Changing Practice

Seeing Progress in Reluctant Classrooms

Presenters: Sarah Sutter and Alice Barr
Wiscasset High School and Yarmouth High School, Maine
Google certified teachers
Conversational Focus/Audience: High School
Conversation Description: Our two schools have been 1:1 for several years, but as is the case anywhere, there has been recurring reluctance by some teachers to employ the practices that are central to students collaborating or publishing their work to a global audience. Although there are always a few early adopters, one of the repeated complaints is the difficulty with multiple accounts and the classtime it takes for students to get up and running on any given tool. Where are we seeing progress? What is working to change practice in the classroom on a school-wide basis? One of the recent additions to our schools’ toolbox for students and teachers is Google Apps for Ed. The inclusion of this set of tools addresses many administration concerns, makes it seamless for all teachers and students to use from day 1, and has helped change the culture across our schools when it comes to sharing and publishing student work. We’ll share our experiences in implementing Google Apps for Ed, with a focus on the changes in formerly reluctant teachers and administrators who have rapidly seen the potential and climbed aboard. We’ll share administrative uses that set the stage, emerging teacher practices, resulting student work, and speak to the bigger picture of changing pedagogy. The conversation will continue as participants share what’s working in their schools, and how we are collectively moving forward toward more constructivist, collaborative, and open educational practices.

Conversational Practice:

1. Introductions, poll the group, show online resources, etc
2. Present what’s working in our schools, some background information
3. Small groups discuss what’s working for them, input successes to Google form and we’ll use results to spark continuing conversation
4. How are we sustaining the results/efforts?
5. Groups share how they are creating sustainable models.
6. Share out, finish with Q&A



Educon 2.1

logoI attended Educon last year, but this year I couldn’t go. I was initialy disappointed until I figured out I could attend multiple sessions at once by logging on Mogulus streaming online. While some sessions broke into table groups, I could switch to another presenter on another stream and listen to a different session. Thanks to Chris Lehmann and the tech gang for figuring out the streaming logistics through mogulus. It worked really well and allowed the virtual attendees a chance to participate in the conversations. Rumor has it that everything is being archived on the wiki pages, so if you missed a session, you should be able to catch it on the wiki.

Educon: The Dialogic Practitioner: Becoming Teacher 2.0

Konrad Glogowski

The classroom is now in a vital sruggle for survival with the immensly persuasive”outside” world created by new informational media. Education must shift from instruction, from imposing of stencils, to discovery – to probing and exploration and to the recognition of the language of forms” Marshall McLuhan

The Embedded Practitioner
Becoming a Teacher 2.0

Nobody can force change on anyone else. It has to be experienced – Eric Trist

How do we help teachers look at change in their practice.

Shift from marking up papers to blogging

Lose the teacherly voice

Collective community responses

It’s about recognizing and visiting their spaces

Arthus: “I think it is time we stopped talking about student voice and start talking about teacher listening.”

Professional development in the networked world requires

Caravaggio, lantern holding, illuminate, guide. a presense

What does it mean to be educators?

We need unauthorized methods

Create communities of learning

What are my pedagogical weaknesses?

We can embed ourselves in our immediate contexts, in our everydy paractice by co-creating and participating in:

  • Classroom Learning Communities

Karen Janowski: “Konrad – “I had to walk into the classroom and say, I don’t know.” when was the last time you said that to your students?”

Image map of community, kids choose who they are on the map. Scan the map and link to the kids blogs. Sense of belonging, community

As a teacher how do you find your place in the community?

Third places, places for students to write that is non school like, fun, vital, real, useful, sustainable

Project for public spaces

21 classes allows for flexibilty, no templates, kids upload their own images. Sense of own space makes it easier for them to start their project.

Promote All Activity and Make it Visible. Sharing student work!

Have I redefined my classroom as a third place?

How to grow a blog (setting goals)On Konrads’ Blog

Help make kids stronger more confident learners

Educon: Are we looking closely enough at student experience and engagement?


  1. Are we looking closely enough?
  2. What does that mean for each student?
  3. What’s the key to motivation?


  • Intrinsic motivation
  • Theory as it applies to learning
  • Attribution
  • Role of technology in this process

Asking the questions: What is the concept of proportion vs. in what ways is the concept of proportion useful?

Attribution when it’s specific and clear (here’s a science fiction book) is motivating (Liz Davis)

Expectation of work. Achievement goals work better than Performance goals

Motivation has to be challenging. Work hard, it has to fail a few times and then succeed.

Competition is motivating when it’s about your goals, not comparing yourself to others.

Intrinsic motivation is entailed whenever people behave for the satisfaction inherent in the behavior itself – Sansone&Harackiewicz

Education makes pawns of the learners and origins of the teachers. Pawns are less motivated than origins.

Learning is about ownership of knowledge. Each of us learn in different ways.

Learned helplessness

Educon: Quotes from the panel

“The best technology ever invented was built by Boeing.” @garystager

Gary Stager–“Find your heroes, they’re accessible”

“When a kid has a lot of heart and a lot of brain, they can go a lot of places. My job is to merge the two.” @djakes

“Start reading, read the big thinkers. Then apply it to the tools. Never stop growing/reading.” @chrislehmann

“When all you have is a hammar, the whole world looks like a nail.” @garystager

Educon: Building School 2.0 — New Tools and Dewey’s Dream

Chris Lehmann


School 2.0

Chris’ bias: School 2.0 is progressive education updated for today’s world.

Neil Postman: Certain technologies are not merely additive, they are transformative

Question 1) What is the purpose of school? (and how has that changed)

  • If we are:
  • Thoughtful
  • Passionate
  • Kind

How do we get there?

Have a vision

  • Inquiry
  • Research
  • Collaboration
  • Presentation
  • Reflection

You have to have a manifesto. What’s your manifesto?

Schools are the greatest socialization tool of our society

Discussion Prompts:

  • How do we create curriculum in this model?
  • What do we teach when this is available 24/7?
  • How do you establish a link between your manifesto and curriculum?
  • What does your assessment look like in your model?

It’s not about us

Inquiry Driven: what are the questions?

Passionate: and it has to matter

Meta Cognitive: make the learning process explicit. What’s the environment that you learn best in?

High School doesn’t start in 9th grade. It starts earlier.

Project based learning: How do you assess it?

Teaching Toward Understanding: Understanding by Design: Grant Wiggins and Jay McTigue


  • You can’t have one mission for your kids and another for the teachers.
  • Understand where every student is starting.
  • Students monitor their own progress.
  • Students are part of the process.
  • Each teacher needs to know the student.
  • What vs. how?
  • Give the how back to the students.
  • Teacher is less interested in what they know but more interested in what they can do.
  • Assess ourselves. How will this measure my teaching?
  • Common rubric: 5 categories used in all classes (see above)

What about the tools?

  • What does digital literacy mean?
  • How do we teach it?
  • What’s the same? What’s different?
  • What tools do we need to accomplish that?
  • How do we have to change?

Parallels between the digital world and the real world.

  • critical thinkers
  • Managers of information
  • not a separate discipline
  • iteritive

Chris’ Tech Manifesto: Don’t talk about “What” before “Why”

Process trumps product

Technology must allow our students to research, collaborate, create, and network

Technology Must be like Oxygen: Ubiquitous, necessary, and invisible

Information Literacy and “The Prosumer”

  • find information
  • analyze information
  • synthesize information
  • judge information
  • create information
  • share information

What is the portrait you want to create of yourself?

Develop a sense of community within your school before extending it to the outside network.

Transparency: What would happen if you invited the world to school?

Building a school portal: Make it easy for teachers one single log in

What’s Teacher 2.0

  • How is a teacher’s life different in this model?

Big Questions

  • How will you create the time and space for teachers to learn?
  • How will you make your faculty meetings part of a running constant dialogue?
  • How will that manifesto we worote earlier inform everthing you do?

Take Aways

  • What could ou do in your school/district immediately?
  • What could you do in your school/district this year?
  • What could you do in your school/district over the next five years?

Educon: Tearing Down the Walls – Practicing What We Preach

David Jakes, Diana Laufenberg, Ryan Bretag

Are your kids involved in learning communities and are they involved outside the 4 walls?

Where do we want to be in 4 years:

  • More than teachers, students and chairs, open to everyone. Pervasive across the disclipines, not an isolated incident.
  • Interactivity between students, classroom, and outside walls
  • Permability is no longer optional
  • completely integrated immersed technological exoerience. seamless/transparent use of technology
  • promoting collaboration between students AND between teachers modeling the collaborative process within their practice
  • Open classroom possibilities, open content… access to the content and the learning that takes place around it…. those are hte important points.

focus on the learning, pick the right tool for learning, pick the right tool for learning, tools are temprorary but what is the process of learning that is supported by the tools.Visual Literacy

  • ear to brain is dial up
  • eye to brain is broadband
  • Brain perceives yellow first
  • red: alert, high priority, caution
  • yellow: Most visible
  • Green: renewal
  • Blue: trust, America’s favorite color


  • Change: fear of change and failure
  • Teacher adoption buy in
  • attitudes
  • money-resources – equity
  • collaborative mentoring/difficulty with impletentation
  • administration:visions, models, and leadership
  • systemic vision
  • Professionsal development for all stakeholders – questions of why and the how.
  • Inertia/Apathy
  • Facilitating the conversation at the decision making levels if schools – school board involvement – policy setters

Discussion of what works

  • School Board involvement is a persuasive conversation amongst those teachers/schools that are seeing the movement towards a new school environment.
  • Can you have change only from the bottom up? top down? what combination of the two?
  • Introduce the tools into the practice of the leadership , model the process for learning new tools and ways of communicating
  • Discussion of collaboration and learning rather than just tech
  • 21st Century skills are the key, not the tool necessarily.
  • Professional Development is key to engage the teachers in an environment of lifelong learners
  • Semantic Shift: took technology out of the writing…rewrote hte language of lifelong learning
  • Devolping as a professional instead of professional development
  • Unleash the student potential to explore and discover rather than the teacher”know it all” before “teaching with technology”
  • Bridge the gap between home use of tech for gamin/social networking for the school/learning environment
  • Eliminating the isolation of teachers in the classroom, connect the educators with each other for support, resources and growth
  • Collaboration between teachers and students rather than teacher – teacher and student – student but also teacher – student
  • Active participation in technology by teachers as individuals when they go home will facilitate more
  • Use piloting program to bring in new and innovative ideas.


  • Would you be willing to devote 15 minutes a day to read a blog?
  • Why do I want to learn this? What’s the purpose?
  • Renaming the sessions… collaborative writing
  • Six essential questions on different pages of wiki.Each group moves from page to page answering. Helps understanding of wikis

The 4 S’s: Four Solutions

  • Focusing on stakeholders – involving the whole school community, understanding the process and getting support
  • Semantics (focus on learning NOT tools)
  • Students (how important they are in the process)
  • Structure of learning – culture where risk taking is embraced and expected, collaboration and shared learning, not just teacher driven – transparency of learning by honoring and respecting the process

Educon: Open Professional Development

Robin Ellis and Darren Draper
USTream and wiki
Robin is in the room and Darren is Sandy, Utah via Skype video
Tools: UStream, Skype, internet, webcam
For newbies taught through the internet.
All about connecting with teachers and moving them into this century.

Staff Development in schools
Teachers planned professional development seems to get more buy in.
Instructional Coach as a model?
Why did you pick this class and what do you expect to get out of it? Leave time for practice and reflection and how to put it in to practice.

Training vs professional development

Essential Questions

  1. What is education?
  2. What keeps teachers from adapting to change? (Why would educators want to change?)
  3. What is professional development?
  4. What keeps teachers from actively participating in Professional development?
  5. What is OPEN Professional Development
  6. What can we do to promote conversations in our communities for change?

Partnership for 21st century skills
“I have never let my schooling interfere with my education”
Education vs education system.
A new way of learning and thinking. Not everyone is there yet. The Connections we get through using technology is not familiar to some learners. How do we help those people learn.
Mitchell Resnick: How do we keep the learning in kindergarten to carry foward.

Will this new tool HELP me you them UNDERSTAND

Development as a profesional

The only constant in life is change.

rigor, relevance, relationships – the “new” three r’s from Dennisar via Twitter

Each person should have a personal learning network, first in school and then online.

Continue the conversation at OpenPD

Online community is a model that should be replicated in schools. Teachers could get the point of throwing themselves in their learning.

DuFour Book On Common Ground.