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Jill Bergeron

The Marshall Memo Admin - Issues - 0 views

www.marshallmemo.com/issue.php

empathy management leadership gratitude generosity evaluation check-in collaboration parent-teacher conferences PLC English poetry math election 2016

shared by Jill Bergeron on 20 Sep 16 - No Cached
  • “While people usually gain power through traits and actions that advance the interests of others, such as empathy, collaboration, openness, fairness, and sharing, when they start to feel powerful or enjoy a position of privilege, those qualities begin to fade.”
  • Behaviors like these undermine leaders’ effectiveness by depressing the performance of those around them, and are ultimately self-defeating.
  • power puts us in something like a manic state, making us feel expansive, energized, omnipotent, hungry for rewards, and immune to risk – which opens us up to rash, rude, and unethical actions.” But it turns out that simply being aware of those feelings – “Hey, I’m feeling as if I should rule the world right now” – and monitoring impulses to behave inappropriately helps keep those behaviors in check.
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  • When Keltner works with up-and-coming executives, he counsels them to remember and repeat the virtuous behaviors that helped them rise in the first place and develop three essential practices: empathy, gratitude, and generosity.
  • To practice empathy: -   Ask a question or two in every interaction, showing genuine interest in the subject. -   Paraphrase important points made by others. -   Listen with gusto, orienting your body and eyes toward the person speaking and verbally showing interest and engagement. -   When someone comes to you with a problem, don’t jump right to judgment and advice but say something like, “That’s really tough” or “I’m sorry.” -   Before a meeting, take a moment to think about the person you’ll be with and what’s happening in his or her life.
  • The alternative mindset is that people can grow professionally and managers can change the way people perform through effective coaching, management, and intrinsic rewards like personal development and making a difference.
  • “From Silicon Valley to New York, and in offices across the world, firms are replacing annual reviews with frequent, informal check-ins between managers and employees.”
  • One observer called the traditional performance evaluation a “rite of corporate kabuki” that restricted creativity, generated mountains of paperwork, and served no real purpose. It was also an incentive to put off bad news until the end of the year, at which point both manager and employee may have forgotten what the problem was.
  • There’s one more reason: once-a-year reviews focus on past performance rather than encouraging current work and grooming talent for the future.
  • To practice gratitude: -   Make thoughtful thank-yous a part of how you communicate with others. -   Send colleagues specific and timely e-mails or notes of appreciation for a job well done. -   Publicly acknowledge the value that each person contributes to the team, including support staff. -   Use the right kind of touch – pats on the back, fist bumps, high-fives – to celebrate success. • To practice generosity: -   Seek opportunities to spend a little one-on-one time with people you lead. -   Delegate some important and high-profile responsibilities. -   Give praise generously. -   Share the limelight – give credit to all who contribute to the success of your team and your organization.
  • employees, especially recent college graduates, learn faster from frequent, detailed feedback from mentors and superiors. Second, companies realized they needed to be agile to survive and thrive in the competitive, ever-changing marketplace and real-time performance monitoring and feedback led to more rapid adaptations. And third, managers saw that teamwork was key to innovation and productivity and moving from forced annual ranking to frequent individual accountability was more conducive to teamwork and better results.
  • Studies of the workplace show that the time employees spend helping others is as important to their evaluations and chances of promotion as how they do their jobs. And Grant’s own research on “givers” (who enjoy helping others) and “takers” (who are focused on coming out ahead) shows that givers consistently achieve better results.
  • on the most difficult part of his exams – the multiple choice section – if a student was unsure of an question, he or she wrote down the name of another student who might know the answer – like asking for a lifeline on “Who Wants to Be a Millionaire.” If the classmate had it right, they both earned points; one person’s success also benefited a classmate. Grant reports that this made a big difference – more students joined study groups, the groups pooled their knowledge, and the class’s average score went up 2 percentage points compared to the previous year. Why? Because one of the best ways to learn something is to teach it to someone else, and that’s what was going on in the groups.
  • There was something else going on in the lifeline idea: transactive memory, or knowing who knows best and taking advantage of their knowledge. It’s easier to get help if you know where to look.
  • In this Chronicle of Higher Education article, Ellen Boucher (Amherst College) says the “pressure of perfection” is causing lots of stress for students in their teens and twenties, contributing to the rising suicide rate in this age bracket.
  • The burden of multiple obligations can seem insurmountable.”
  • Sociologists have shown that students from less-privileged backgrounds often have trouble understanding the unwritten rules of college life – the so-called hidden curriculum… [A]sking a professor for an extension doesn’t always come naturally. It might not even occur to them as an option.”
  • all students can elect to take a two-day grace period on any paper, with no questions asked.
  • “Since changing my policy, I’ve seen higher-quality work, less anxiety, and fewer cases of burnout.
  • Rebrand. A more inviting name for these perennial meetings is “progress conferences.” This is more positive and doesn’t seem to exclude foster parents and guardians.
  • Finesse the childcare issue. “To pay a babysitter to watch your three younger siblings so a parent can attend a conference is not going to happen,” says Ohio high-school teacher Allison Ricket. She invites parents to bring along other children and provides crayons and paper in an area at the back of her classroom where they can entertain themselves during conferences.
  • Accommodate. Some parents need an interpreter (children shouldn’t be asked to translate) and support with disabilities.
  • Change the dynamic. It makes a difference if a teacher sits side by side with family members and doesn’t hold a clipboard or pad of paper; open hands suggest an open mind.
  • Involve students. Progress conferences are much more helpful when students are at the table reporting on their progress, challenges, and goals. Advisory group meetings focus on preparing students to lead parent conferences and lobby their parents to attend.
  • • Listen. “Parents usually come in having an idea of what they want to talk about, so I like to be open and ready for whatever they need,” says Ricket. Although she has students’ grades and portfolios on hand, she lets parents go first and is careful to empathize with any concerns they have.
  • “mathematics is better taught when everyone shares in consistent language, symbols and notation, models and schema, and rules that support developing learners. The idea behind this comprehensive agreement is not unlike a schoolwide behavior management policy – whereby children hear the same phrases, share identical expectations, and experience practices that are common and consistent year after year across classrooms and throughout the school.”
  • Language – Moving from less conceptual language – borrowing, carrying, reducing fractions, the “Ring around the Rosie” property – to more mathematically appropriate language – regrouping, simplifying fractions to the lowest terms.
  • Symbols and notation – For example, writing fractions with a slanted bar 3/8 may confuse students who think the bar is the numeral 1 and think it’s 318.
  • Models and schema
  • Number lines or graphics should be consistent through the grades, for example, a graphic showing two parts next to one whole.
  • Rules
  • “This unified approach is particularly helpful for students who struggle,” conclude Karp, Bush, and Dougherty, “as it provides a recognizable component to new content. Additionally, all learners in a school can make connections among ideas in a unified and collaborative culture that promotes stronger learning in mathematics.”
  • Jill Bergeron on 20 Sep 16
     
    "Online Resources for Teaching About the Presidential Campaign             In this article in Education Week, Madeline Will shares five free classroom resources for teaching and discussing this year's election: -   Letters to the Next President 2.0 www.letters2president.org - Students' letters to the 45th president will be published by PBS member station KQED and the National Writing Project. -   Teaching Tolerance Election 2016 Resources www.tolerance.org/election2016 - These include a civility contract, civic activities, and PD webinars. -   iCivics www.icivics.org/election_resources_2016 - Materials on the basics of democracy, with an interactive digital game in which students manage their own presidential campaign. -   C-Span Classroom www.c-spanclassroom.org/campaign-2016.aspx - Primary sources with historical and contemporary video clips and related discussion questions, handouts, and activity ideas. -   Join the Debates www.jointhedebates.org - Curriculum materials for collaborative discussions on issues in the campaign and debates.   "Educators Grapple with Election 2016" by Madeline Will in Education Week, September 14, 2016 (Vol. 36, #4, p. 1, 12-13), www.edweek.org "
Jill Bergeron

Learn Desmos - 0 views

learn.desmos.com

desmos graphing math calculator

shared by Jill Bergeron on 07 Jun 16 - No Cached
  • Jill Bergeron on 07 Jun 16
     
    This site offers PD for Desmos online graphing calculator as well as lesson activities.
Jill Bergeron

The Marshall Memo Admin - Issues - 2 views

www.marshallmemo.com/issue.php

PBL differentiation effective teams tech integration teacher retention science learning gap' meetings teacher mentorship mentors

shared by Jill Bergeron on 10 Mar 16 - No Cached
  • 1. What makes a team effective? 2. A new perspective on closing the achievement gap 3. Project-based learning 101 4. A school network experiments with high tech and student choice 5. Opening up a daily 40-minute block in a North Carolina high school 6. How to hold onto high-quality new teachers 7. The effect of reading about the struggles of accomplished scientists
  • Project Aristotle, as it was dubbed, found that some team characteristics that seemed intuitively important – members sharing interests and hobbies, having similar educational backgrounds, socializing after hours – didn’t correlate with team success.
  • The ‘who’ part of the equation didn’t seem to matter.”
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  • Then Project Aristotle began looking at group norms – the culture of unwritten rules that guide people when they collaborate – and hit pay dirt. It turned out that two group norms were shared by virtually all of Google’s most effective teams: -   Equal air time – In teams that got the best results, members participated roughly the same amount during meetings. “As long as everyone got a chance to talk, the team did well,” said Google researcher Anita Woolley. “But if only one person or a small group spoke all the time, the collective intelligence declined.” -   Interpersonal sensitivity – Effective team members had the ability to intuit how colleagues felt by their tone of voice, facial expressions, and other nonverbal cues. The members of less-effective teams were less tuned in to their teammates’ feelings.
  • The behaviors that create psychological safety – conversational turn-taking and empathy – are part of the same unwritten rules we often turn to, as individuals, when we need to establish a bond. And those human bonds matter as much at work as anywhere else. In fact, they sometimes matter more.”
  • In the best teams, members listen to one another and show sensitivity to feelings and needs.”
  • He believes there are two “ubiquitous features of conventional school environments” that trigger and reinforce the psychological factors noted above, augment the disadvantages with which minority students enter school, and feed the peer pressures to disengage from schooling – all of which creates a self-reinforcing downward spiral of achievement. The two features are: -   Students being given work that is too difficult for their current academic level; -   Students getting low grades on their work rather than frequent, individualized, objective feedback.
  • “The hypothesis,” say Yeh, “is that the conventional school system is inadvertently structured in a way that fosters disengagement, thereby reducing effort, which depresses achievement and grades, causing demoralization, which further reduces engagement and achievement.” The process kicks in around third grade, when struggling students begin to view themselves as intellectually inferior because their grades are lower than their classmates’, contributing to decreased self-efficacy and increasing passivity; it accelerates in middle school, at which point low grades strongly correlate with eventually dropping out.
  • What is to be done? Yeh’s theory is that by flipping the two pernicious factors, schools can turn the downward spiral into a virtuous upward cycle of achievement. That involves: -   Adjusting task difficulty for low-performing students to an appropriate level of challenge so that if they apply effective effort, they will be successful. -   Rapid performance feedback with respect to a standard, not other students.
  • He cites positive research on two programs using this approach – Reading Assessment and Math Assessment – and reports on a systematic study comparing different interventions aimed at closing the achievement gap – charter schools, voucher programs, an additional year of school, various high-quality pre-school programs, full-day kindergarten, class size reduction, value-added assessment, summer school, teacher salary incentives, teacher experience, teacher PD, longer school day, computer instruction, tutoring, and school reform. Rapid assessment is dramatically more successful at raising student achievement than any of the others.
  • by far the most powerful and cost-effective intervention is to adjust task difficulty and provide students with prompt, objective feedback on their efforts.
  • “When students engage in project-based learning over the course of their time in school,” says John Larmer (Buck Institute for Education) in this article in Educational Leadership, “there’s an accumulating effect. They feel empowered. They see that they can make a difference.” In addition, they’re more likely to acquire the skills, knowledge, and dispositions needed for college and career success.
  • the key elements of project-based learning, carefully planned and skillfully managed by the teacher:
  • A challenging problem or question
  • Sustained inquiry
  • Student voice and choice
  • Authenticity
  • Reflection
  • Critique and revision
  • Public product
  • four ways that project-based learning can go off the rails and not fulfill its potential: -   Mistake #1: Using materials that aren’t truly project-based; beware of PBL-lite! -   Mistake #2: Providing inadequate training and support for teachers; one-shot workshops are not enough. -   Mistake #3: Over-using projects in the curriculum; basic skills can still be taught in a more conventional format. -   Mistake #4: Implementing project-based learning on an ad hoc basis; to get the long-term effect, students need to engage in high-quality projects on a regular basis through their school years.
  • AltSchools encourage students to dive into topics they’re passionate about, with teachers tracking everything they do using classroom video cameras and elaborate K-8 databases. The schools make a point of shaping diverse student bodies by giving scholarships to students whose parents can’t afford the $30,000-a-year tuition.
  • We are raising a generation that will have the sum of human knowledge at their fingertips, for every minute of their life, so clearly education needs to change to accommodate that.”
  • “Basically, what we have told teachers is we have hired you for your creative teacher brains, and anytime you are doing something that doesn’t require your creative teacher brain that a computer could be doing as well as or better than you, then a computer should do it.”
  • To a computer measuring keystrokes, a student zoning out because he’s bored is indistinguishable from one who is moved by her book to imagine a world of her own.”
  • “People are very focused on the algorithm. But equally important is the quality of the materials” – the clarity of the math questions and the worthiness of the readings being presented on students’ computer screens. Willingham also notes that teachers in high-tech classrooms often have to prepare two lesson plans – one that uses the technology and one for when the technology breaks down.
  • Hire capable, well-matched teachers. Detailed advertisements and postings are important to giving candidates a clear idea of each position, says Clement. She also recommends longer interviews with more candidates, enlisting experienced teachers to take part in interviews, and gathering information on candidates from multiple sources.
  • Provide continuous professional development. This should include induction that eases new teachers into the demands of the full job – orientation before classes begin, well-matched mentors through the first five years, and ongoing PD specific to rookies’ needs.
  • Use colleagues to provide feedback. Traditional “gotcha” teacher evaluation has rarely been helpful in supporting new teachers, says Clement. Trained mentors can provide non-evaluative feedback that really makes a difference, perhaps with a firewall between their observations and the formal evaluation process. Of course it’s important that incoming teachers know the district’s criteria for effective teaching and are familiar with how administrators will assess their work.
  • Understand millennials. “This generation of teachers wants to network and have input,” says Clement. Most have a strong preference for electronic interaction, and administrators and colleagues should meet young teachers where they are tech-wise and provide strong online resources.
  • • Provide leadership opportunities. “While many new teachers are just surviving, others actively seek an avenue to truly make a difference,” says Clement. To find fulfillment in teaching and stay in the profession, they need to get involved in meaningful roles outside their classrooms. Some possibilities: speaking at induction ceremonies and serving on a welcome committee for the newest hires; leading book study groups; taking part in social service organizations on campus; and serving on curriculum committees
  • students who read about scientists’ struggles, whether intellectual or personal, got better grades in science after reading the texts. The positive effect was most pronounced among students whose science grades were low before the experiment.
  • Another finding: both before and after reading the texts, students who had a “growth” mindset (effort, not innate talent, determines success) tended to do better in science classes than students with a “fixed” mindset.
  • Jill Bergeron on 10 Mar 16
     
    This week's articles cover PBL, differentiation, effective teams, tech integration, teacher retention and science teaching and learning.
Jill Bergeron

SmartBlog on Education - Professional development: Let's work together by @thomascmurra... - 0 views

smartblogs.com/...development-lets-work-together

professional development

shared by Jill Bergeron on 02 Dec 13 - No Cached
  • Jill Bergeron on 02 Dec 13
     
    Good article on how to make PD relevant and appropriate for teachers.
Jill Bergeron

Twitter Is My Teacher Superpower: 5 Steps to Make it Yours | Jo-Ann Fox - 1 views

www.huffingtonpost.com/...-my-teacher-sup_b_4369819.html

twitter pln

shared by Jill Bergeron on 06 Dec 13 - No Cached
  • Jill Bergeron on 06 Dec 13
     
    How to use Twitter to help build your learning network. This is a great article for helping teachers understand how to use Twitter for PD.
Jill Bergeron

Course Catalog : PBS TeacherLine - 0 views

www.pbs.org/catalog

professional development online pd pd pbs differentiation technology

shared by Jill Bergeron on 17 Apr 14 - No Cached
  • Jill Bergeron on 17 Apr 14
     
    Professional development courses that span all subjects and grade levels. Courses range from 1.5 hours to 45 hours.
Jill Bergeron

Courses | Coursera - 0 views

www.coursera.org/courses

pd professional development online pd

shared by Jill Bergeron on 10 Jun 14 - No Cached
  • Jill Bergeron on 10 Jun 14
     
    Here are some GREAT professional development courses you can take over the summer!
Jill Bergeron

If You're a Teacher, You Can Be a Public Speaker - Education Week Teacher - 0 views

www.edweek.org/...s-as-good-public-speakers.html

presenting public speaking presentations public_speaking speaker

shared by Jill Bergeron on 27 Jul 15 - No Cached
  • Do Your Homework: Research Audience & Space
  • Research your audience.
  • Ask questions about the setup of the room and the technology provided
  • Jill Bergeron on 27 Jul 15
     
    Practical tips on how to prepare for a PD presentation.
Jill Bergeron

FALL CUE 2015 - Learn with John Eick - 0 views

sites.google.com/...fall-cue-2015

forms google forms admin evaluation cue

shared by Jill Bergeron on 02 Dec 15 - No Cached
  • Jill Bergeron on 02 Dec 15
     
    PD presentations on how to use Google forms for evaluations.
Gayle Cole

Why Students Should Run Professional Development For Teachers - 0 views

edudemic.com/...s-run-professional-development

edchat twitter pd professional development inspiration edudemic

shared by Gayle Cole on 20 Mar 13 - No Cached
  • Gayle Cole on 20 Mar 13
     
    Why Students Should Run Professional Development For Teachers http://t.co/ByuLghJG via @Edudemic @dmlresearchhub #edchat
Gayle Cole

2013 Summer Reading Recommendations - 0 views

www.nais.org/...Summer-Reading.aspx

PD summer reading faculty reading reading books

shared by Gayle Cole on 24 May 13 - No Cached
  • Gayle Cole on 24 May 13
     
    book recommendations
Gayle Cole

CUE | Educate. Innovate. Explore. - 0 views

cue.org

CUE PD

shared by Gayle Cole on 21 May 13 - No Cached
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