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shared by Jill Bergeron on 12 Jan 15 - No Cached

John Irving, the author of The Cider House Rules, begins with his last sentence: I write the last line, and then I write the line before that. I find myself writing backwards for a while, until I have a solid sense of how that ending sounds and feels. You have to know what your voice sounds like at the end of the story, because it tells you how to sound when you begin.
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That is the crux of lesson planning right there -- endings and beginnings. If we fail to engage students at the start, we may never get them back. If we don't know the end result, we risk moving haphazardly from one activity to the next. Every moment in a lesson plan should tell.
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The eight minutes that matter most are the beginning and endings. If a lesson does not start off strong by activating prior knowledge, creating anticipation, or establishing goals, student interest wanes, and you have to do some heavy lifting to get them back. If it fails to check for understanding, you will never know if the lesson's goal was attained.
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shared by Jill Bergeron on 14 Mar 16 - No Cached

If a school were to alter their approach for teaching boys, a priority would have to be placed on hands-on experiences, constructing knowledge at their pace, and not placing such a premium on assignment deadlines or the printed and written word.
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Another idea is to allow students to dictate their writing using voice recognition software. This circumvents the oft-cited complaint of boys that they hate the physical act of putting words on paper. This deficit is supported by research that shows boys develop more slowly than girls in fine motor skills, a critical skill for writing.
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we need to rebuild schools and make them more accommodating for how boys learn.
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...2 more annotations...
The best part of this approach? That both genders would benefit from changes that would be made if educators more closely considered the needs and interests of males in the learning process.
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Offering appropriate challenges, lots of choice, reasonable accommodations, and opportunities to be active are strategies that allow for all learners to be more successful and less frustrated with school.
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shared by Jill Bergeron on 09 Jan 14 - No Cached

shared by Jill Bergeron on 03 Sep 14 - No Cached

A Maker is an individual who communicates, collaborates, tinkers, fixes, breaks, rebuilds, and constructs projects for the world around him or her.
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Making loves the process and allows the teacher to move fluidly between levels and subjects. When I designed a middle school level Forces and Motion unit, NGSS MS-PS2 dovetails nicely with CCSS Mathmatical Practice.
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Great projects, on the other hand, are opportunities for learners and teachers to collaborate with those around them.
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As such, my students and I might spend weeks asking ourselves inquiry-driven questions and checking out online resources (such as those listed below) as brain fodder. Collaboratively, we narrow down our choices. I use my voice in the process as sparingly as possible, but I do guide my learners to projects which reflect our subject area, my own expertise, and my strengths as an educator to projects which can be completed in the time allotted. Lastly, we determine if we have the right resources and tools. It's a messy process, but the results can be incredible.
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If you're looking for more about Making, check out these resources: Makerspace.com Makered.org DesignMakeTeach.com Makezine.com Instructables.com #makered & #STEM on Twitter Inventtolearn.com
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