I always leave conferences like ICE with a head chock full of great ideas and resources. I have a myriad of thoughts and have made numerous personal connections with the content, which can make it a real challenge to share what I've learned in a fashion that is meaningful to others.
I've attempted to group what I've learned into two major topics, listed below. For each topic, I've tried to give a brief summary of my personal take-aways from the various workshops and keynote speakers. I've also included links to my session notes, many of which contain additional links to follow. Open these notes at your own risk - they're mostly my limited session notes designed to jog my memory of important concepts and ideas. In addition, I've listed a few noteworthy resources that you really should certainly check out!
As always, if you'd like to find out more about anything I've presented here, just let me know. I'll be spending the next few weeks contemplating all that I've learned to help me move forward as a learning coach.
Technology/Instructional Coaching Sessions
- Instructional Coaching: Effective Coaching Practices
- Autonomy, Accountability, and Professional Learning
- Ed Tech Support Networking Expo
- EdCamp Sessions - Blended Professional Development Models, and Personal Learning Networks
- Does Technology Improve Learning? NO! - Mike Muir
- 7 Powerful Uses for Technology - Mike Muir
- Technology Integration to Support the Common Core
- 1:1 Essentials: A Roadmap for Schools (common sense media)
Top Resources Worth Sharing
Click here for a list of resources that were new to and seem to have great potential.
Technology/Instructional Coaching Models
Kansas Coaching Project
"The purpose of the Kansas Coaching Project is to study factors related to professional learning and how to improve academic outcomes for students through supports provided by instructional coaches. Instructional coaches are onsite professional developers who teach educators how to use evidence-based teaching practices and to support them in learning and applying these practices in a variety of educational settings." - Jim Knight, Kansas University.
- The research shows that teachers prefer the partnership approach to getting professional development over the workshop approach. Research also showed how coaching helped with implementation of a workshop after the fact. 87% in coached classrooms vs 33% in un-coached classrooms. Quality was also much higher in coached classrooms.
- We need to develop a set of core understandings (or perhaps uses of technology) in every classroom. It's better to do a few things really well.
- Partnership coaching is more effective that top-down coaching
- Coaches set goals with teachers that are focused on learning, not devices.
- Teachers value seeing models or technology integration modeled.
- Helps if teacher and coach can identify the change they want to see, and how to measure success.
- The importance of understanding the current reality - necessary for forward movement.
- Only then can you develop a clear sense of where you want to go, and how to get there.
- The most powerful way to develop a view of the current situation is through the use of informal classroom video recording. Conversations are best when teacher and coach watch the video separately then get together to discuss.
- PEERS goals - Powerful (the goals that keep us awake at night), Easy (obtainable), Emotionally compelling, Reachable (measurable; strategy is identified) Student-focused goal (can make real change).
- Use of checklists help keep teachers and coaches on track
- The process: Identify, Learn (checklist model), Practice, Refine, repeat.
- Technology skills are not the same as technology integration skills.
- D103 Technology Integration Specialists are following our own version of a very similar model that is proving to be effective. We could make better use of checklists, consider the use of video observations, and always remembering the importance of NOT focusing on the technology.
Ubiquitous Learning - 1:1 Devices and Initiatives
- PUBLISHING is big. Requires understanding of audience, purpose, structure, text features, and format.
- COLLABORATION is big. Forces students to plan, adopt, rethink, and revise, all higher-level practices.
- EVALUATION is high on blooms list. Making judgement calls on work. How will the work be presented and shared.
- INTEGRATION. A matter of design. Produces considerable cognitive load on a learner. How are skills being applied across other curricula areas.
From Mike Muir's Keynote and Follow-up Session:
How is technology changing schools? Wrong question. How is technology changing learning. How will we respond? Those are the better questions to ask!
Technology skills are not the same as technology integration skills.
We must focus on the learning
It's about the learning, not the stuff
Power comes from using the technology to LEARN, not just the tech
- Foundational knowledge (but how to move beyond as well…)
- Applying knowledge
- Learning progress management
- Personalized learning
- Supporting independent learning
- Home/school curriculum
- We can always do a better job of engaging the Lincolnshire community - we need to give our initiatives a good name (branding) and be sure to share its STORIES of success (this is more than just reporting - there's the importance and effectiveness of story telling)
- If we ask teachers to do what they've never done, we need to support them
- Don't do it all at once.
- We need to develop a professional learning continuum for teachers.
- There is a new face to PD. Workshops are now used as a whole-group as the beginning. They introduce a model, key ideas, key vocabulary, guided practice
- Then go back and "do" - EdCamp style workshops and support from technology coach
- Feed-forwad - informal observations, and provide feedback to teacher.
- Teachers need face-to-face time; time to share, talk about successes and challenges.
After learning from them and hearing how other districts are trying to muddle their way into 1:1 mobile learning situations, I am fortunate to be fulfilling this role in a district that is fully committed to a thoughtfully planned and well supported transition to ubiquitous learning environments in the classroom. We're doing a lot of things right!
Trying something new for the first time can be terrifying. It's my job as TIS to help prepare the teachers for those terrifying moments, and be like the Dad coaching his daughter in this video.