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

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
Summarizer

DESCRIPTION:

OVERVIEW:

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

This page not only allows students and teachers view Session 3: Fully Informed Administrator- A Hands-On Workshop on Distance Learning Challenges(Part-1) videos but also find engaging Sample Questions, Apps, Pins, Worksheets, Books related to the following topics.


GRADES:


STANDARDS:

Are you the Publisher?

RELATED VIDEOS:

Ratings & Comments

Rate this Video?
0

0 Ratings & 0 Reviews

5
0
0
4
0
0
3
0
0
2
0
0
1
0
0
EdSearch WebSearch