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Recent | Make It @ Your Library - 0 views

makeitatyourlibrary.org makerspace maker tutorials DIY instructables
shared by Jill Bergeron on 04 Dec 15 - No Cached
  • Jill Bergeron on 04 Dec 15
     
    Maker activities.
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Brain Re-Energizers - 0 views

www.pgsd.org/...Brain%20Breaks.pdf cognition brain
shared by Jill Bergeron on 02 Nov 15 - No Cached
  • Jill Bergeron on 02 Nov 15
     
    Verbal and physical activities to get students going again after long periods of work.
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Game Jam Guide - ETC Press - 0 views

press.etc.cmu.edu/...game-jam-guide maker STEAM STEM pbl game
shared by Scott Nancarrow on 18 Sep 17 - No Cached
  • Scott Nancarrow on 18 Sep 17
     
    Free Game Jam Guide that features over 20 lessons and activities that can be used to help students learn about real-world issues.
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MEA Lessons - Home - 0 views

modelelicitingactivities.weebly.com MEA pbl project based learning
shared by Jill Bergeron on 18 May 18 - No Cached
  • Jill Bergeron on 18 May 18
     
    Model Eliciting Activities- Examples
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A Summer Plan for Back-to-School Success: Organization Tips - 0 views

www.additudemag.com/y-for-school-organization-adhd summer plan
shared by Scott Nancarrow on 22 May 24 - No Cached
  • Week One
  • begin the school organizing/clean-out process by decluttering binders, folders, and notebooks
  • Week Two
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  • Have your kids write their assignments in their new planners and on a family calendar for all to see
  • Week Three
  • Empty out leftover school supplies from backpacks and desk drawers
  • Make a list of what you have and what you need, then take advantage of end-of-the-school-year sales.
  • Week Four
  • Organize your home’s designated homework spot
  • Week Eight-ish
  • restart routines around two weeks before the first day of school. That includes pushing up bedtime, setting back-to-school screen schedules, and practicing getting up and out the door on time in the morning.
  • Right Now
  • Take time now to create your summer calendar to feel more prepared. Add vacations, kids’ sports activities or summer camps, family reunions or parties, and any events you’re committed to attending.
  • Make sure to use this time to schedule the unscheduled!
  • Bonus tip: Involve your children in your activities and summer plans.
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50 Plus Ideas for Using Document Cameras in the Classroom - 0 views

www.edtechnetwork.com/document_cameras.html document camera
shared by Gayle Cole on 16 Nov 12 - Cached
  • easiest and quickest ways to integrate technology
  • very few special skills needed
  • Visual learners will benefit from the use of a classroom document camera by seeing small items, text, demonstrations in a much bigger way. Hands-on learners can also benefit from the use of a document camera by allowing them to be the ones placing objects or items under the document camera and explaining what they are showing.
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  • Zoom in on small items to see the details
  • Math manipulatives
  • Place a timer under the document camera
  • Picture sche
  • Save an image of what you did in class on the document camera to place on classroom websites. Parents can "see" what their children are learning throughout the day.
  • Saved images can also be incorporated into PowerPoint Presentations and Windows Movie Maker to use in activities such as end of year programs, classroom review and back to school nights.
  • Displaying student wo
  • Model note takin
  • graphic organizers
  • Daily Oral Languag
  • how to use a calculator
  • graphs
  • Dissections
  • Let the student be the "teacher"
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3 Ways to Plan for Diverse Learners: What Teachers Do | Edutopia - 0 views

www.edutopia.org/...ion-ways-to-plan-john-mccarthy differentiation diverse-learners differentiated instruction edutopia
shared by Jill Bergeron on 24 May 16 - No Cached
  • Differentiating content includes using various delivery formats such as video, readings, lectures, or audio. Content may be chunked, shared through graphic organizers, addressed through jigsaw groups, or used to provide different techniques for solving equations.
  • Process is how students make sense of the content. They need time to reflect and digest the learning activities before moving on to the next segment of a lesson.
  • Processing helps students assess what they do and don't understand. It's also a formative assessment opportunity for teachers to monitor students' progress.
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  • For example, having one or two processing experiences for every 30 minutes of instruction alleviates feelings of content saturation.
  • The key to product options is having clear academic criteria that students understand. When products are cleanly aligned to learning targets, student voice and choice flourish, while ensuring that significant content is addressed.
  • Jill Bergeron on 24 May 16
     
    This article offers three ways for diversifying teaching: content, process and product. The author offers up definitions and ideas in each of the three categories to meet student needs.
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The Marshall Memo Admin - Issues - 0 views

www.marshallmemo.com/issue.php bias decision making evaluation teacher evaluation differentiation self-efficacy independence cold calling classroom management exit ticket formative assessment
shared by Jill Bergeron on 13 Sep 16 - No Cached
  • professionals often make decisions that deviate significantly from those of their peers, from their own prior decisions, and from rules that they themselves claim to follow… Where there is judgment, there is noise – and usually more of it than you think.”
  • In a school, if a principal consistently gives harsher punishments to boys than girls for the same infractions, that is bias, but if she often gives harsher punishments to students just before lunchtime, that’s noise.]
  • A noise audit works best when respected team members create a scenario that is realistic, the people involved buy into the process, and everyone is willing to accept unpleasant results and act on them.
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  • The challenge, say the authors, is designing classroom observations that provide valid data on what’s happening day to day in classrooms, make meaningful distinctions among teachers, provide teachers with useful feedback, and support helpful, high-quality professional development.
  • To accomplish these important goals, several challenges need to be addressed: -   Quality assurance of supervisors’ observation and coaching skills; -   Achieving a reasonable degree of inter-rater reliability among supervisors; -   A rubric with research-based criteria for classroom instruction; -   The conceptual difficulty of capturing complex classroom dynamics in a rating instrument; -   Getting an accurate sampling of each teacher’s work; -   Giving fair evaluations to teachers working with different types of students
  • Addressing the tendency of principals to “go easy” on some teachers to keep the peace and/or avoid the hard work of following up on critical evaluations (are outside observers and/or multiple observers necessary to get truly objective data on teachers?).
  • I would suggest two more questions: First, are classroom visits announced or unannounced? If researchers don’t gather data on this, they are missing an important variable in the reliability of teacher assessment – teachers are likely to put on an especially good lesson when they know they’re being observed. Second, are teacher-evaluation rubrics used to score individual classroom visits, which is conceptually very difficult, or as end-of-year summations of multiple classroom visits with feedback conversations through the year?
  • Tomlinson and other proponents suggest that teachers differentiate by content (what is taught), process (how it’s taught), and product (how students are asked to demonstrate their learning).
  • students learn better, they said, when the work is at the right level of difficulty, personally relevant, and appropriately engaging.
  • trying to assess a teacher’s work asking, Is it differentiated? runs the risk of missing the forest for the trees. Better, says Marshall, to ask two broader questions (tip of the hat to Rick DuFour): -   What are students supposed to be learning? -   Are all students mastering it?
  • Good lesson plans build in multiple entry points, using the principles of Universal Design for Learning to make learning accessible to as many students as possible, and have clear goals; thoughtful task analysis; chunked learning; teaching methods appropriate to the content; links to students’ interests and experiences; checks for understanding; and accommodations for students with special needs.
  • a major factor in student success is a set of in-the-moment moves that effective teachers have always used, among them effective classroom management; knowing students well; being culturally sensitive; making the subject matter exciting; making it relevant; making it clear; taking advantage of visuals and props; involving students and getting them involved with each other; having a sense of humor; and nimbly using teachable moments.” But equally important is checking for understanding – dry-erase boards, clickers, probing questions, looking over students’ shoulders – and using students’ responses to continuously fine-tune teaching.
  • Timely follow-up with these students is crucial – pullout, small-group after-school help, tutoring, Saturday school, and other venues to help them catch up.
  • Among the most important life skills that students should take away from their K-12 years,” says Marshall, “is the ability to self-assess, know their strengths and weaknesses, deal with difficulty and failure, and build a growth mindset. Student self-efficacy and independence should be prime considerations in planning, lesson execution, and follow-up so that students move through the grades becoming increasingly motivated, confident, and autonomous learners prepared to succeed in the wider world.”
  • cold-calling actually increases students’ voluntary participation. “Cold-calling encourages students to prepare more and to participate more frequently,” said one researcher. “The more they prepare, and the more frequently they participate, the more comfortable they become when participating.”
  • If we don’t encourage students to come out of their shells for fear of putting them on the spot, we may be doing them a disservice… You’re curious about their views and their understanding of the issues being discussed. What they think is important – both to their own learning and to that of their peers.”
  • Drawing on two decades of data from the National Center for Educational Statistics, the authors found that between 1998 and 2010, the reading readiness gap closed by 16 percent and the math gap by 10 percent. The black-white and the Hispanic-white gaps also narrowed by about 15 percent.
  • the gaps closed because of rapid progress by low-income children, not declines in the readiness of high-income children, and the gains persisted at least through fourth grade.
  • What brought about the early reading and math gains? The authors believe several factors contributed: • The availability of high-quality, publicly funded preschool programs – the percent of U.S. 4-year-olds enrolled in state-funded preschools has increased from 14 to 29 percent from 2000. • The fact that more families are investing in books and other reading matter for children, as well as Internet access and computer games focused on reading and math skills. • More parents are spending quality time with children, taking them to local libraries, and engaging in learning activities at home.
  • Jill Bergeron on 13 Sep 16
     
    "In This Issue: 1. "Noise" in decision-making 2. Are classroom observations accurate measures of teachers' work? 3. A different way of thinking about differentiation 4. A professor changes his mind about cold-calling 5. Close reading of challenging texts in middle school 6. Good news about the rich-poor gap in kindergarten entry skills 7. On-the-spot assessment tools 8. Short items: The Kappan poll"
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Toxic Stress and SPD, Dr. Jamie Chaves, OTD, OTR/L, SWC - Dr. Jamie Chaves, OTD, OTR/L - 0 views

sites.google.com/...toxic-stress-and-spd OT stress sensory processing differentiation
shared by Scott Nancarrow on 08 Sep 16 - No Cached
  • Stress isn’t necessarily a bad thing—it can mobilize us and allow us to function well.
  • our bodies and brains are designed to handle small amounts of stress.
  • “toxic stress” and it has a myriad of negative implications for the body, brain, emotions, and relationships. Examples include inattention, poor emotional control, decreased memory, difficulty learning, poor frustration tolerance, irritable bowel syndrome, and even a compromised immune system.
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  • children with SOR experience a stress response on a more frequent and more intense basis.  And, they can remain in elevated states of stress for longer periods of time than neurotypical children.
  • what happens when we cannot habituate to the unimportant sensory stimuli
  • Our brain must integrate all of this input in order to determine the most important stimuli or information to attend to in order to socially engage and function in the situation. This requires our brainstem to receive all the sensory information from our nerves and our amygdala, and to interpret whether or not the sensory information is a threat.  When the brain works the way it’s supposed to, sensory stimuli that is not important is filtered out
  • After several exposures to those negative situations the brain begins to anticipate the threat, thereby heightening the stress response even more. They cannot be “talked through” the situation or “reasoned with” because access to the higher, thinking, cognitive cortex has been blocked by the stress response.
  • Because it is impossible to control all sensory-related aspects of the environment, children with SOR can present as highly anxious, controlling, withdrawing, or with acting out behaviors-- all of which are responses to repeated, elevated stress
  • Children must be in a state of regulation, or optimal arousal, or what we can call “tolerable stress” before they have the capacity to learn, develop new skills, and try novel activities.
  • Changing the way the neurological system responds to incoming sensory stimuli, however, takes time—usually 6-12 months of ongoing therapy. In the meantime, it is important that parents, educators, relatives, and other professionals recognize that acting out behaviors may actually be a sensory-related stress response, and the child may need support, soothing through co-regulation, and intervention instead of behavioral interventions or punitive responses.
  • Caregivers and professions can also be more aware of scenarios that cause stress in children with sensory overresponsiveness and take steps to decrease the intensity of those sensory experiences to prevent a toxic stress load.  
  • Scott Nancarrow on 08 Sep 16
     
    Brief blog post by Dr. Chaves (who works at the Center for Connection in Pasadena) on the topic of Sensory and Stress. Heavy on the language of Occupational Therapy, but good perspective for anyone and everyone
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The 'Maker' Movement Is Coming to K-12: Can Schools Get It Right? - Education Week - 0 views

www.edweek.org/...ovement-is-coming-to-k-12.html makermovement maker makered
shared by Jill Bergeron on 03 Oct 16 - No Cached
  • For all the excitement, though, there are also hurdles. One of the biggest: "Maker education" itself is a highly squishy concept. In general, the term refers to hands-on activities that support academic learning and promote experimentation, collaboration, and a can-do mindset. But in practice, educators use "making" to describe everything from formal STEM (science, technology, engineering, and math) curricula to project-based classroom lessons to bins of crafting materials on a shelf in the library.
  • Should making happen primarily in a dedicated space or inside every classroom? And is the purpose of maker education to help students better learn the established curriculum or to upend traditional notions of what counts as real learning?
  • The whole point of maker education, Turner said, is to find new ways to engage students, especially those who have struggled to find a comfortable place inside school. It's a belief increasingly borne out by research. Academics have consistently found that making "gives kids agency" over their learning in ways that traditional classes often don't, said Erica Halverson, an associate professor of curriculum and instruction at the University of Wisconsin-Madison. There's also mounting evidence that making is a good way to teach academic content. "The fear out there is that schools have to choose between making and academic work, but empirically that turns out not to be true," Halverson said.
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  • New attention is being paid to designing spaces that are welcoming for girls, students of color, and immigrant and refugee students.
  • At its root, the trend is being fueled by widespread fatigue with high-stakes standardized testing. The administration of President Barack Obama has also provided a policy boost, giving strong backing to STEM and computer science education and the redesign of schools. The sudden affordability of technologies such as 3-D printers, sensors, microprocessors, and laser cutters have exponentially expanded access to the tools for making. And, perhaps most importantly, the maker movement has also tapped into a deep desire among many educators to return to the type of instruction that drew them to teaching in the first place.
  • Meaningful change takes time, the superintendent said, and it can't be mandated from above.
  • Efforts to bring maker education into schools might be messy and uneven. But so far, at least, the process has often been characterized by enthusiasm and growth. Ultimately, Moran said, isn't that the point?
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6 ways to bolster STEM education for the future | eSchool News - 0 views

www.eschoolnews.com/...2 stem STEAM
shared by Jill Bergeron on 20 Sep 16 - No Cached
  • analysts predict that over the next five years, major American companies will need to add to their workforce a total of nearly 1.6 million employees versed in STEM: 945,000 who possess basic STEM literacy and 635,000 who demonstrate advanced STEM knowledge. Other data suggest that at least 20 percent of U.S. jobs require a high level of knowledge in at least one STEM field, according to the report.
  • Accessible learning activities that invite intentional play and risk.
  • Flexible and inclusive learning spaces. Teachers and students need flexibility in structures, equipment and access to materials in both the classroom and the natural world, as well as environments augmented by virtual and technology-based platforms.
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  • Educational experiences that include interdisciplinary approaches to solving “grand challenges.”
  • Innovative and accessible measures of learning.
  • Societal and cultural images and environments that promote diversity and opportunity in STEM.
  • Jill Bergeron on 20 Sep 16
     
    This article summarizes a report that stipulates there will be an increased demand for STEM professionals over the next 10 years. It offers six broad ideas about how to bolster STEM education.
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​'Diversity Does Not Happen By Accident' and Other Lessons About Equity in th... - 0 views

www.edsurge.com/...t-equity-in-the-maker-movement diversity cultural competency maker
shared by Jill Bergeron on 11 May 16 - No Cached
  • 1. Equity and diversity will not happen by accident
    • Jill Bergeron
      Jill Bergeron on 11 May 16
       
      Let students make something that speaks to their cultural competencies and knowledge.
    • Jill Bergeron
      Jill Bergeron on 11 May 16
       
      Give students a prompt that allows them to make something that speaks to their cultural competencies.
  • 3. Projects should not be limited to classrooms
    • Jill Bergeron
      Jill Bergeron on 11 May 16
       
      See if there is a way to incorporate working parents who likely can't be involved during the working day.
  • This idea of blending Maker opportunities with real-life activities has a strong supporter in Davis, who believes that it helps to show students the purpose of what they are doing.
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