Session 3: Fully Informed Administrator- A Hands-On Workshop on Distance Learning Challenges(Part-1) - Free Educational videos for Students in K-12

Session 3: Fully Informed Administrator- A Hands-On Workshop on Distance Learning Challenges(Part-1) - By Lumos Learning

Transcript


00:04	Okay , so this session three in this Lou most
00:09	learning Siri's about helping helping administrators and educators become is
00:19	fully informed on distance learning issues and practices . And
00:26	today we're gonna combine a lot of material that we've
00:29	looked at in the last two sessions where we focused
00:33	on , uh , curriculum and technology , and we're
00:38	gonna look at it a little bit , wrap it
00:40	all up a little bit and talk about it from
00:42	the administrators point of view . So the program goals
00:46	just to , you know , just thio show them
00:48	again is we're talking about the fundamentals of supporting technology
00:54	. We've We're talk , we will talk mawr .
00:57	And we've already talked quite a bit about curriculum issues
00:59	and strategies . The challenges of distance learning , which
01:03	I think is going to be the major subject for
01:04	today . The importance of organizational structure and staff training
01:09	be a big focus for next week . Soc oh
01:12	, emotional support for everyone who's involved in this process
01:18	. And everyone who's , um , you know ,
01:21	stuck at home . But certainly for everyone who's involved
01:25	in education , using these technologies and focused solution proposals
01:33	and situation and participants situation for your situations , we're
01:38	gonna talk a bunch about that today and we'll talk
01:41	about it more in subsequent sessions . So just to
01:45	review our sort of clock chart of the entire system
01:51	, this entire thing is the distance learning , uh
01:57	, system , universe , ecosystem , whatever you'd like
02:00	to call it , and we can start up here
02:03	there with learning systems . This is the learning management
02:07	systems , digital learning , digital assistance , professional development
02:12	programs . Um , and you know , this is
02:16	like Google . Google classroom is up here . The
02:20	delivery systems , the classroom management systems for keeping track
02:25	of things like attendance and managing the classroom . And
02:29	, in fact , something like what we're doing here
02:31	the using zoom for clip for a group session .
02:36	Um , and then we have instructional and curriculum systems
02:42	. So this is instructional design tools curriculum management .
02:47	Uh , this is like I ready or Lou Most
02:51	learning management systems . This is , um , everything
02:57	that keeps track of it from an administrator . A
03:00	teacher's point of view , the communication systems for the
03:05	administrators and teachers communicating , communicating with each other ,
03:09	communicating with students , communicating with parents . And then
03:14	up here we way spent time last class . I
03:18	think talking about security is extremely important . Issue hardware
03:23	systems network and connectivity issues , which , of course
03:27	, becomes a huge issue for those with those students
03:30	and families with poor systems . So with poor conductivity
03:35	. So anyway , this is the universe we've sort
03:39	of covered all aspects of this . We're gonna go
03:42	back and delve into more . But from here on
03:44	, we're gonna be talking about the integration of these
03:47	issues to create strategies and to solve problems for for
03:53	managers . So those of you who were here last
03:56	week will remember this slide where we talked about setting
04:02	priority standards on gonna hand it over Thio Mukunda ,
04:09	um , to go through this slide and the next
04:12	slide , uh , to just review this actually in
04:16	a little bit more detail than we did last time
04:18	. So , Mukunda , whenever you're ready , Thanks
04:21	. Uh so in session to Professor Rogoff highlighted that
04:27	you have lot less time for instruction in the context
04:30	of distance learning . Andi . He also discussed some
04:33	of the strategies on how to condense and sharpen the
04:37	focus off your curriculum plan without compromising on the critical
04:42	standards . So specifically , we discussed how the coherency
04:47	map is a helpful tool in this context . So
04:51	, as you can see in the picture here .
04:53	Just a quick recap . If you look to the
04:57	left off the standard that you're observing , you can
05:02	identify the foundational standards . And why is that important
05:06	? Because knowing what those standards are helps you do
05:13	the , you know , address those somewhere learning glass
05:16	or the code loss and looking to the right off
05:20	the standard that tells you that the standards that are
05:25	going to come in the future so that are dependent
05:28	on the mastery off $3 enough dot a 30.0.1 .
05:33	So as I was thinking about this and the prioritization
05:37	, it occurred to me that , you know ,
05:38	if you had a comprehensive list of standards by great
05:42	and subject , that would really help drive the coherency
05:47	based priority rank . Right ? So thanks to my
05:51	amazing RND team , they actually whipped up a report
05:56	that I think is very cool and useful . So
05:59	let me quickly show you , Professor , if you
06:01	could click on the link , uh , let's go
06:04	to the website . I just click on the image
06:12	or the link , Ural . Excellent . And so
06:20	when you first open this page , it asks you
06:23	to select your state . One signal , uh ,
06:26	could go back and refresh the page . Let's select
06:29	the state because the standards would be hit . Refresh
06:39	. Little asked the excellent . So you can select
06:42	Florida , the sunny state , and then select user
06:46	pipe as a teacher or school leader will be the
06:50	same . See Excellent . Thank you . And now
06:54	, if you could scroll down , you can also
06:56	close that cookie policy message . It's coming in the
07:00	way . It's the bottom , right ? So as
07:06	you can see the top , it gives you buttons
07:09	to select grade and subject . So let's go ahead
07:12	. Select Professor Rogoff , The fourth grades a math
07:17	. You scroll up . I just curl up so
07:26	that you see the buttons at the top . Sorry
07:29	, this'll 14 g a one . No , go
07:33	up . You need to scroll up using the scroll
07:35	board . Oh , I see . Okay . Well
07:36	, then select Matt Perfect . So what it's showing
07:43	you now is a list off standards for fourth grade
07:49	math , and it is showing the Florida standards .
07:53	So if you selected since state California , you're going
07:56	to see the common core standards , and it also
08:00	groups them by a different domains on . You can
08:03	also look up the definition of each of these standards
08:07	, Uh , that's available readily for you . So
08:10	if you could scroll down a little bit , as
08:13	you can see here , let's stay on this for
08:15	a second . I can quickly tell that MFs 0.4
08:22	dot 1.1 has to foundational standards and one dependent standard
08:31	. Right . So now if you look at ,
08:33	for example , the one below that which is empty
08:37	10.1 or two , it tells me that that's a
08:41	very important standard , because that is going to be
08:44	foundational to a number of things that the students would
08:47	learn when they graduate to fifth grade . So definitely
08:51	if I had to come up with some kind of
08:53	a priority . Uh , and this chart helps me
08:58	quickly tell that oh , emptied out Wonder , too
09:02	, is a high priority standards . So we need
09:04	to covered that adequately . And so it's very simple
09:14	, easy to use , uh , and it helps
09:16	you plan your curriculum . So the link to this
09:20	is available in the Power point and also replace that
09:24	link in this chat s so you can explore and
09:29	share your feedback . And , uh so that's really
09:33	all I wanted to share about this new , simple
09:35	, exciting report our Professor Rogoff back to you .
09:41	Okay , Thank you . You know , thank you
09:43	very much . Eso let me say I , you
09:50	know , in speaking to people and in thinking about
09:54	this , um , I thought so many of the
09:57	issues that you , as administrators , as principles Aziz
10:02	managers are dealing with really falls under the rubric of
10:06	what's called resource based stretch . Strategic analysis . And
10:11	what does this mean ? It really means that you
10:14	start off with fundamental restrictions on resource is that are
10:21	very hard to change , right ? So , you
10:23	know , you can't change your budget that easily .
10:26	You can't magically higher 30 new teachers . Um ,
10:30	you've got to deal with constraints that are rigid ,
10:35	and that dictates a certain kind of thought process and
10:41	strategy planning process , which is , you know ,
10:45	quite well known . And so these are the four
10:48	steps involved in this , and I think you'll see
10:52	that when we're gonna be speaking . You know ,
10:54	we're asking inviting everybody to participate , but we're we
10:57	have done Dr Patterson and , uh , Dr Perry
11:02	, who were going to be , uh , you
11:04	know , speaking first , you'll you'll see that a
11:08	lot of the issues that we're all dealing with in
11:11	this world fall into this heading . So first you
11:16	need to identify the resource is that you have You
11:20	need to define your capabilities . So you need to
11:22	honestly think about what are my strengths and weaknesses .
11:25	You know what ? What do I do the best
11:27	and what ? Oh , I really suffering with not
11:29	being able to do well . So , you know
11:32	, technology , maybe your strength or having strong ,
11:35	very personally connected teachers with your students is your strength
11:41	and your weakness might be that your class sizes large
11:45	or that you are Technology in certain areas is weak
11:50	based on those two things . What resource is ,
11:53	do I have and what are my fundamental capabilities ?
11:56	Strengths and weaknesses create a strategy that works within those
12:01	constraints . Then you can identify resource gaps and some
12:06	possible actions to fill them . Of course , this
12:10	has to be something that you're you could do over
12:13	time because you're not going to solve all your problems
12:18	right away . You're not gonna get tons of new
12:20	resource is immediately , but this may be where you
12:23	think about Well , I need to make an appeal
12:26	to the district . I need to go to the
12:28	legislature . I need to go to the P t
12:31	. A . And I can fill a few of
12:34	these key gaps . So anyway , I just wanted
12:36	to sort of lay that out for people as ,
12:39	ah , way to think about this as you struggle
12:42	with your constrained resource is as you try to figure
12:47	out what's next . So , uh , Dr Patterson
12:50	, thank you very much . I see you joined
12:53	the meeting , which I'm very happy about . I
12:55	interviewed Dr Pedersen for the white paper that we did
12:59	and posted on the look most website . He has
13:02	a very interesting school on . Duh . He's a
13:07	very , um , accomplished and thoughtful administrator . So
13:13	I'm gonna ask you toe to share with us .
13:15	Um , hell , you know , tell everyone away
13:19	the participants what your situation is and what your school
13:24	does and how you manage through a lot of that
13:27	during the first move through online education . Maybe on
13:32	your way to the second one . Yep . So
13:35	you were right about everything . Except for it's pronounced
13:38	Peterson . I would . My grandfather would be upset
13:40	if I didn't correct that . Oh , no ,
13:43	he's the priority . Okay , Well past his soul
13:48	. But yes , he would . He would he
13:49	would have let me get away with that . So
13:51	thank you , everyone . Um you know , it's
13:53	it's and and and I would thank you for We
13:56	had a very , very interesting conversation and I think
14:00	even Arctic Aziz , we were having the conversation ,
14:03	even articulating some of the things . I didn't realize
14:05	it until you started asking questions about , uh ,
14:08	kind of like almost meta cognitive about what we actually
14:12	did . I think the not to be cliche ,
14:15	but I think that the best advice I think all
14:18	of us would have would agree is that old proverb
14:22	of you don't dig a well when you're thirsty .
14:27	And I think there's a lot of truth to that
14:30	. And because we were in a position , we
14:32	, uh , I'm the superintendent of three schools in
14:35	their in their , uh , technical high schools .
14:38	We have 2300 students . We were very fortunate because
14:41	we had already laid a lot of the groundwork for
14:44	online learning , adding some components to that 1 to
14:49	1 one toe . One devices for every student and
14:55	then requiring all of our teachers toe have some online
14:58	component as well , so that initial transition from which
15:02	we call like emergency remote transition was bumpy , but
15:07	I in hearing and listening to some of my other
15:10	colleagues around the state as well my county , state
15:13	and beyond was that it wasn't as bumpy as some
15:18	others . Onda , of course , we do have
15:20	the luxury of having all high school students , which
15:23	changes that just changes some of the difficulty levels of
15:27	a swell . So what ? We were fortunate .
15:30	And I think the first thing we did was we
15:32	thought it was only gonna be two weeks . So
15:34	we just mimic the schedule that we had during the
15:37	day and then quickly learned that did not work .
15:40	And that was a disaster because you couldn't replicate those
15:45	45 minutes or even double period classes . It just
15:48	when you're looking at online learning it Z . It's
15:52	supposed to be flexible for reasons , and you're supposed
15:54	to work at it and use curriculum and develop the
15:58	Quicken for it differently . So once we realized that
16:02	we really hit our stride about three weeks , Then
16:04	when we got together , another scheduled , that with
16:07	the support of the teachers and input from the teachers
16:11	and the students , that that was something a little
16:13	bit mawr that allowed the students to Thio see their
16:18	student of their teachers on a regular basis , but
16:21	also had a lot of that time to do individual
16:24	projects . So it was something that you would Seymour
16:27	in colleges so that there's check in times . But
16:30	there was also a lot of independent work done as
16:33	well . And , uh , I think the other
16:36	thing that was crucial was communication . So we didn't
16:40	know what the future held . Actually , today we
16:44	still don't or least in my state . We're still
16:46	not sure about what's gonna happen , depending on what
16:49	, what , what news site or website you go
16:52	to . But even during this summer , I'm still
16:55	meeting with my teachers and administrators on a weekly basis
16:59	, letting them know I still don't know exactly what
17:01	it looks like . But here are some of the
17:03	things that we're talking about , and I think that
17:05	transparency of just like here's what . Here are my
17:07	thoughts . Tell me what I'm missing . And we
17:10	sent out a just a tentative schedule . What we
17:16	think September would look like for us , even though
17:18	we know that it's constantly changing . Um , at
17:22	least they see that occurring and they've had their input
17:25	. And we've kind of vetted it through the teachers
17:27	, the unions , the students , the parents ,
17:30	uh , even members of the community . So we're
17:34	in a good as good a place , I think
17:35	is anybody could be now on . One of the
17:38	last things we did was we really tried to up
17:40	our game when it came to preparing for this year
17:44	. So we're really want to make sure that the
17:46	remote emergency remote learning was one thing . But now
17:50	the expectation is going to be much higher . We
17:52	really just took what we were doing in the classrooms
17:56	, and we tried to transition it toe online .
18:00	Now , knowing that there's a good chance that so
18:03	we're looking at it from two different ways . Whereas
18:05	before our primary was physical , uh , instruction that
18:11	we had to supplement with the virtual . We're looking
18:15	the other way now where we're really going tohave base
18:19	, our virtual learning and supplemented with physical face to
18:23	face interactions . Whether that's once a week , whether
18:28	that doesn't start until October , whether that adds on
18:32	or whatever the case is . But having that flexibility
18:36	that that I've covered Edward or , uh So let
18:41	me let me ask you a couple of questions ,
18:45	and then we'll see if others have questions as well
18:48	. So , you know , I laid out this
18:49	thing . Well , you know , you need toe
18:51	accept the fact that you've got constrained . Resource is
18:56	if you had no constraints . You know , if
19:00	you had , you know , millions of dollars sitting
19:03	in your account that you could spend on learning ,
19:07	um , related tools and people and other things .
19:11	What ? What do you think ? How would you
19:14	spend it ? You know , if your strengths came
19:16	off , what would you dio ? Okay , that's
19:20	so funny to tell . Ah , public school educator
19:23	, that who's who's been always strapped for money .
19:25	What would you dio ? I think what I would
19:28	do is the first thing is thio decrease The digital
19:31	divide is ensure that Internet is accessible toe 100% of
19:38	the students . That has to be that , you
19:40	know , and that every student has a device .
19:42	So those were two things . We were fortunate .
19:44	We were , uh , and then some of the
19:46	local cable companies allowed for free WiFi . So that
19:51	was good , I think , though , as a
19:53	legislator , I think that in times of those situations
19:57	. I think that I would advocate that communities require
20:02	that from their cable companies or secular companies that ,
20:06	hey , for students , there has to be hotspots
20:09	. We're preparing right now because when we did our
20:12	our follow up , we realized that there is about
20:14	10% of our our students who don't have access to
20:18	any kind of cable or WiFi . And we are
20:21	looking to do purchase things that it's costly to do
20:25	that , um , the other . You know ,
20:27	what we also learned to is that some students told
20:30	us they were able to do some of their sandwich
20:32	what they were doing it on their phones . So
20:36	the other thing is , I think that there would
20:40	be there is a need for additional tutoring 1 to
20:47	1 when you're doing remote learning . So that this
20:50	way there is additional time . So even if there
20:52	were once again if you gave me a blank check
20:56	, so I'm going forward here . So if if
20:58	a teacher had a like a college level where you
21:01	have ah , teacher , assistant or professor's assistant ,
21:05	you know a ta ta or one or two ta
21:08	So in our world that could be , you know
21:10	, our professional to power professionals to assist with the
21:13	homework overnight , even though it's supposed to be done
21:16	individually just to provide that assistance . I would do
21:19	that . Also , I would provide some additional training
21:23	for parents on how to help them . This was
21:25	really hard . This was really hard because they didn't
21:28	know . And when you're changing things , parents don't
21:31	know even to go . Where did they go for
21:33	help ? So for those kind of things , I
21:36	think just to provide that further infrastructure , uh ,
21:39	making and also making we made an assumption that our
21:42	teachers had all their devices . We had to provide
21:44	them with updated devices . We even had one teacher
21:47	who didn't have Internet , so we had to make
21:51	sure that that was that was addressed well . So
21:54	way had Thio to work out that problemas well ,
21:58	so I think those things . But I think there's
22:00	in some cases there needs to be additional time in
22:03	additional resource is for students because that that flipped learning
22:09	is a great idea , and when it works ,
22:11	it works fantastic . But if there's no other resource
22:14	that they have , like a just a But you
22:16	know , opportunity for someone to assist them with it
22:20	. And teachers can't be there at eight o'clock tonight
22:23	to do all this . So that would be beneficial
22:25	so that you have another crew . May be ready
22:28	after hours . Yeah . Did you Did you have
22:32	any teachers who just flamed out on being able to
22:35	use online tools ? Yes , there were some we
22:39	were able to maintain to keep the , uh to
22:42	keep it going . And we had our supervisors would
22:44	then come out , come sometimes come in and do
22:46	an assist . And they would do some team teaching
22:49	, and that was very beneficial . But for some
22:52	, uh , Azzawi said we were way had prepared
22:55	. We required every teacher toe , have some online
22:58	learning . But , you know , in certain areas
23:00	, it was in certain areas , like English .
23:04	We had a We had one of my teachers who
23:06	he submits things to online platforms and for model lessons
23:10	. So he was He was already looking to the
23:12	next level . But we had other areas and subjects
23:14	like How do you do that for welding ? How
23:17	do you do that for cosmetology or even phys ed
23:20	? How do you do that ? So those were
23:21	harder and we struggled creatively . Just trying to make
23:26	sure that we had something going on up into the
23:29	bitter end . Yeah , um I mean , I'll
23:37	say this . I think part one of the one
23:41	of the limitations I should say of training is that
23:47	you don't really learn this stuff until you use it
23:50	. So you you could do the training , you
23:53	know , so you could do the training . You
23:55	know , in the summer , three months later ,
23:57	when you actually have toe turn on the computer ,
24:00	it's all new to you , and you've not really
24:02	used it , and you've not thought about it .
24:05	And , you know , you're sort of , you
24:07	know , you're you're climbing the learning curve again .
24:10	And , um so you know what's what's the answer
24:17	for that ? I mean , the fact that a
24:19	lot of teachers are going to forget how to forget
24:22	what the tools are going to stop being comfortable with
24:25	them . Um , you know , is there a
24:28	non ongoing mentoring ? Was the training something that they
24:32	could access whenever they needed it ? And we changed
24:36	our models , And I think everything you said ,
24:40	the answer is Yes . Yes , yes . You
24:41	know , I think we have to concentrating . And
24:44	if not , we slip back to where remote learning
24:47	becomes The new version of Dido's Mhm , which is
24:54	just a fancy , Did so fancy Dido So that
24:57	do this , uh , you know , do the
24:59	presentation , do you know ? And it's just a
25:01	variation of what we did . You know what you
25:04	know . We got away from from the eighties and
25:06	the nineties . Eso I think there's a lot of
25:09	I think , for some teachers , it may also
25:12	be harder for them . And I , you know
25:17	, I paused just because this isn't true for everyone
25:20	, but I think because a lot of them or
25:23	some some , some could be in such an analog
25:26	mod that their creativity stops in the analog fashion .
25:31	So , you know , I'm thinking back to when
25:33	I was an English teacher and we would cut apart
25:35	poetry to see just by the lines to see how
25:38	it fits . And it was an actual tactile .
25:40	You cut out and to see rhyme schemes . Uh
25:45	, maybe there could be some teachers that don't understand
25:47	that there is . There is a digital equivalent to
25:51	that , you know , or you know where teachers
25:54	who would have done . Really , Scavenger hunts don't
25:56	realize that you can do , uh , digital scavenger
25:59	hunts as well . So I think that if I
26:00	could somehow figure out how we could help the divide
26:04	or that to translate that that would be beneficial .
26:08	Yeah . Yeah . So Jan Perry posted a comment
26:12	in chat , and we're gonna talk to her more
26:15	in a minute . But she posted a a comment
26:21	saying , You know , there's a huge number of
26:23	tutorials available on YouTube and Google , um , which
26:28	is absolutely true . And many of them are quite
26:30	excellent . Yeah . You know , I have to
26:36	say my experience with teachers who are , you know
26:44	, sort of not comfortable with the technology . Is
26:47	there not even comfortable with YouTube ? And they're not
26:50	, You know , they really need tohave a person
26:53	. They're just in a mode of being taught by
26:56	people , not by watching videos . Um , well
27:00	, the you know the videos air . Great .
27:02	Yeah . You know , it's interesting you say that
27:05	because there really is no excuse . Not Thio .
27:08	Learn anything . I mean , you could learn how
27:10	thio should change oil in a car . You know
27:14	, selling or anything like that . And I think
27:16	maybe as I'm listening to you . You know ,
27:18	when we're providing teacher professional development , maybe the fun
27:21	thing is go to YouTube and learn and learn something
27:26	non educated on education , you know , whatever how
27:30	to make a flowerpot , how tow , whatever the
27:32	case is because do you remember for educators , I
27:36	think they regardless of whatever you you taught , they
27:39	taught you in , um , teacher college . You
27:43	usually started teaching the same way your favorite teacher taught
27:47	you like that was your default . That was your
27:50	Your default was like , you know , mine was
27:53	Mr Dello and Mr Ritchie . So even though they
27:55	taught me all these things , I went back to
27:57	being just that was guys and I was towards trying
28:00	to mimic them . And I think because they were
28:03	never taught anything that way , their default is .
28:07	But where is the will ? Show me the textbook
28:09	on YouTube and I'll read it and I'll figure out
28:11	how toe and I'm making kind of a little bit
28:13	of a joke . But I think that part of
28:15	the issue is is just that that once again ,
28:17	that transition because that's not how many people and many
28:20	of us , maybe many of us have learned for
28:23	that . Yeah , that's true . I I have
28:27	a friend who changed the engine on his car ,
28:29	and I said , How did how did you learn
28:31	how to do that ? He said , No ,
28:32	I didn't know how to do it . I just
28:34	followed a YouTube video . I think the engine are
28:38	put into one . And then think about Bloom's taxonomy
28:41	, where that even though that that guy who who
28:44	did that your friend was great . But the guy
28:47	who actually filmed the video was even I'm sure it's
28:50	even higher level of blooms . The fact that you
28:53	have to produce something and you're actually reducing this video
28:55	and breaking it down for somebody else who doesn't know
28:59	. I mean , that's that's real learning right there
29:01	. Yeah , absolutely right . Absolutely right . Yeah
29:04	. OK , thank you . We'll come back in
29:05	a second

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Session 3: Fully Informed Administrator- A Hands-On Workshop on Distance Learning Challenges(Part-1) is a free educational video by Lumos Learning.

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