The Fully Informed Administrator: Distance Learning Basics and Best Practices - Session 1 (part 1) - Free Educational videos for Students in K-12 | Lumos Learning

The Fully Informed Administrator: Distance Learning Basics and Best Practices - Session 1 (part 1) - Free Educational videos for Students in k-12

The Fully Informed Administrator: Distance Learning Basics and Best Practices - Session 1 (part 1) - By Lumos Learning

00:05 Good afternoon and welcome to this workshop on distance learning
00:08 basics and best practices . My name is Mukunda .
00:12 Christmas for Me , one of the teaching assistants for
00:15 this class . I also started Lewis learning in 2000
00:20 and seven . No , me as a society or
00:24 in the middle of a crisis . You're presented with
00:27 a plethora of choices as we think about school reopening
00:33 , and none of them look right . It's overwhelming
00:37 and frustrating . As a school leader , you're having
00:42 to make choices that will have a huge impact on
00:46 the learning outcomes on the safety off thousands of students
00:50 and families in your community . It's an enormous responsibility
00:58 . Technology and distance learning are not perfect . But
01:02 in the current situation , digital learning methods offer a
01:06 practical and safely to help our kids continue to learn
01:13 . But there's no one solution that fits the needs
01:16 of every district . So it takes planning , ingenuity
01:21 , leadership and empathy to stitch together a solution that's
01:27 meaningful on works well for your school and district .
01:34 So we have an exciting call her today . She
01:38 could advance the slight please . Over 80% of you
01:45 are principals or assistant principals . We have superintendents ,
01:50 assistant superintendents , directors of curriculum and technology . Your
01:57 unique experiences truly create an opportunity to learn from each
02:00 other through this workshop . We have people from over
02:05 25 states from Maine to California that are registered in
02:11 this program , so an open dialogue could bring both
02:16 unique challenges and surprising solutions to the surface . An
02:23 important part of the symposium is the creation off distance
02:26 learning information kit . Your questions , ideas and insights
02:32 will be added to this knowledge repository and made available
02:36 free of charge to educators and school leaders throughout the
02:40 country . Even this entire course would be made available
02:45 freely so that other educators can benefit from this knowledge
02:50 and experience again . A very warm welcome to all
02:55 of you . Hope you will learn a lot and
02:57 help others learn a swell . You can use the
03:02 chat function to ask questions during the presentation on Mike
03:07 should be opened towards the end of this for questions
03:11 and answers . Without any further ado , let me
03:15 introduce Professor Rogoff . I was a student in his
03:19 class 15 years ago . I feel blessed that I
03:24 had the opportunity to learn from him . You and
03:26 today he's a great teacher , mentor and a friend
03:32 . Professor , Thank you so much for putting together
03:35 this workshop to help school leaders quickly learn the basics
03:39 and best practices related to distance learning . Please take
03:43 it away . Okay . Thank you very much .
03:46 My pleasure . Thank you for joining us . Everyone
03:50 , uh , let me do a little bit by
03:51 way of background . So , uh , let me
03:56 just add one piece to Mackenzie's story . So Macondo
03:59 was a student in Annexing Univ . MBA program that
04:03 I was teaching in and his kids were young at
04:09 the time , and he was living in New Jersey
04:12 and his kids had to prepare for New Jersey State
04:16 Assessment tests , and he saw that the prep materials
04:20 that the school gave out didn't match what the exam
04:24 had on it . And he said Somebody should create
04:28 materials that air . Relevant to what ? This what
04:31 these exams are . And that became the beginning of
04:35 Lemos . He became the traditional entrepreneur of starting a
04:39 business in his basement , and he's plugged away at
04:42 this for 15 years , growing the growing the number
04:47 of products he has and growing the number of people
04:50 who uses products . Andi , hey deserves a huge
04:53 amount of credit and he's always had . Pardon me
04:58 , a dedication thio doing something that works for students
05:04 and teachers , and I think you'll see that continues
05:08 today . Hey asked me to do some interviews with
05:13 educational leaders to see how people were coping with the
05:18 emergency move toe online teaching prompted by Cove in .
05:22 And I did . I did that . I wrote
05:25 a white paper , which is on the loo ,
05:27 most side . But I learned a lot , and
05:31 one of the things I learned is that people need
05:34 to get an overview of this very complex system that's
05:38 , uh , called online learning . I've had some
05:41 experience with online myself , developing programs I've taught using
05:46 multiple platforms , um , in a pure online in
05:50 the hybrid in in various ways . Um , my
05:54 first experience with online was I worked with a group
05:58 at N . Y u New York University that was
06:01 interested . New York University was interested in investing a
06:05 serious amount of money in creating programs that basically would
06:10 replace teachers Onda having then spent millions of dollars .
06:14 They came to the conclusion that's not so easy to
06:17 dio . And so that idea didn't work . Um
06:20 , I guess course . Sarah is a sort of
06:23 system that exists with that approach in mind . It's
06:27 like we don't need teachers . We're just gonna do
06:29 this in a strictly online format and it Z ,
06:34 you know , certainly useful to a point . But
06:36 it's not a replacement for for school . So let's
06:42 go forward . Let me give you some context .
06:45 Um , for this I believe we're in the middle
06:49 of a cycle of technological change in education . The
06:52 process of technological change is very well understood , and
06:57 its most basic form . It's three steps . There's
07:01 a ferment where new replaces old . And if you
07:05 wanna talk about cars , say , Or you could
07:08 do this with anything , um , telephones or whatever
07:11 , but with cars , um , you know ,
07:14 cars replaced , um , horse drawn carriages on Gwen
07:19 That happens . New competencies air necessary . So you
07:24 need to know how to start a car , how
07:26 to drive a car , how Thio operate the equipment
07:31 on a car . You don't need to understand how
07:33 toe read the horses mood . That was a competency
07:38 of the previous generation of transportation on DSO . We're
07:43 sort of in this stage , right so firm it
07:46 ferment where new is replacing old and new competencies are
07:51 necessary . So we're when this is going on ,
07:55 you are seeing lots of experimentation . You know ,
07:58 those of you have been to a car museum and
08:01 you look utterly cars . There's just a huge variety
08:04 of designs , you know , cars with three wheels
08:07 , cars with not steering wheels , but sort of
08:10 sticks that control the car cars where the brake is
08:15 on the hand and the gas is on the foot
08:17 on . Do this over a period of decades ,
08:21 you get this convergence of design , and now we
08:24 live in a world where basically cars or cars ,
08:27 you know , it's like a PSA four door sedan
08:30 is pretty much a four door sedan , and S
08:32 U B is pretty much an SUV . So there's
08:35 not that much distinction , this convergence of design that
08:39 will happen in education . It has not happened yet
08:43 . We will get to see this , probably over
08:46 the next 5 to 10 years . You get the
08:49 pleasure of managing in a system where all of this
08:54 change is going on and you're under enormous pressure because
08:59 of the environment with caused by the covert pandemic .
09:05 Um , so some truths about online teaching , um
09:11 , one is it takes longer , so people have
09:15 an expectation . Some teachers have an expectation We haven't
09:18 done it . Oh , this would be so great
09:21 . I can save time . The only thing you
09:23 save is a commuting time . You don't save time
09:26 in preparation . Preparation takes longer . Um , you
09:30 need to be careful about it . You need to
09:32 be thorough about it . Um , you need Thio
09:36 . You need to break students assignments and work into
09:40 smaller chunks because attention spans are shorter , you know
09:46 ? Think about it . You know , a student
09:48 is sitting at home . Well , you know ,
09:50 he can play with the dog while there's online class
09:53 going on play with the dog watch . The television
09:57 uses phone , etcetera , etcetera , etcetera . So
10:00 you really need toe hold their attention . And one
10:02 way to do that is to break everything into smaller
10:05 pieces . Um , this requires mawr intensive management by
10:09 the teacher and mawr intensive preparation . Therefore , teachers
10:15 need to reduce their expectations for classes they're not gonna
10:19 be able to cover . You can't just take their
10:22 syllabus . That was in class . And now put
10:25 it on zoom and expect that you're gonna now cover
10:30 all the same material you need to have these detailed
10:33 class agendas , you need to budget more time for
10:37 preparation . You need to have these smaller segments ,
10:39 and you need to actively involved the students in the
10:43 class . I'm gonna try to do this with with
10:46 this program today and in subsequent weeks . Although I
10:50 have to tell you , I'm going to sort of
10:51 violate my own guidance today just because I'm trying to
10:55 cover a lot of background material about what the tools
10:59 are for online learning . And in subsequent weeks ,
11:03 we'll spend more time in interactive formats working with them
11:08 to solve particular issues that you may have . So
11:12 if you're going to be a successful manager in this
11:17 environment , a few guidelines you need to be an
11:21 incrementalist . You cannot accept that you can win with
11:27 everyone on every issue you need toe except progress rather
11:33 than perfection . You need to expect that some people
11:38 are gonna get it like this , and other people
11:40 are never going to get it . Um , you
11:42 need to use positive reinforcement . Well , that's perfect
11:46 for principles and education administrators , because by and large
11:51 you have nothing else that you could give that you
11:54 know you can't give them money . You can't give
11:56 them bonuses . You can't give them time off .
11:59 You know , what you can do is give them
12:01 positive . Really ? Enforcement . The good news about
12:04 that is this is the single most , um ,
12:08 powerful tool for reinforcing behavior and getting people to continue
12:15 on A on a track that you've said for them
12:18 . You want people to work in teams to create
12:21 problems , to solve problems and to create plans .
12:24 This is sort of like a flip classroom . You
12:27 wanna be transparent and support open discussions because this is
12:35 what gains trust . This is what makes you a
12:38 part of the team . This is what helps them
12:40 want to please you and supporting you . And you
12:43 need to be empathetic for all the problems they're going
12:46 through . So , yes , you've got problems .
12:49 You have issues that you're dealing with . You can't
12:51 lose sight of the fact that you need to understand
12:55 where they're coming from and how they're for lack of
12:58 a better word suffering as they make this transition as
13:02 well . So one of the things I learned about
13:06 doing this white paper was that there's sort of ,
13:10 you know , the haves and the have nots ,
13:13 and I would say that these six or seven things
13:17 are what are most important for separating the haves and
13:20 the have nots . So the , you know ,
13:24 a good at home Internet connectivity makes a huge difference
13:30 . Obviously , you know this . Some of you
13:32 certainly have students who don't have any Internet connection at
13:36 home . How difficult can we make it for them
13:40 to participate in education when it moves out of the
13:43 classroom ? If they have parents with technology knowledge and
13:48 a willingness to participate huge Plus if they have devices
13:53 to support at home learning so they have reasonable devices
13:58 that fit with your system ? Um , that air
14:01 , not 10 years old , beautiful . If you
14:04 have I t support and staff in schools that can
14:08 provide support on a continuing basis to teachers and students
14:13 and parents . The answer questions as they come up
14:17 . That's a beautiful , beautiful thing . If you
14:21 have teachers already have technology knowledge . Not everybody has
14:25 this . Uh , the ones who do are going
14:28 to get it quickly and move . The other ones
14:30 need much more time and loving care . Um ,
14:34 you need a program for ongoing teacher training for everyone
14:38 because I'm sure you've had this experience you learn by
14:42 doing with this technology , you cannot watch a five
14:46 minute video that shows you how to use Google Classroom
14:50 and then just being an expert in using Google Classroom
14:53 , you need to watch . You need to try
14:55 . You need to bump up against problems you need
14:58 to solve those problems . And this is everyone's experience
15:01 in learning to use technology . And you need a
15:04 great suite of digital tools and we'll go through that
15:08 . You know , that's a pretty long roster of
15:10 of items . Okay , so our goals in this
15:14 program I've given some background . Our goals in this
15:16 program is to review with you the challenges with distance
15:20 learning . Thio give you the fundamentals of supporting technology
15:24 to go through curriculum issues and strategies . This is
15:27 gonna be a little bit more in later sessions .
15:30 We're gonna talk about the importance of organizational structure and
15:34 staff training again a little bit more in later sessions
15:37 and socioeconomic socio emotional support for everyone in the process
15:43 . And and I think that's very important is that
15:47 we want to give you a focus solution to what
15:51 your situation is , and so we want you to
15:56 feel free . We're gonna ask a few people to
15:59 be volunteers in this process . Um , Thio ,
16:03 you know , come forward and share with us what
16:05 they're dealing with , what the issues are . And
16:08 then we can everyone can share . We can talk
16:12 about what solutions might be and help you come to
16:17 a good answer for moving on and solving solving your
16:22 problems . So the program structure is flexible and collaborative
16:26 . We're going to do with the Israel case studies
16:28 . We're gonna have discussions . We're gonna be sharing
16:31 knowledge and experience . You bring a lot to this
16:34 . You're all professionals with experience , you know ,
16:37 and we want you to to share that knowledge with
16:40 each other . It's interactive . We're gonna use chat
16:44 along the way , will hold some polls and surveys
16:46 were gonna provide you with references which will become a
16:51 sort of curated list of resource is that you can
16:55 go to way after this program is over . So
16:59 we put a lot of effort into finding what we
17:03 think are are are a good list of various types
17:08 of tools and videos and readings . Uh , don't
17:13 burden you much nut that air efficient in terms of
17:16 using your time , but cover a lot of these
17:19 issues . We also we're gonna provide everybody with a
17:23 certificate at the end of the program . And those
17:26 of you who would like to get continuing education credits
17:30 or professional development credits were registering with the University of
17:34 Georgia roster for this . But if you'd like us
17:39 toe work with your local organization or your professional organization
17:44 so that you can use this program for credits ,
17:47 you know , just let us know we'll do whatever
17:50 would be helpful in that .



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