology initiatives will either flourish or flounder. The outcome is in your hands. Lessons, projects, initiatives, and culture should never be built around technology. Focus on learning first and foremost and the possibilities of technology are endless. That’s what matters most. This is, after all, the primary role of education.
I love technology. Now most of you are not shocked by that statement so let me explain it with some more detail. I love technology for its ability to transform lives and professional practice. The formation of a Personal Learning Network (PLN) has opened my eyes and mind to an array of ideas, strategies, and tools to support and enhance learning through the assistance of technology. Society, the landscape in our schools, and the learners who we serve continue to change as our digital world evolves. This not only presents a fantastic opportunity to implement transformative practices, but it also represents a distinct call for action.
The possibilities are quite endless, but the wrong focus can and will result in disaster. Forcing students and educators to use technology just for the sake of using it will never transform teaching and learning. There are no quick fixes for the many prevalent issues in our education system. Viewing technology as a silver bullet or cure is misguided at best. As I continue to watch districts, schools, and classrooms infuse technology at a surface level, in most cases I am seeing no distinct changes in teaching, learning and leadership. This is what matters most.
Image credit: http://cvsteps.com/wp-content/uploads...As adult learners there should be emphasis on improving instructional design and pedagogical techniques that will develop students into critical thinkers and problem solvers. There is also a glaring need to create better means to assess and provide feedback to students as to whether or not they are meeting the higher standards that educators are now tasked with addressing. The key to learning success resides in always focusing on building a strong instructional foundation.
With this in mind, technology does not become an add-on or gimmick just to engage students. Its role becomes integral to the instructional process through support and enhancement of learning outcomes aligned to more rigorous standards. Technology in itself promises nothing. It is what you and your students do with technology aligned to sound pedagogy that will make all the difference. In the end technology initiatives will either flourish or flounder. The outcome is in your hands. Lessons, projects, initiatives, and culture should never be built around technology. Focus on learning first and foremost and the possibilities of technology are endless. That’s what matters most. This is, after all, the primary role of education.
December 6, 2015
Implementing Mobile Devices With a Focus on Learning
The following post is a modified excerpt from Uncommon Learning.
“Mobile learning provides enhanced collaboration among learners, access to information, and a deeper contextualization of learning. Hypothetically, effective mobile learning can empower learners by enabling them to better assess and select relevant information, redefine their goals, and reconsider their understanding of concepts within a shifting and growing frame of reference (the information context).” — Marguerite L. Koole (2009)
No one will deny the impact that mobile is having on the world. All one has to do is take a look at how mobile devices are changing everyone’s perception of computing as it is more accessible and personal than ever. Over the years I have written extensively on the topic, including a chapter in my new book Uncommon Learning. As a principal I quickly saw the potential in mobile learning and as a result our school became the first to embrace Bring Your Own Device (BYOD) back in 2010.
Mobile devices offer a new and exciting avenue to engage students and promote learning while increasing academic achievement. Research by Cristol and Gimbert (2013) found that students utilizing mobile learning devices scored, on average, 52.34 points higher on the state assessments than their peers who did not use them. Students are more connected than ever with their devices, and it is necessary for teachers to capitalize on this opportunity to drive student learning and outcomes. With any initiative, especially BYOD or 1:1, the focus has to be on learning.
Koole’s (2009) Framework for the Rational Analysis of Mobile Education (FRAME) model provides a more holistic framework for mobile learning. In this framework, mobile learning is a combination of the interactions among learners, their devices, and other people. Koole provides a useful checklist that schools and educators can refer to when looking to integrate mobile learning effectively as part of a BYOD or 1:1 initiative.
Image credit: https://mobilelearninginfokit.pbworks...
Have you considered the following in your mobile learning ecosystem?
How use of mobile devices might change the process of interactions among learners, communities, and systems How learners may most effectively use mobile access to other learners, systems, and devices to recognize and evaluate information and processes to achieve their goals How learners can become more independent in navigating through and filtering information; how to prepare them for that change
Be aware of the many pitfalls that are associated with educational technology. Access alone will not translate into enhanced student learning outcomes. At the International Center for Leadership in Education (ICLE) my team and I work with schools and districts to get mobile learning initiatives right before an all out rollout. It is critical to plan well ahead of any major BYOD or 1:1 initiative at least a year in advance to ensure that all the necessary elements are in place to support student learning. These elements are listed below, but I encourage you to read this post that provides more detail on each:
InfrastructureShared VisionStrategic PlanPolicy DevelopmentProfessional DevelopmentStudent/Parent ProgramsBudget Allocations
I encourage you to take a critical look at the mobile learning initiatives in your district and determine what can be done to improve them. In education there is no such thing as perfection and as such we must always look for opportunities to improve existing initiatives, not just new ones to be implemented.
Cristol, D., & Gimbert, B. (2013). Academic achievement in BYOD classrooms. Proceedings from QScience 12th World
Conference on Mobile and Contextual Learning. mLearn, 15.
Koole, M. L. (2009). A model for framing mobile learning. In M. Ally (Ed.), Mobile learning: Transforming the delivery of
education and training (pp. 25–47). Edmonton, AB: Athabasca University Press.
“Mobile learning provides enhanced collaboration among learners, access to information, and a deeper contextualization of learning. Hypothetically, effective mobile learning can empower learners by enabling them to better assess and select relevant information, redefine their goals, and reconsider their understanding of concepts within a shifting and growing frame of reference (the information context).” — Marguerite L. Koole (2009)
No one will deny the impact that mobile is having on the world. All one has to do is take a look at how mobile devices are changing everyone’s perception of computing as it is more accessible and personal than ever. Over the years I have written extensively on the topic, including a chapter in my new book Uncommon Learning. As a principal I quickly saw the potential in mobile learning and as a result our school became the first to embrace Bring Your Own Device (BYOD) back in 2010.
Mobile devices offer a new and exciting avenue to engage students and promote learning while increasing academic achievement. Research by Cristol and Gimbert (2013) found that students utilizing mobile learning devices scored, on average, 52.34 points higher on the state assessments than their peers who did not use them. Students are more connected than ever with their devices, and it is necessary for teachers to capitalize on this opportunity to drive student learning and outcomes. With any initiative, especially BYOD or 1:1, the focus has to be on learning.
Koole’s (2009) Framework for the Rational Analysis of Mobile Education (FRAME) model provides a more holistic framework for mobile learning. In this framework, mobile learning is a combination of the interactions among learners, their devices, and other people. Koole provides a useful checklist that schools and educators can refer to when looking to integrate mobile learning effectively as part of a BYOD or 1:1 initiative.
Image credit: https://mobilelearninginfokit.pbworks...Have you considered the following in your mobile learning ecosystem?
How use of mobile devices might change the process of interactions among learners, communities, and systems How learners may most effectively use mobile access to other learners, systems, and devices to recognize and evaluate information and processes to achieve their goals How learners can become more independent in navigating through and filtering information; how to prepare them for that change
Be aware of the many pitfalls that are associated with educational technology. Access alone will not translate into enhanced student learning outcomes. At the International Center for Leadership in Education (ICLE) my team and I work with schools and districts to get mobile learning initiatives right before an all out rollout. It is critical to plan well ahead of any major BYOD or 1:1 initiative at least a year in advance to ensure that all the necessary elements are in place to support student learning. These elements are listed below, but I encourage you to read this post that provides more detail on each:
InfrastructureShared VisionStrategic PlanPolicy DevelopmentProfessional DevelopmentStudent/Parent ProgramsBudget Allocations
I encourage you to take a critical look at the mobile learning initiatives in your district and determine what can be done to improve them. In education there is no such thing as perfection and as such we must always look for opportunities to improve existing initiatives, not just new ones to be implemented.
Cristol, D., & Gimbert, B. (2013). Academic achievement in BYOD classrooms. Proceedings from QScience 12th World
Conference on Mobile and Contextual Learning. mLearn, 15.
Koole, M. L. (2009). A model for framing mobile learning. In M. Ally (Ed.), Mobile learning: Transforming the delivery of
education and training (pp. 25–47). Edmonton, AB: Athabasca University Press.
November 29, 2015
Pay Attention to Your Digital Footprint
“Your digital footprint paints a portrait of who you are as an educator, leader, school, or district. Make sure it conveys your true values and work.” – Eric Sheninger
In the age where billions of people have taken both their personal and professional lives online you better be cognizant of your digital footprint. With each Facebook post, email, Instagram photo, comment on a blog, YouTube video, Skype call, etc. you are leaving a trail that can be seen, searched, or tracked. Basically all of your activity on the Internet leads to the creation of a digital identity and footprint. Check out the short video from Common Sense Media below that nicely sums up the facets of a digital footprint.
In some cases you might think that you have everything under control, right? Wrong! Your digital footprint is not only formed by what you post, but also what others put online about you. As Wikipedia explains there are two main classifications for digital footprints: passive and active. A passive digital footprint is created when data is collected without the owner knowing, whereas active digital footprints are created when a user for the purpose of sharing information about oneself by means of websites or social media deliberately releases data. Educators who have embraced a brandED mindset understand how important their digital footprint is to him/her.
It can seem daunting to not only keep tabs on the digital footprint that you are actively crafting, but also on what other people are creating at times unbeknownst to you. Here are some free tools that you can begin to use right away to track both your active and passive digital footprint.
Google Alerts
This free tool allows you to monitor the web for content that you specify. My advice is to set up alerts for your name as well as that of your school and/or district. When I was a principal I had an alert set up for New Milford High School so that anytime content was shared specific to my school on the web I could either read or react if necessary. Now I have alerts set up for different iterations of my name including Eric Sheninger, Mr. Sheninger, and Principal Sheninger. Each day I receive an email with news of what people write about me on the web from Google. Set up your Google Alert(s) today using these simple steps or refer to this simple video tutorial.
Mention
Mention is a solid alternative to Google Alerts and in my opinion is much better. It allows users to monitor any keywords related to you, your professional brand, your schools/districts, or anything else you want to monitor. The alert settings are much more robust than that of Google Alerts. Not only can you set it up to monitor the Web (news, blogs, videos, forums, images), but you can also have it monitor mentions on Facebook, Twitter, or an array of other social media services if you want. What is even better about Mention is the variety of ways you can access and be notified of new alerts (website, Google Chrome extension, desktop application, apps for iOS and Android). Check out the Mention site or this brief tutorial to get started.
Tweetdeck and Hootsuite
These applications not only enhance your Twitter experience, but they also allow you to create different columns or categories in your respective dashboard. Each column or category in a sense becomes a search based on the keywords you identify (i.e. Twitter username, your real name, hash tags, school/district name, etc.).
The above tools will greatly assist you in tracking your digital footprint, especially in terms of what other people post about you. A brandED strategy not only employs these tools, but also some common sense tips to help you actively create a positive digital footprint. When posting content online always:
Keep it professional and focus on your workRemember your role within the school and/or professional communityThink before you postBe consistentDon't be afraid to engage
For a few more bonus tips check out the image below.
In the age where billions of people have taken both their personal and professional lives online you better be cognizant of your digital footprint. With each Facebook post, email, Instagram photo, comment on a blog, YouTube video, Skype call, etc. you are leaving a trail that can be seen, searched, or tracked. Basically all of your activity on the Internet leads to the creation of a digital identity and footprint. Check out the short video from Common Sense Media below that nicely sums up the facets of a digital footprint.
In some cases you might think that you have everything under control, right? Wrong! Your digital footprint is not only formed by what you post, but also what others put online about you. As Wikipedia explains there are two main classifications for digital footprints: passive and active. A passive digital footprint is created when data is collected without the owner knowing, whereas active digital footprints are created when a user for the purpose of sharing information about oneself by means of websites or social media deliberately releases data. Educators who have embraced a brandED mindset understand how important their digital footprint is to him/her.
It can seem daunting to not only keep tabs on the digital footprint that you are actively crafting, but also on what other people are creating at times unbeknownst to you. Here are some free tools that you can begin to use right away to track both your active and passive digital footprint.
Google Alerts
This free tool allows you to monitor the web for content that you specify. My advice is to set up alerts for your name as well as that of your school and/or district. When I was a principal I had an alert set up for New Milford High School so that anytime content was shared specific to my school on the web I could either read or react if necessary. Now I have alerts set up for different iterations of my name including Eric Sheninger, Mr. Sheninger, and Principal Sheninger. Each day I receive an email with news of what people write about me on the web from Google. Set up your Google Alert(s) today using these simple steps or refer to this simple video tutorial.
Mention
Mention is a solid alternative to Google Alerts and in my opinion is much better. It allows users to monitor any keywords related to you, your professional brand, your schools/districts, or anything else you want to monitor. The alert settings are much more robust than that of Google Alerts. Not only can you set it up to monitor the Web (news, blogs, videos, forums, images), but you can also have it monitor mentions on Facebook, Twitter, or an array of other social media services if you want. What is even better about Mention is the variety of ways you can access and be notified of new alerts (website, Google Chrome extension, desktop application, apps for iOS and Android). Check out the Mention site or this brief tutorial to get started.
Tweetdeck and Hootsuite
These applications not only enhance your Twitter experience, but they also allow you to create different columns or categories in your respective dashboard. Each column or category in a sense becomes a search based on the keywords you identify (i.e. Twitter username, your real name, hash tags, school/district name, etc.).
The above tools will greatly assist you in tracking your digital footprint, especially in terms of what other people post about you. A brandED strategy not only employs these tools, but also some common sense tips to help you actively create a positive digital footprint. When posting content online always:
Keep it professional and focus on your workRemember your role within the school and/or professional communityThink before you postBe consistentDon't be afraid to engage
For a few more bonus tips check out the image below.
