Today, I co-led a full-day Speaking to Listen in the Age of Emoji workshop with Diana Potts and Mike Ritzius. Many thanks to Barbara Swanson, Associate Director for Professional Development at NYSAIS, for supporting us and Amy Brandt and Dennis Guidera of Steelcase Education for hosting us!
Here are our slides:
Here is the resource sheet we shared (with links to readings, resources, and handouts all in one space):
Here is the original description from the NYSAIS page:
The skill of effective communication has powerful influence in shaping school culture. Teachers, students and leadership are surrounded by feedback on a daily basis from the classroom to meetings to the playing field.
Understanding how to communicate can be the difference between listening to react and listening to understand. How one hears, processes and delivers feedback can be powerful in shaping the tone of personal and professional relationships. In this workshop, theory, practice and your experiences will be used to examine what it takes to host effective and productive conversations with colleagues and students.
This seminar, for teachers and administrators of all grades, will prepare participants to initiate better and more productive conversations with their colleagues, students, and parents. We will introduce a series of frameworks and skillsets which will enhance the way we speak and listen to each other.
This session includes:
- Identifying types of feedback
- Identifying perspective of knowings
- Supporting different ways of knowing
- Methods of hearing and giving feedback (even when you don’t want to)
- Empathic Listening:an exercise is listening
- Amygdala Hijack: identifying your triggers for grounded conversations
- Four-fold Practice: a framework for mindful conversations
- Levels of Speaking and Listening from Theory U: A framework for moving conversations to a co-generative space)
- World Cafe: Creating a space for conversations leading to invested action
Here are some photos from the day:
I’m proud to be an alumna of the Communication, Media, and Learning Technologies Design Program at Teachers College, Columbia University where I earned my MA (2001) and EdM (2016) in Instructional Technology and New Media. (The next step would be a Doctorate, but unless I get an honorary one like Bono, I’m not sure I have the willpower to do so…)
Professor Chang, my patient and helpful thesis advisor, invited me to speak with her core seminar students tonight about my “experience and expertise in implementing and learning with technology in the classroom.” I prepared the slides above to lightly outline and illustrate why I think curating a Personalized (or Professional) Learning Network is super valuable. I also included suggestions for how to locate and connect with people synchronously and asynchronously, online and offline, personally and professionally. For inspiration about what to talk about, I turned to the abstract for my EdM paper which is pasted below:
This paper considers that investing time in growing a Personalized Learning Network (PLN) by interacting with other professionals in the field synchronously and asynchronously, online and offline, socially and professionally will lead to the ultimate reward of being a more engaged, informed, and connected educator in the 21st Century. This inevitably will enable access to people and information that will further enrich the educator and their community. There are distinct advantages to building and leveraging a PLN to learn, share, network, and collaborate as a career teacher both online and offline. Additionally, maintaining a personal portfolio is a valuable resource towards professional growth and building your network as it helps educators engage in a metacognitive study of their own teaching and learning, legitimize their online presence, and expand their PLN. Much research points towards the value of growing a PLN and digital portfolio curation and the role these play in a 21st Century educator’s practice.
I’m leading a Teach21 professional development workshop this morning, Introduction to Sewable Circuits. Here’s the description for the morning plan:
Let us explore the A in STEAM by designing sewable (and wearable) circuits! By adding the Arts to traditional STEM goals, (Science, Technology, Engineering, Mathematics), we can embrace design, creativity, and integration. Let’s discuss interdisciplinary possibilities while creating a light-up wristband using a coin cell battery, conductive thread, and LEDs.
Click here to go directly to the webpage of shared notes or see the embedded document below: