Getting Settled

• Login to the Wifi
• Access Session Links
• Grab a snack

WELCOME R3C

Research, Create, Collaborate, Communicate

Session 1 Feedback

Response Rate: 93%

27 of 29 participants

Strongly Agree

Agree

Session 1 Feedback

Highs

• Easy entry w/ tech
• Wakelet
• Something I could do without a lot of prep
• Well organized
• Group work
• Padlet

Lows

• Padlet video
• none
• sitting
• wifi issues
• anxiety about the march conference

R3C Project Goal and Strategy

Goal: To build classrooms where students use technology much as it is used in career environments to research, to create, to collaborate, and to communicate.

Strategy: Develop Digital Fluency Teacher Leaders as turn-key trainers to provide teachers with professional learning that allows them to better engage in digital pedagogy that improves students' capacity to learn and specifically research, create, collaborate, and communicate digitally.

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5

Series Overview

6

Culture

https://blog.doist.com/group-norms-team-communication/

• Everyone's input is equally valued. We all have some sort of strengths.
• We all have places to learn
• Respect differences
• Want to include all members
• tangible takeaways
• collaboration
• patience
• Functional Technology
• Is it a tool or toy

• Be supportive rather than judgemental.
• Consider the ideas separately from people.
• Share all ideas
• Provide constructive criticism
• Be polite, but also use reason, is it useful, productive, is it helpful.
• Patience
• Be Positive and Inspiring, realistic
• Engage and Participate to the best of your abilities
• Step up and step back

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Our VALUES

Our NORMS

Today’s Activities

• Welcome & Feedback Review
• Digital Fluency Kick-off Activity (w/unpacking for Standards Alignment & Tech-Enhanced Design)
• In-depth Science Investigation (w/unpacking for Standards Alignment & Tech-Enhanced Design)
• Reflecting on Collaborating
• Shifting toward Facilitating
• Next Steps

Digital Fluency Kick-off Activity

Standards Alignment

Tech-Enhanced Design Unpacking

Break until 10:33

In-depth Science Investigation

Lunch 11:25-12:25

While you’re at lunch, spend some

time reflecting on the tech-enhanced learning you’ve done and consider the benefits and limitations for yourself, and also your colleagues you’ll be facilitating in the future.

Standards Unpacking

Tech-Enhanced Design Unpacking

Using Jamboard vs. each group working isolated

if you’re not isolated you can use others ideas to spark thinking

discussion later in the process allows for deeper thinking and expansion

more accountability when you’re isolated

isolated allows fairer pacing

jamboard is anonymous

less is more with jamboard

18

Reflection

How have we used technology to collaborate? Sessions 1–2

• padlet to collaborate all ideas in one space
• jamboard to share ideas and organize thinking
• wakelet to collaborate on ideas and concepts
• used wakelet to consolidate and organize ideas
• we used google slides to work simultaneously

• google doc to share our research
• google doc to share links
• google slides to guide our conversations
• smart board
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20

Reflection

• You: How has tech-enhanced collaboration felt like for you? What supported you leveraging technology? What has gotten in the way?
• Your students: How are your learners collaborating now, both individually and in small groups? How else could they collaborate? What other supports do your learners need to wield technology well?
• Your teachers: What does this all mean for the upcoming professional learning you will lead for teachers?

What does this mean for your classrooms?

22

What does this mean for leading PL?

• we need to understand learning theory
• scaffold supports
• understanding of prior knowledge
• knowing your audience
• finding an early adopter

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23

• Everyone's input is equally valued. We all have some sort of strengths.
• We all have places to learn
• Respect differences
• Want to include all members
• tangible takeaways
• collaboration
• patience
• Functional Technology
• Is it a tool or toy

• Be supportive rather than judgemental.
• Consider the ideas separately from people.
• Share all ideas
• Provide constructive criticism
• Be polite, but also use reason, is it useful, productive, is it helpful.
• Patience
• Be Positive and Inspiring, realistic
• Engage and Participate to the best of your abilities
• Step up and step back

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Our VALUES

Our NORMS

Facilitation

Break till 2:20

Facilitator vs. Instructor

Facilitator Vs. Instructor

Facilitator

1. provides space to learn
2. the host
3. provides parameters
4. makes it accessible but not required
5. learner driven
6. learning is more active for the learner
7. a guide that you can access if you need help or support not someone thats going to give one sided instruction

Instructor

1. just gives instruction
2. actually teacher
3. teacher driven
4. learning is driven by the instructor
5. ​

Explore the Facilitation Resources

• Watch the video, “What makes a good facilitator”
• Read the three written resources about facilitation
• Consider the following questions:
• What do you notice and wonder about facilitation as you review this content?
• What do you think the principles of facilitating tech-enhanced learning for students are?
• What do you think the principles of facilitating tech-enhanced learning for ADULTS are?

Small Group Discussion

Facilitation Principles for Tech-Enhanced Learning

A principle is a kind of rule, belief, or idea that guides you.

1. Personal relationships are key
2. Hold space for everyone’s learning
3. Build in time for collaboration and creativity
4. Provide time to apply what we’re teaching
5. Tap into current and prior knowledge of participants and what they want to get from the experience
6. Establishing norms
7. Be intentional about technology use.

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Next Steps

Upcoming Events

Session Artifacts

• Session Slides
• Small Group Docs
• Whole group shared workspaces
• Session Links to articles & videos

Feedback Survey

• “Tuesday”
• “Session 2”

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• 2-3 Minutes

Thank you!

Jessica Coles—jcoles@wested.org

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