tag:blogger.com,1999:blog-1293651735518246988.post1174105523003543471..comments2023-11-05T02:10:50.039-07:00Comments on Drape's Takes: The Unrelenting ThirdUnknownnoreply@blogger.comBlogger6125tag:blogger.com,1999:blog-1293651735518246988.post-46936008135296000422008-02-04T19:56:00.000-07:002008-02-04T19:56:00.000-07:00Darren,We've been struggling with similar issues w...Darren,<BR/><BR/>We've been struggling with similar issues with some staff dev. on our campus.<BR/><BR/>I like the idea of the Elluminate breakout sessions as a way of supporting both levels of expertise.<BR/><BR/>Interestingly, I think that it is sometimes good to have both groups together, because as you mention, you spend much time talking about philosophy and pedagogy, and that's a conversation that all can learn from, both novice and experienced. Experienced users learn from having to frame their ideas in an accessible way and the dialogue is helpful for both, I think.<BR/><BR/>I appreciate the tone you take in that you are supportive of helping all involved and aren't disdaining some of the audience who is having difficulty.<BR/><BR/>As long as people are curious and willing to try, I think that goes a long way.<BR/><BR/>I liken it sometimes to learning a foreign language. Some people learn them quickly and can speak the language well, and others can take lessons, even be immersed in a country, and yet never lose their "foreign" accent. Maybe it's something to do with the ability to embed yourself in another environment and keep your bearings?<BR/><BR/>Maybe we need to help "map the way"?<BR/><BR/>In any case, I applaud you for really stopping to analyze the situation and think through solutions.<BR/><BR/>It's a great model for your open PD students :)Carolyn Footehttps://www.blogger.com/profile/07581454611313810543noreply@blogger.comtag:blogger.com,1999:blog-1293651735518246988.post-78594809594420031332008-02-03T11:55:00.000-07:002008-02-03T11:55:00.000-07:00Having worked closely with these specialists, I wo...Having worked closely with these specialists, I would say that the estimate of a third is about right, if a not a bit low.<BR/><BR/>In the last 2 years have grown leaps and bounds because of my close affiliation with techs and curriculum technology specialists. Additionally, having the resources close at hand has been crucial in my growth.<BR/><BR/>The curriculum specialists are surround by others of their same tech expertise level. I think it is hard to try new technology tools when nobody around you has the know how to help you when you struggle or stumble.<BR/><BR/>When any of our team struggles, one of the techs or curriculum specialists usually can assist with the problem. The curriculum specialists do not have that luxury.<BR/><BR/>So I feel that expecting them to be at a higher level of understanding and technological expertise with little or none of that crucial know how support is asking too much.<BR/><BR/>A once a month meeting with an hour of technology help just does not cut it for our curriculum specialists. They need on-going and just-in-time support. It is hard to learn and try out new ideas without a support system.Muir Familyhttps://www.blogger.com/profile/06944149235448685606noreply@blogger.comtag:blogger.com,1999:blog-1293651735518246988.post-79559651378582434232008-02-01T16:01:00.000-07:002008-02-01T16:01:00.000-07:00Wow, thank you all for your thoughtful responses.I...Wow, thank you all for your thoughtful responses.<BR/><BR/>In our upcoming OpenPD sessions, we hope to include several activities that will involve more teachers in a more student-centric approach. We may use Elluminate to accomplish this and we may use something else. Furthermore, I do hope to provide additional scaffolding to beginners.<BR/><BR/>To be sure, providing differentiated instruction will definitely be a challenge, as those participating each come to the class with different skills.<BR/><BR/>Thanks, again, for your thoughts. Your assistance is one of the things that makes the entire process worthwhile.Darren Draperhttps://www.blogger.com/profile/17578208859042859340noreply@blogger.comtag:blogger.com,1999:blog-1293651735518246988.post-31203305961960835762008-01-31T21:56:00.000-07:002008-01-31T21:56:00.000-07:00Firstly I think the statistics is probably higher ...Firstly I think the statistics is probably higher than a third. I'd expect majority of Curriculum specialist to be fairly comfortable with technology whereas that isn't necessarily the case with educators. <BR/><BR/>The issue I have is that too many of us that use technology expect educators to teach themselves the skills to use the technology. Would be lovely, but unrealistic. Think about it in simple terms -- in many ways learning how to use the tools is harder than learning how to drive a car. I'm pretty sure my parents never let me behind the wheel of a car without scaffolding in my tuition. We should be taking the similar approach with our PD; sure place expectations on them to participate, be involved and practice but provide them the support that meets their needs. If that means being ready to grab the steering wheel then so be it. <BR/><BR/>The challenge you have is that you do have people at differing levels in your Open PD. Those that are already able and those that need assistance. The priority should be those that need assistance. We that are able will continue to manage. So the question should be how can you tap into the power of the able to help the less able. Well what I would do is use an application that allows you to application share and pair those that need assistance with those able. Make sure you are clear at the beginning as to what needs to be accomplished - I know you probably hate the idea however those starting out do need simple how to notes - so have them so they can refer to them . Then get the pairs to work through the task together. Global people learning together. We all win since those that can manage learning about the challenges that face those that need assistance.<BR/><BR/>So how can we do it? I've seen it done really successfully using Elluminate - you set up multiple breakout rooms. Send each beginner to a separate breakout room - get them to turn on application share. Had no problems coping with a large number of rooms turned onto application share. Then get an experienced person to join them in the room and help as necessary. Will they are working through they can also be asking questions about why they might use.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-1293651735518246988.post-4124937984477514052008-01-31T20:50:00.000-07:002008-01-31T20:50:00.000-07:00I really think it is worth more time spending on t...I really think it is worth more time spending on the pedagogy behind the tool. Those interested will always catch on and help the others out. Offering additional help in another session might be necessary though time consuming. Just like our students, other professionals as learners stress the change, need someone to show them all the steps (as painful as it is), and need to be lead. <BR/><BR/>I will be teaching some wiki sessions and am concerned about explaining why they are useful. We know they are and we can show ours, but can they make the connection? If there isn't a shift in pedagogy then they do not believe it is of value and why change from something they already know? As a whole, educators are very critical.<BR/><BR/>One teacher in my district won't consider a wiki as making a web page is something she already knows. Until she becomes more student centered vs. teacher centric she will not be able to wrap her head around it. I've shown her mine and others ad she wants more proof. How do you get them to agree to the shift in pedagogy? How was that achieved in your district?<BR/><BR/>As for the open pd, is there anyway to allow some to "play ahead" and bring back what they learned while time is spent on the others? I know it may not work with your format or with every tool. You hate to leave some behind as they can really get others inspired once they get it but might give up if not tended too. This is a tough one.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-1293651735518246988.post-61190292662777372562008-01-31T18:18:00.000-07:002008-01-31T18:18:00.000-07:00Hi Darren,you bring up a good point about the disc...Hi Darren,<BR/><BR/>you bring up a good point about the disconnect between the HOW and the WHY. Those 20 teachers.. Have they been convinced of the VALUE of using such tools? There are varying levels of expertise and interest regarding technology. But more importantly, there are varying levels of UTILITY as well. By that I mean that a given teacher may not immerse themselves in a new learning strategy if they can not see how it would benefit students within the context of their content area. They may not have a positive attitude about learning a new tool just for the sake of learning a new tool. The WHY is not as transparent and ubiquitous as WE perceive it (along with the 40 other teachers that "got it").<BR/><BR/>That said, it doesn't necessarily mean that those 20 teachers are hopeless. It could be that they are more careful and methodical about how they approach new ideas. They may need to see more of the WHY and even more examples and applications of these tools that demonstrate good solid pedagogy.<BR/><BR/>Logistically, that is going to be a challenge when you have a wide range of technical experience and attitude. These tools are not rocket science to manipulate and I suspect your curriculum folks are intelligent people. The probably could function quite well if they could truly see how these tools could positively and fundamentally change the way they deliver their curriculum.<BR/><BR/>Perhaps you should set up OpenPD in two (or more) classes that would target the different places people happen to be at. But logistically, that could be a headache.Anonymoushttps://www.blogger.com/profile/06871915063319722115noreply@blogger.com