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Jill Bergeron

Kids Fun Online: Interactive Weather Maker - 0 views

www.scholastic.com/weather

weather interactive science earth science

shared by Jill Bergeron on 08 Jan 14 - No Cached
  • Jill Bergeron on 08 Jan 14
     
    This is an interactive site whereby students can learn how different elements affect weather patterns.
Jill Bergeron

Games | Center for Game Science - 0 views

centerforgamescience.org/games

games game_based_learning science

shared by Jill Bergeron on 23 Oct 15 - No Cached
  • Jill Bergeron on 23 Oct 15
     
    Games that focus on the STEM subjects.
Scott Nancarrow

Classcraft - Coronavirus - Motivate your students, no matter where they are - 0 views

www.classcraft.com/coronavirus

shared by Scott Nancarrow on 16 Apr 20 - No Cached
  • Scott Nancarrow on 16 Apr 20
     
    On the off chance that schools cannot meet in person in the fall, this might be a really great time to dig into a full-on, gamification-theory-guided curricular overhaul! Several consortium science teachers nearby have been using Classcraft recently as a way to gamify their chem/bio/anatomy curricula, and kids I've spoken with say that it's pretty well done. Definitely an upfront labor-intensive project, but could be a great way to structure long-term remote learning...
Jill Bergeron

Warming Seas, Melting Ice Sheets | NASA - 1 views

www.nasa.gov/...ng-seas-and-melting-ice-sheets

science earth science climate change oceans global warming Environment STEAM

shared by Jill Bergeron on 06 Mar 17 - No Cached
  • Jill Bergeron on 06 Mar 17
     
    This two minute video is made by JPL and explains how and where sea levels are rising around the globe.
Jill Bergeron

How play could save US education - Tech Insider - 0 views

www.techinsider.io/ow-to-save-us-education-2016-4

play recess play-based

shared by Jill Bergeron on 06 May 16 - No Cached
  • The main findings: The more play a school gives its student body, the greater rewards kids see in their character development, academic achievement, safety, and overall health.
  • According to Vialet, structure is a child's best friend when it comes to play. While kids may have a built-in urge to run around and get dirty, playing with other kids is a social experience, which means it has to be learned.
  • A 2013 study of the Playworks model from Stanford University found it led to 43% less bullying, 20% higher feelings of student safety, 43% more physical activity, and 34% less time transitioning from recess back to the classroom. A number of other studies suggest recess can also lead to better grades in school, regardless of the form it takes.
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  • An absence of recess could simply mark the absence of creativity in schools more generally.
  • Jill Bergeron on 06 May 16
     
    This article describes the research that supports the value of play in schools.
Jill Bergeron

Why Cliques Form at Some High Schools and Not Others - The Atlantic - 0 views

www.theatlantic.com/...382570

diversity cliques

shared by Jill Bergeron on 25 Nov 14 - No Cached
    • Jill Bergeron
      Jill Bergeron on 25 Nov 14
       
      Amid diversity, students seek out similarities.
  • Most high schools segregate by "type," whether it's age, class, ethnic background, or volume of face makeup.
  • The way high schools are designed—their size, their level of diversity, and the way they treat students—can either drive students to segregate based on things like household income and race, or force them to build relationships that are more about their high school life than their socioeconomic backgrounds.
  • ...3 more annotations...
  • In short, the natural instinct for teenagers to separate themselves into clusters and hierarchies is weakened when schools force kids to partner with peers they wouldn't otherwise want to be around to see first-hand the benefits of unlikely friendships.
  • "Larger schools that offer more choice and variety are the most likely to form hierarchies and cliques and self-segregation,” said McFarland, a professor of education at Stanford Graduate School of Education. "In smaller schools, and in smaller classrooms, you force people to interact, and they are less hierarchical, less cliquish, and less self-segregated.”
  • Schools that grouped students by academics and created other ways to force kids with different backgrounds to cooperate (whether in clubs or on sports teams) were less ruled by segregation and hierarchy. "In classrooms with assigned seating, you’re forced to sit next to someone whom you wouldn’t otherwise interact, and that tends to break down the tendency to segregate by background,” McFarland said.
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