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Jill Bergeron

10 Strategies To Make Learning Feel More Like A Game - - 0 views

www.teachthought.com/...30225

gamification teaching learning

shared by Jill Bergeron on 30 Nov 15 - No Cached
  • Jill Bergeron on 30 Nov 15
     
    Tips for how to gamify your classroom with small tweaks rather than big changes.
Jill Bergeron

Google for Education - YouTube - 0 views

www.youtube.com/eduatgoogle

gafe Google_Drive google youtube tutorial

shared by Jill Bergeron on 01 Jan 16 - No Cached
  • Jill Bergeron on 01 Jan 16
     
    Tutorial videos on Google Apps for Education, including Google Classroom.
stephawesomie

Roadtrip Nation | Classroom Resources | PBS LearningMedia - 0 views

www.pbslearningmedia.org/...roadtrip-nation

science roadtrip nation classroom resources project kid idea careers

shared by stephawesomie on 11 Jan 16 - No Cached
  • stephawesomie on 11 Jan 16
     
    archive of interviews focusing on "why" of career exploration for kids. Best for 7th and up?
Scott Nancarrow

Group Work That Works | Edutopia - 0 views

www.edutopia.org/...group-work-works

shared by Scott Nancarrow on 24 Jan 19 - No Cached
  • The most effective creative process alternates between time in groups, collaboration, interaction, and conversation... [and] times of solitude, where something different happens cognitively in your brain,
  • Unequal participation is perhaps the most common complaint about group work.
  • a handful of practices that educators use to promote equal participation. These involve setting out clear expectations for group work, increasing accountability among participants, and nurturing a productive group work dynamic.
  • ...10 more annotations...
  • Norms
  • sign a group contract
  • creating a classroom contract
  • roles must be both meaningful and interdependent.
  • ummarizer, questioner, and clarifier
  • randomizing teams
  • public sharing
  • Rich tasks: Making sure that a project is challenging and compelling is critical. A rich task is a problem that has multiple pathways to the solution and that one person would have difficulty solving on their own.
  • be mindful that introverted students often simply need time to recharge.
  • if you want to grade group work, he recommends making all academic assessments within group work individual assessments.
Scott Nancarrow

How to Stay Focused & Finish Your Homework with ADHD - 1 views

www.additudemag.com/how-to-focus-homework-adhd

adhd homework tips

shared by Scott Nancarrow on 07 Dec 17 - No Cached
  • Scott Nancarrow on 07 Dec 17
     
    Suggested strategies for HW management - both at home and in the classroom.
Jill Bergeron

Edunators -Reflective Teaching Questions - 0 views

www.edunators.com/...estions-for-teacher-reflection

TEACHER REFLECTION QUESTIONS reflection

shared by Jill Bergeron on 25 Apr 17 - No Cached
  • Jill Bergeron on 25 Apr 17
     
    These questions tie to classroom culture, lessons, student learning and teacher satisfaction.
Scott Nancarrow

How to Tap Memory Systems to Deepen Learning - MindShift - 0 views

www.kqed.org/...ory-systems-to-deepen-learning

shared by Scott Nancarrow on 29 Jun 21 - No Cached
  • When teachers have a better understanding of the brain’s memory systems, they can help students develop stronger study habits and engage them in deep learning. 
  • In classrooms, some students absorb and master these skills faster than others. Oakley calls these “race car learners” who zoom to the finish line. In contrast “other students have hiker brains,” says Oakley. “They get to the finish line, but more slowly.”
  • It’s also why many students struggle at following multi-step directions. It’s not a lack of focus. Their working memory simply does not have the capacity to “keep in mind” something like a five-step process –  unless they’ve practiced those steps so many times that it has become a routine that doesn’t require active thought. That’s why skilled teachers spend so much time at the beginning of the year establishing classroom procedures and thinking routines. These practiced routines can free up working memory space for students to learn novel material.
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  • Because many students don’t understand their working memory, they study ineffectively, she says. They read over their notes or stare at a list of vocabulary words and think “I’ve got it.” And they do have it in their brain – while they have their notes in front of them. But working memory is short term. Hiker students, in particular, need concrete strategies for moving material into long-term storage. 
  • Active learning is when “the student themself is grappling with the material,” says Oakley. “This really builds our procedural links in long-term memory. While you can be actively learning while you are staring at the professor, you can’t do that for very long.”
  • Offering brain breaks: Breaks are crucial to long-term memory formation. When students relax mentally, even for a minute or two, it gives their brain time to consolidate new learning.
  • Use the Jot-Recall Technique: Pause while teaching and help students check whether they’ve moved the material from working into long-term memory. Take one minute and have them jot down important ideas from class, jot down a sketch to visually represent their learning, or jot down key ideas from previous classes that relates to the topic at hand.
  • Teach Students How to Engage in Active Recall: Remember the student who looks at the vocabulary list and thinks they have it memorized? Teach students to regularly put away their notes or shut their book and see what they can recall.
  • Engage in Think-Pair-Share: Activities such as think-pair-share ask students to engage individually, engage with a partner and then engage with the class. In effect, they are interacting with the information three times in quick succession, helping strengthen their neural pathways.
  • Practice Interleaving: Interleaving involves mixing up practice problems instead of working on nearly identical activities over and over again.  This builds in active recall practice and cognitive flexibility as students have to consciously decide what information or procedure to apply to a given problem.
  • “The best way to make rapid progress is to make things tougher on yourself,” says Oakley, drawing on the concept of “desirable difficulties”,
  • And for those students who already feel like learning is a constant struggle? Remind them that speed isn’t smarts.
Scott Nancarrow

Can we keep SEL on course? - kappanonline.org - 0 views

www.kappanonline.org/ocial-emotional-learning-starr

SEL

shared by Scott Nancarrow on 28 May 19 - No Cached
  • Think of SEL as an aspiration, not an intervention.
  • Describe SEL in positive terms.
  • Be skeptical of metrics.
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  • Don’t define SEL as special education.
  • Reinforce the need for SEL throughout the system.
  • Think carefully about SEL’s relationship to educational equity.
  • Scott Nancarrow on 28 May 19
     
    Recommended in this week's Marshall Memo: "In this column in Phi Delta Kappan, PDK International CEO Joshua Starr says three things worry him about "the rapid and widespread embrace" of social-emotional learning (SEL). First, the concept has become "too fuzzy to be useful" - it can mean growth mindset, grit, anti-bullying, collaborative learning, classroom management, and more. Second, developers are creating social-emotional learning products and hyping them as ways to transform schools (if we purchase and implement them with fidelity). Third, says Starr, 'I worry that the SEL movement hasn't been careful enough to address the racial divisions that permeate American public education… It's no surprise that many critics have begun to push back on the idea that children of color need white educators to teach them to persevere and regulate their behavior.' Starr has these suggestions to get social-emotional learning back on track so that it makes a positive difference in schools"
Jill Bergeron

NAIS - NAIS Research: Budget Considerations for the 2021-2022 School Year - 0 views

www.nais.org/...-for-the-2021-2022-school-year

budget tuition

shared by Jill Bergeron on 20 Dec 20 - No Cached
  • Data from the NAIS Snapshot surveys of varying groups of independent school leaders reveal that 61% of schools have increased their expense budgets for the 2020-2021 fiscal year, while 58% are projecting a loss for the same time period.
  • Determining what motivates your parents can help your school focus its offerings and rein in expenses, helping you focus on what matters most to families.
  • Sixty-seven percent of schools have already implemented revenue-increasing strategies, and 76% plan to do the same in 2021-2022. Schools most commonly plan to rely on summer programs, with 67% already offering them and 79% likely to for the next summer.
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  • 74% of schools increased their technology budgets.[6] Thirty-six percent expect IT expenses to increase further in 2021-2022.[7] Other schools appear to be angling to attract and retain staff despite the cost: 43% increased salaries (compared to 21% who cut them), and 74% hired additional staff (though data from a different sample of NAIS members found that 30% had implemented a hiring freeze, while 19% instituted layoffs).[8] Additionally, 38% of schools have increased their general financial aid budgets, with 31% increasing it by more than 5%. Fifty-four percent have established a separate emergency grant fund for students needing additional assistance.
  • Despite the need for additional teacher training in online and hybrid learning, professional development budgets have frequently been cut to make up for additional spending elsewhere, with 41% of the schools decreasing the amount allocated (and 26% decreasing it by more than 16%).[10] Thirty-nine percent of schools are likely to continue to reduce professional development in 2021-2022, and 22% may freeze it altogether.
  • adding new degree programs was a common and successful tactic for boosting enrollment during the Great Recession and one that was also popular with faculty.
  • A parallel tactic for independent schools in markets that have seen increased demand for their programs, whether in-person or online, would be to add a part-time or afterschool component for parents worried about learning loss for their public school students.
  • 49% of schools experienced a decrease in enrollment for the 2020-2021 school year, with 33% seeing a decrease of greater than 5%. At the same time, 47% of schools reduced their fundraising goals from the previous year.[2] Tuition revenue will only help fill the gap at some schools: 49% increased their tuition, while 41% kept it the same and just 5% of schools reduced it.[3] However, 70% do expect to raise tuition in 2021-2022.[4]
  • Fifty-five percent of independent schools lost teachers this year due to COVID-19 concerns, and 8% lost 5% or more of their teaching staff, according to NAIS Snapshot surveys.[21] All of this has led to a nationwide shortage in both dedicated substitutes and, more broadly, people who can just watch over a classroom when the teacher isn’t physically present.
  • The goal of financial sustainability seems to have been superseded by the reality of teaching during a global pandemic
  • To address the substitute shortage in South Dakota, for example, one public school district partnered with a local university’s college of education. Teaching candidates are able to get the field experience hours required for their degree by substitute teaching in various classrooms.
  • After all, the job market for recent graduates has shrunk dramatically during the pandemic, with unemployment during the third quarter of 2020 particularly high among young people—almost 18% of 18- to 19-year-olds were unemployed as were about 15% of 20- to 24-year-olds.
  • One-time revenue shortfall (with expected rapid recovery): This scenario is optimistic during the pandemic, but schools that were unable to hold a large revenue-earning event in 2020, such as an auction, community fair, or summer camp, but expect to be able to do so in 2021 can rely on endowment funds for the time being. One-time or short-term expenses: Schools may need endowment funds to repair the campus after natural disasters or offer emergency financial aid grants for families facing hardship. Short-term expense for long-term savings: Schools that haven’t already done so, or haven’t done so to as full an extent as they would like, can use endowment funds to upgrade technology or PPE infrastructures in order to attract and retain students in the long-term.
  • When making financial decisions, school leaders need to be honest about the challenges affecting their final choice.
Jill Bergeron

How to Structure a 60 Minute Class Period - Maneuvering the Middle - 1 views

www.maneuveringthemiddle.com/ructure-60-minute-class-period

block scheduling block

shared by Jill Bergeron on 17 Jul 20 - No Cached
  • Jill Bergeron on 17 Jul 20
     
    This site has a math focus but can definitely be applied to non-math classrooms since it mainly focuses on tools and not content.
Scott Nancarrow

How to Work Literacy Instruction Into All Content Areas | Edutopia - 0 views

www.edutopia.org/...ruction-into-all-content-areas

literacy

shared by Scott Nancarrow on 01 Nov 22 - No Cached
  • Math, history, science, and even art teachers often find themselves trying to work literacy instruction into their classrooms. After all, the ability to read, synthesize, and explain concepts and ideas in writing is essential in every subject.
  • Commonly used literacy strategies that ask students to pause and consider what they know about a given topic or concept can be easily modified to better suit your classroom
  • setting aside time to identify the skills students need to learn and use to be successful in their specific content areas.
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  • teachers should aim to get students doing as much domain specific writing as their curriculum allows for.
Scott Nancarrow

Telling Your Child They Have a Learning Disability Is Critical - 0 views

www.additudemag.com/hey-have-a-learning-disability

explanation learning differences disabilities parenting

shared by Scott Nancarrow on 20 Jan 23 - No Cached
  • Many parents are afraid that “labeling” a child as having a learning disability will make him feel broken, left out, or less willing to try. In fact, the opposite is true: giving your child an understanding of the nature of his learning disabilities will comfort him — and motivate him to push through his challenges.
  • The knowledge that he has an identifiable, common, measurable, and treatable condition often comes as great comfort to the youngster. Without this information, the child is likely to believe the taunts of his classmates and feel that he indeed is a dummy.
  • If a child does not have a basic understanding of the nature of his learning challenges, it is unlikely that he will be able to sustain his motivation in the classroom.
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  • During these discussions, emphasize her strengths and affinities, and do not simply focus on her weaknesses and difficulties. Express optimism about her development and her future.
  • Remind your child that she can indeed learn, but that she learns in a unique way that requires her to work hard and participate in classes and activities that are different from those of her peers and siblings.
  • Draw on learning struggles and challenges that you faced and outline the strategies you used.
  • Print Facebook Twitter Instagram Pinterest A parent once called my special education school to request an admissions visit for her and her son, who was struggling mightily in school. She asked a strange question in her initial phone call: “Does the school have any signs or posters displayed that identify the program as a school for kids with learning disabilities?” I asked her why she wished to know this. She replied, “My son doesn’t know that he has a learning disability, and we don’t want him to know.” He knows, Mom. Believe me, he knows.
  • Demystify your child’s daily struggles.
  • Look for and take advantage of teachable moments.
Scott Nancarrow

Executive Functioning: A Teacher's Guide to Helping Students with ADHD - 0 views

www.additudemag.com/functioning-adhd-teacher-guide

executive function

shared by Scott Nancarrow on 17 Aug 22 - No Cached
  • Educators should strive to create supportive atmospheres and equip their students with tools to independently express their areas of EF need. Educators can use what we call the “Four Tiers of Support” to set up this system in the classroom and beyond. They include: Teaching common EF language Identifying strengths and areas of need Setting up a classroom to support all students Teaching self-advocacy skills
Gayle Cole

GoSoapBox | Classroom Response System | Hear What Your Students are Thinking - 0 views

gosoapbox.com

backchannel web2.0 soapbox feedback engagement web 2.0

shared by Gayle Cole on 12 Oct 12 - No Cached
  • Gayle Cole on 12 Oct 12
     
    suggested by Briana Price
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