Monumental+Minutes

=**January 12 captured thoughts and activities. . . .**=

Group Roles:
Lisa talked to us about her content area cadre's. Example: art teachers who work together, interact with local artists, relevancy, connections, finished products, active engagement in learning process, connections with students, unique area of interest (styrofoam artist)
 * 1) Melanie: Cheerleader
 * 2) Lynne: Time Keeper
 * 3) Lisa: Cheerleader
 * 4) Toby: Cheerleader
 * 5) Rhonda: Recorder
 * 6) Janet: Day 2 Facilitator
 * 7) Julie: Norms Keeper

Engaged Adult Learning. ..
 * Elements for Engaging the Adult Learner**
 * 1) originates from common ground (common job responsibilities, pressing need, targeted skill, common past experience.) (Explore common questions)
 * 2) provides time to work on a practical product.
 * 3) facilitates leaning/transfer (personal meaning of the learning)
 * 4) leverages (builds, expands, authenticates . . .) individual learning by partnering with others
 * 5) builds upon and fosters social relationships among participants
 * 6) recognizes the shift from mandated work to voluntary participation.
 * 7) originates from and leads to intrinsic motivation vs. external motivation
 * 8) incorporates accountability
 * 9) connects past experience, current learning and future practice through individual and group reflection (scaffolding)
 * 10) incorporates spontaneous learning and creativity (Disrupt the norm)
 * 11) pursues knowledge rather than assumes knowledge (art example of all agreeing to learn a new technique from outside expert)
 * 12) allows time to talk to each other, explore tangents, come to common understanding
 * 13) models the facilitation of new knowledge vs. imparting knowledge (provide questions vs. answers) - self discovery
 * 14) facilitates sustainable learning through multiple modalities (physical presence, webinars, Skype session, Google Docs, Angel)

End product: Take a group and go through the principles (case study)

What might be helpful to the others that use our materials?
 * January 13 captured thoughts and activities....**
 * A flow chart that identifies the 14 components listed above (the order is not necessarily important).
 * A template for facilitators to use when designing learning community work (not one-day workshops).
 * Guiding questions?
 * Maybe we can review the Key Elements--by going back to our case studies through a key word?

Using technology throughout this process is imperative. However, using it authentically would be valuable (wikis that support our work).

__Relevance__ Does the opportunity for engaged learning originate from common ground? What is the motivation to participate in this opportunity for engaged learning? Have external factors affecting adult learners been considered?
 * Engaged Adult Learning . . .**
 * job responsibilities
 * need or question
 * targeted skill
 * past experience
 * professional growth
 * college credit or monetary gain
 * social
 * mandatory
 * home responsibilities
 * monetary reasons
 * vacation
 * religious reasons
 * School/organization events

__Learning Design__ Characteristics of the experience that will engage participants in a sustainable learning community:

What new learning will be shared by the group? In what ways are spontaneity and creativity embedded in the learning experience? How are participants able to construct new knowledge? How is new learning connected to past experiences? When will participants reflect on their learning? How will participants reflect on their learning? What is the structure of ongoing learning experiences? (i.e. physical presence, webinars, Skype session, Google Docs, Angel)
 * 1) facilitates leaning/transfer (personal meaning of the learning) - pursues knowledge rather than assumes knowledge (art example of all agreeing to learn a new technique from outside expert)
 * 2) models the facilitation of new knowledge vs. imparting knowledge (provide questions vs. answers) - self discovery
 * 3) connects past experience, current learning and future practice through individual and group reflection (scaffolding)
 * 4) incorporates spontaneous learning and creativity (Disrupt the norm)
 * 5) facilitates sustainable learning through multiple modalities (physical presence, webinars, Skype session, Google Docs, Angel)

__Outcomes__
 * 1) provides time to work on a practical product
 * 2) incorporates accountability

target, results, products and results

Guiding Questions (what to ask ourselves for what we prepare when we design learning opportunities for others) How do we

__Networking__
 * 1) leverages (builds, expands, authenticates . . .) individual learning by partnering with other
 * 2) builds upon and fosters social relationships among participants
 * 3) allows time to talk to each other, explore tangents, come to common understanding

__Community__

Is there a difference between engaged adult learning and engaging adults? Constructing sustaining learning communities?

This information could be used as a tool to educate our ESU administrators, as well as our district administrators, about what professional development looks like.

__Possible Tasks__:
 * Use these components to analyze an experience that does NOT represent these components and then, one that does (Case Studies). These do not have to be experiences that we facilitated but maybe, participated in.
 * Create a rubric that provides guidance for these components.
 * Create Guiding Questions for each of the above components (relevance, etc.).

Group discussion: how are we building "creativity" within our process?

[|See Sample Model]: Knowledge Loom (Lynne's website that provided guidance for the graduate course she teaches)
 * What is it?
 * Stories
 * Research
 * Resources

Relevance: Melanie and Janet Learning: Toby and Lisa Outcomes: Lynne, Julie, Rhonda


 * Key Components to design for our PLN Project?**
 * Research
 * Case Studies
 * Model

__**Next Steps for our PLN project:** March 10 PLN Meeting-digital meeting__ via polycom/bridge
 * 9:00-11:00 AM
 * Purpose of the Meeting: homework is completed and set tasks for May PLN session

__Homework for March 10th__ Add pieces of research related to Adult Learning as you wish Case Study (reflect on personal experience associated with engaged adult learning) Sub-topics for further research:
 * Beyond the PLN; how else do we define learning communities and not-one-stop wonders (Lisa)
 * How do you use technology to engage learners (Lynne and Julie)
 * Learning Design experiences (Melanie and Janet)
 * Outcomes (Toby)
 * Community (Rhonda)

=**April 21st, 2010**= = = =Captured thoughts from Distance Learning PLN collaborative meeting=

Each ESU PLN member discussed case studies.

=

 * Janet began with her case study of 12 of their many districts. They had representatives from all sorts of business areas and they had break out sessions with content of their choice. District leadership liked this a great deal. Singleton teachers especially enjoyed it, but Janet was disappointed that the singletons did not express an interest in a collaborative structure, with ongoing and sustainable conversations.**======

=

 * Toby discussed his case study, where 5 of their smallest schools formed a co-hort to work on curriculum development together. The power of this endeavor was many schools are working towards shared goals, with a product in mind to collaboratively work on. They designed a wiki for each of the curriculum groups, in an effort to show collaboration in between meeting dates to show a commitment to the process, and to show leaders in the districts that they are truly buying into the process. Schools involved are already planning things together for next year. There has definitely been a community of learners developed this year. Toby shared that discussed relevance for this opportunity with their teachers, and they really worked to determine what they were passionate about teaching. The networking experience with the wiki helped them brainstorm professional books and materials, even though they were not in a physical presence.**=====

=
Based upon discussions from January to today, a lot of us have been focused on one shot workshops....but today, we realize we have proof that one day workshops don't work. We need to find a balance between those things that require an ongoing networking community, and those that engage participants indefinitely with what we do. It really does come down to the participants. They really do not know the importance of networking like we know is critical to our every day lives and performance as professional developers.=====

=
Lisa's Science and Art groups are self-sustaining now. It took time to develop that self-sustaining pd experience. Rhonda said it might be giving them the skills, so they become capable of sustaining it. They need to be socially connected, through their community. Lynne added how we space out the content we offer workshop participants. Where the NING offers a concept of content appearing at a regularly scheduled intervals to continue the learning process. Toby shared that we may need to facilitate in the engagement of a NING, to not only have them collaborate in that framework, but to collaborate with the group they are a part of in the NING.=====

Lynne mentioned The Change Game, where you get the key people on board first, and identify who those key people are to make the changes needed. We need to help them see the importance of a meaningful context to become a part of, in order to begin networking on their own behalf, to improve their professional lives. We can't force people to become a part of social networking, but we CAN plant the seed, in order for them to grown in this type of collaborative environment. A lot of social networking tools are still blocked, and school officials need to know that we shouldn't block NINGs. We have to keep educating our administrators. We can move forward, but we don't want teachers to think networking has to happen outside the school day. They should have opportunities to network during their day, without constraints.

Lisa discussed about the explosion of community that she found in a retreat that Lynne had suggested to her. She was curious, and was hooked after the experience. These things HAVE to evolve. It takes on new meaning and has potential for growth. It is a cultural shift in thinking.

Toby discussed how new teachers, just starting out in the world of education have social networking figured out. We need to use them to help get others on board with the engagement of seasoned veterans in the profession.


 * Lisa shared ESU 9's case study, which involved a school district who was distanced with grading and policies within grading. Lisa facilitated a district-wide rewriting of grading policy opportunity, with a team of 13 staff members and administrative leaders. They met 4 times throughout the year at an off-site location. They encouraged board members to attend and be a part of the process, so they could stay updated about the process. The goal was to have a collective creation from the staff members involved. The teachers built their own capacities to trust themselves as leaders. The experience wasn't really about the grading process, but more about change, and finding leadership within the individual participants. Lisa kept email conversations with the group members, and wished she would have had a NING set up. In January, the group met in small groups to identify challenges, strengths, and celebrations of the action research. In March, there was a turning point in the action, where the participants realized they had become leaders, and wanted to help teachers be a part of the action research as part of the process. The mixing of the grading group with the rest of the staff proved to be productive and engaging. Administrative leaders had a definite shift in the change process. This process will continue throughout next year. Lisa will continue to facilitate the work with them. The teachers will facilitate the learning, where Lisa will facilitate the process.**

Lynne noted that ESU 9 focused on the community piece, over the content piece. It was the focus first. Lisa used this process on her Ed Leadership project, and found it to be a replicable model, that had trust, community, and leadership embedded. Lisa plans to introduce NINGs to the group, so they take on the leadership role of networking and collaboration that is sustainable.


 * Rhonda shared the iPod use in the Perkins arena. The hope was for the participants to be excited about learning. They partnered with Lynne and Mark Billing from Apple to build a process, through joint facilitation. The people committed to this had an expectation that they would have follow-up with this process. Teachers brought tech-savvy students with them, which was a critical piece to this process. When everyone came together, it seemed that teacher negativity was eliminated because of the students being involved. The participants had a lot of time to 'play'. The teachers and students helped one another in an engaging experience. A wiki was used to reflect upon the experience in April, and were made available to all of the participants involved. The teachers and students are already thinking about next year, wanting to do podcasts, etc. next year. Now Rhonda is meeting with others at ESU 1 to decide where to go next.**


 * Lynne briefly shared ESU 6's case study, but not step by step due to time constraints. Toby shared we all have an obligation when we hire new staff, as there is a big difference between teaching kids over teaching adult learners. All ESUs should use this process for new staff developer induction.**

Rhonda said these case studies should be shared, as key points to consider when working with adults as learners. These are valuable tools. Toby said it's a lot about the stories involved in our discussion today. We should share this somehow down the road so others can share and apply it with others in professional development experiences. Lynne said it's equally important to share things that did NOT go well. We all need to know what wrong looks like. Lisa asked what the system implications are of the work we are doing through this PLN group. Toby asked, is there a way for us to join in on our conversation to discuss what all of us have said, and offer their opinions, thoughts and perspectives, based on their own experiences. (Broaden beyond Angel??)

How do we want to come together to dive into our work in May??
 * FOR MAY...**
 * Lynne will set up a NING for us to explore from a learner viewpoint
 * Reflective piece, where we share what we have learned from one another
 * Left side of wiki, with opportunities for learning
 * Consider follow-up after pd, where there is not a lot of extra work involved
 * How can our adult learners have more of a choice in the learning process

September will NOT be the showcase, rather a 4 minute/1 slide summary of their work in progress. Showcase will actually be in November.

=**May 4, 2010 @ ESU 10**= Develop the class that ESU 6 will offer this summer. ESU 6 will pilot the program and collect data. Lisa: recently listened to a webinar and learned about being in the "learner mode" rather than the "knowing mode". Often times, as staff developers, we are one "know" ahead of the game. Shift the paradigm to co-create the knowledge.

How will we build a community of learners--so that we are learning together. Relevance, Learning Design, Outcomes, Networking, Community (see earlier notes above).

The course would encourage participants to learn for themselves. Design a 2 hour (1:30-3:30 in-service) training (that could be facilitated at their district or possibly for ESU 6. Video clip: Learning to Change, Changing to Learn (Scott McCloud). Classroom system when we could have a community system. The death of education and the dawn of learning.

Introduction (Scott McCloud). Relevance: Select your content area for your focus. What pd experience that you have had was good for you, and what pd experience was not? Why? maybe look have them look at our case studies that we did and have them determine if those case studies were good pd experiences, or not and why? Have participants interview a student and an instructional leader, then compare and contrast information found about the learning environment. Question: If we know this about our students, how to we establish an environment in which learning can occur?
 * Show a video clip "A Vision of K12 Students Today" from YouTube

Have links with the areas of our big 5, with definitions of Relevance, Learning Design, Outcomes, Networking, Community. Then based on what they read, how will you now apply this in the class--almost designing the class as we go.

Definition of Outcomes: (the following are merely examples) How will you know that you have created an engaging learning environment? How will you make it relevant? How will you build a community of learners?

For each module, we believe we need: Guiding Questions for the element Discussion questions Resources to direct them to Background you provide Video clips to include Questions for personal reflection to build on adult learning experience

possibly: analysis of a case study (we have done, or other examples) for an element

//6 ELEMENTS to an Adult Learning Experience://

We will provide a background for them Structure of how things are going to do with their Summer institute
 * Introduction Element (Lynne and Toby)**

Relevance element

Learning Design element

**DEFINITION: Learning design**
//Engaged learners need a variety of ways to share their background and previous experiences. Each individual brings a wealth of experience to the extended learning situation, and they must be provided with opportunities to share their experiences with others in order to make connections between new knowledge and the expertise and experiences they have already stored away. The atmosphere should be non-threatening, where each individual is expected to share in the responsibility for their own learning. Engaged learners must be involved mentally, emotionally, and physically through modeling and the facilitation of sustainable learning conversations.//

//Engaged learners need a variety of ways to share their background and previous experiences. Each individual brings a wealth of experience to the extended learning situation, and they must be provided with opportunities to share their experiences with others in order to make connections between new knowledge and the expertise and experiences they have already stored away. The atmosphere should be non-threatening, where each individual is expected to share in the responsibility for their own learning. Engaged learners must be involved mentally, emotionally, and physically through modeling and the facilitation of sustainable learning conversations. // // Your actions speak so loudly I cannot hear your words. // // Insert the learning pyramid: 5% of what we read, 10%..... Pg 70 the training model The Adult Learner // North Central Educational Laboratory provides a document that outlines eight learning indicators that should be considered when developing the learning design for effective professional development. []
 * __Learning Design for effective professional development__ **

Task 1: Use the link to connect to the eight indicators and bullet points that clarify each indicator. Read each statement. Read the professional development case study and identify where, how or if the indicators are met. Do they seem to be effective? Why or why not? Use the template to document your responses.

Attach your completed template to the group discussion board. Respond to one other person's template. Insert case study

Task 2: Consider the professional development that you are planning for this course. Share how you will incorporate the indicators to your specific learning design. Attach your completed template to the group discussion board. Respond to two other person's templates. Provide constructive feedback to help your classmates improve their lesson design.
 * Learning Indicator || Application to case study ||
 * **Vision of Engaged Learning ** ||  ||
 * **Tasks for Engaged Learning ** ||  ||
 * **Assessment of Engaged Learning ** ||  ||
 * **Instructional Models and Strategies for Engaged Learning ** ||  ||
 * **Learning Context for Engaged Learning ** ||  ||
 * **Grouping for Engaged Learning ** ||  ||
 * **Teacher Roles for Engaged Learning ** ||  ||
 * **Student Roles for Engaged Learning ** ||  ||
 * Learning Indicator || Application to your learning design ||
 * **Vision of Engaged Learning ** ||  ||
 * **Tasks for Engaged Learning ** ||  ||
 * **Assessment of Engaged Learning ** ||  ||
 * **Instructional Models and Strategies for Engaged Learning ** ||  ||
 * **Learning Context for Engaged Learning ** ||  ||
 * **Grouping for Engaged Learning ** ||  ||
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 14pt;">Teacher Roles for Engaged Learning ** ||  ||
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 14pt;">Student Roles for Engaged Learning ** ||  ||

Characteristics of the experience that will engage participants in a sustainable learning community:

What new learning will be shared by the group? In what ways are spontaneity and creativity embedded in the learning experience? How are participants able to construct new knowledge? How is new learning connected to past experiences? When will participants reflect on their learning? How will participants reflect on their learning? What is the structure of ongoing learning experiences? (i.e. physical presence, webinars, Skype session, Google Docs, Angel)
 * 1) facilitates leaning/transfer (personal meaning of the learning) - pursues knowledge rather than assumes knowledge (art example of all agreeing to learn a new technique from outside expert)
 * 2) models the facilitation of new knowledge vs. imparting knowledge (provide questions vs. answers) - self discovery
 * 3) connects past experience, current learning and future practice through individual and group reflection (scaffolding)
 * 4) incorporates spontaneous learning and creativity (Disrupt the norm)
 * 5) facilitates sustainable learning through multiple modalities (physical presence, webinars, Skype session, Google Docs, Angel)

Outcomes element Possible online survey questions: 1. What is the overall rating you would give this program? Excellent, Very Good, Good, Fair, Poor (comment box) 2. In considering its application to my work, I found this program: Very Relevant, Relevant, Somewhat Relevant, Not Relevant (comment box) 3. In considering its content and presentation, I found this program: Very Engaging, Engaging, Somewhat Engaging, Not Engaging (comment box) 4. Did this program meet your expectations, based on the advertised content? Yes, No, If no, why not (comment box) 5. Please rate the presenter's overall effectiveness: Poor, Fair, Good, Very Good, Excellent 6. How would you rate the following: (choices for each stem for response were:) Poor, Fair, Good, Very Good, Excellent a. Length of webinar b. Ease of registration c. Ease of joining the presentation d. The audio and video quality of the event 7. Do you have any suggestions that would make these webinars more valuable or for future speakers or topics you would like us to consider?
 * Lisa added later on May 4*

Networking element

__Guiding Questions for the element__ How do we build "community" within the lesson design? How do we create "community' connections face-to-face and virtually? What "community" experiences have been positive in your own learning? What "community" experiences have not been positive?
 * Community element** (Lisa and Rhonda)

__Discussion questions Resources to direct them to Background you provide Video clips to include__
 * Playing for Change (YouTube)
 * Where the hell is Matt (YouTube)
 * How do these video clips support "community"?
 * What implications emerge for building your course?

__Questions for personal reflection to build on adult learning experience__

Rhonda's Thoughts regarding building community from WSC Learning Community Facilitation Experience
 * Small groups worked consistently throughout the 2 year program--Advisory Groups
 * Job-Alike groups worked consistently to share and learn together--groups formed based on common-interests or common-grade levels
 * Opportunity to complete action-research and share insights learned (and learning)
 * Reflection is a consistent component of the program--and often shared in Advisory Groups

__possibly: analysis of a case study (we have done, or other examples) for an element__

Questions to help them reflect on their own implementation

Friday, June 25th @ ESU 6, Milford 9:00-3:00 PM Evaluate the course that ESU 6 just completed--Engaging Adult Learners.
 * Next Steps before September Snapshot/Showcase:**

Introduction & Learner Project: Toby & Lynne Relevance: Toby & Lynne Lesson Design: Julie, Melanie & Janet Community: Lisa & Rhonda Outcomes: Julie, Melanie & Janet Snapshot: Already started by Julie, Melanie & Janet Evaluation/Feedback: Lynne, Lisa & Rhonda