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

Transcript


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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