Tribe self-actualization

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Virtual Keynote as part of a MOOC

Transcript of Tribe self-actualization


2. Sheryl Nussbaum-Beach Co-Founder & CEO Powerful Learning Practice, LLC President 21st Century Collaborative, LLC Author The Connected Educator: Learning and Leading in a Digital Age Follow me on Twitter @snbeach 3. Professional development needs to change. We know this. . Join the PLP Tribe Year long, job embedded, professional learning for connected educators. 4. All of October Free professional learning Free for you free for your staff 5. edConnectr Robust matchmaking tool for learning & innovation Uses tags to make it easy to create rich, action-oriented profiles Uses maps to make it easy and fun to find others Helps educators find collaborators, get help, or just connect 6. THE CONNECTED EDUCATOR Housekeeping Paperless handouts 7. Mantra for todays keynote We are stronger together than apart. None of us is as smart, creative, good or interesting as all of us. 8. Leveraging Tribe as a means to Self Actualization Photo Credit: Humans have a natural propensity to tribe. Social learning is a part of our DNA We all have basic needs- including the need to belong Collaborative Inquiry produces a higher level of cognition 9. Albert Bandura- Social Learning Learning can occur by observing others behaviors and the resulting outcomes Learning can occur cognitively without a corresponding change in behavior Modeled behavior is reinforced by producing desirable outcomes (for both the observed party and the learner) Three variables in the social learning contextthe learner, the behavior, and the environmentcan influence each other Late 1970s 10. Connected Learning has the potential to takes us deeper The interconnected, interactive nature of social learning exponentially amplifies the rate at which critical content can be shared and questions can be answered. From: Collaborative Learning for the Digital Age in The Chronicle of Higher Education Cathy Davidson, professor at Duke University 11. Connected sometimes trumps F2F with deep learning Via Marc Andreessens blog, the findings of researchers as related by Frans Johansson in The Medici Effect: 12. Diversity of thought Allows for Greater Innovation Frans Johansson explores one simple yet profound insight about innovation: in the intersection of different fields, disciplines and cultures, theres an abundance of extraordinary new ideas to be explored. 13. Leveraging Tribe as a Means to Self Actualization 14. Photo Credit: 15. Motivations Social connectedness Psychological well-being Gratification Collective Efficacy 16. Collaboration and teamwork allow us control our environment Reciprocal and trusting relationships create effective collaboration Social comparison establishes organizational structure, leadership and order Social validation and social identity maintain emotional engagement and enhance attachment to our mates and our group Competence contributes to the survival of our group and our sense of security and safety ~ P. Rutledge The amplification ability of social tools provides the possibility for a more diverse, purposeful tribe from which to connect, leverage and learn. Photo Credit: 17. 20 We Are All Now Free range learners Free-range learners choose how and what they learn. Self- service is less expensive and more timely than the alternative. Informal learning has no need for the busywork, chrome, and bureaucracy that accompany typical classroom instruction. 18. Share Cooperate Collaborate Collective Action According to Clay Shirky, there are four steps on a ladder to mastering the connected world: sharing, cooperating, collaborating, and collective action. From his book- Here Comes Everybody 19. Personal Learning Networks (beginning of your tribe) Its out of networks that community falls. ~ Nancy White Are you clickable- Can I find you and learn from you? 20. Do it Yourself PD A revolution in technology has transformed the way we can find each other, interact, and collaborate to create knowledge as connected learners. What are connected learners? Learners who collaborate online; learners who use social media to connect with others around the globe; learners who engage in conversations in safe online spaces; learners who bring what they learn online back to their classrooms, schools, and districts. 21. THE CONNECTED EDUCATOR 22. THE CONNECTED EDUCATOR 23. THE CONNECTED EDUCATOR 1. Local community: Purposeful, face-to-face connections among members of a committed group a professional learning community (PLC) 2. Global network: Individually chosen, online connections with a diverse collection of people and resources from around the worlda personal learning network (PLN) 3. Bounded community: A committed, collective, and often global group of individuals who have overlapping interests and recognize a need for connections that go deeper than the personal learning network or the professional learning community can providea community of practice or inquiry (CoP) 24. Community is the New Professional Development Cochran-Smith and Lytle (1999a) describe three ways of knowing and constructing knowledge Knowledge for Practice is often reflected in traditional PD efforts when a trainer shares with teachers information produced by educational researchers. This knowledge presumes a commonly accepted degree of correctness about what is being shared. The learner is typically passive in this kind of "sit and get" experience. This kind of knowledge is difficult for teachers to transfer to classrooms without support and follow through. After a workshop, much of what was useful gets lost in the daily grind, pressures and isolation of teaching. Knowledge in Practice recognizes the importance of teacher experience and practical knowledge in improving classroom practice. As a teacher tests out new strategies and assimilates them into teaching routines they construct knowledge in practice. They learn by doing. This knowledge is strengthened when teachers reflect and share with one another lessons learned during specific teaching sessions and describe the tacit knowledge embedded in their experiences. 25. Community is the New Professional Development Knowledge of Practice believes that systematic inquiry where teachers create knowledge as they focus on raising questions about and systematically studying their own classroom teaching practices collaboratively, allows educators to construct knowledge of practice in ways that move beyond the basics of classroom practice to a more systemic view of learning. I believe that by attending to the development of knowledge for, in and of practice, we can enhance professional growth that leads to real change. Cochran-Smith, M., & Lytle, S.L. (1999a). Relationships of knowledge and practice: Teaching learning in communities. Review of Research in Education, 24, 249-305. Passive, active, and reflective knowledge building in local (PLC), global (CoP) and contextual (PLN) learning spaces. 26. Dedication to the ongoing development of expertise Shares and contributes Engages in strength-based approaches and appreciative inquiry Demonstrates mindfulness Willingness to leaving one's comfort zone to experiment with new strategies and taking on new responsibilities Dispositions and Values Commitment to understanding asking good questions Explores ideas and concepts, rethinking, revising, and continuously repacks and unpacks, resisting urges to finish prematurely Co-learner, Co-leader, Co-creator Self directed, open minded Commits to deep reflection Transparent in thinking Values and engages in a culture of collegiality 27. Connected Communities (Tribes) are forming everywhere You have the tools you need at your fingertips Your faculty, your students, your school community need/want leadership We are all leaders You were called to lead..Not manage ShareConnectLeverageCo-create Inside, Outside, Upside Down Leverage the Tribe 28. Letting go of control Willing to unlearn & relearn Mindset of discovery Reversed mentorship Co-learning and co-creating Messy, ground zero, risk taking Image: 29. Be a learner firstleader second It's all about asking hard questions and then listening deeply A connected learner isnt afraid to admit that they dont know the answer to a question or problem, and willingly invite others into a dialogue to explore, discuss, debate, or generate more questions. (@barb_english) Asking our questions out in the open in connected ways @lisaneale I believe that being a connected learner leads to more questions than answers and that is good. I also believe that connected learners have to learn to take risks - exposing your learning and thoughts can be challenging @ccoffa Lurkers become learners. Learners become contributors. @sjhayes8 30. Wonder is both a sense of awe and capacity for contemplation. 31. It also helps to ask questions and think about where you want to go and how leverage will help you arrive. 1) Why am I planning to do this? 2) How will I initiate this change? 3) Who can I connect with that can help me? 4) How will I measure progress? 5) How will I know if I am growing and maturing as a learner? 32. Do you know what who you know knows? H. Rheingold 33. In connectivism, learning involves creating connections and developing a network. It is a theory for the digital age drawing upon chaos, emergent properties, and self organized le