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Scott Nancarrow

Journal articles | Bunge Lab - 0 views

bungelab.berkeley.edu/journal-articles

journal research

shared by Scott Nancarrow on 20 Feb 17 - No Cached
  • Scott Nancarrow on 20 Feb 17
     
    Super-deep dive into cog./neuro sci research
Jill Bergeron

PBL Teachers Need Time to Reflect, Too | Edutopia - 0 views

www.edutopia.org/...-teacher-reflection-suzie-boss

PBL reflection edutopia steam STEM new teacher PD

shared by Jill Bergeron on 15 Jan 14 - No Cached
  • "We do not learn from experience . . . we learn from reflecting on experience."
  • Reflection not only makes learning stick at the end of a project but also helps students think about what's working well and what's not during PBL.
  • The same holds true for teachers.
  • ...8 more annotations...
  • Perhaps you're scrambling to coordinate project showcase events before the holiday break. But it's well worth your time, while your memory's fresh, to make some notes and gather information about how things went this time around.
  • Don't rely on your own impressions. Ask students to share their insights about the strengths and weaknesses of a project.
  • By inviting student feedback, you demonstrate respect for their opinions and underscore the value of student voice.
  • Be sure to ask open-ended questions
  • Some PBL teachers make reflection a habit by blogging about projects as they unfold. In the process, they create an archive of observations that they can refer back to later.
  • While individual teacher reflection is valuable, reflecting with colleagues can be even better.
  • Think of yourselves as doctors on rounds, suggests the Coalition of Essential Schools (11), as you look closely for evidence of student learning.
  • In "Wild About Cramlington," (12) teacher Darren Mead describes the challenge of giving his students an experience with "just enough failure to act and think in a way different from the normal school day."
  • Jill Bergeron on 15 Jan 14
     
    Helpful article for considering how teachers can learn from their own lessons. The samples from current teacher blogs are very impactful.
Jill Bergeron

Six ways to keep teenagers safe online | Macworld - 0 views

www.macworld.com/...eep-teenagers-safe-online.html

teenagers cybersafety internetsafety parenting online safety AUP

shared by Jill Bergeron on 12 Nov 13 - No Cached
  • “If you wouldn’t say it, do it, or watch it with me in the room, it’s not okay.”
  • Sit down with your kids to create an “acceptable use” policy for your own home—they’re much more likely to follow the rules if they’ve had a say in writing them
  • Even if you enable restrictions, however, this isn’t a “set it and forget it” situation.
  • ...8 more annotations...
  • specify times that they can and can’t use the computer.
    • Jill Bergeron
      Jill Bergeron on 12 Nov 13
       
      Might be a bit overkill here, but keep the password from the kids might be a good idea.  Still, they can operate off of 3G or 4G on their phones.
  • Do they know, for example, how to ensure that only their friends can see what they’ve posted on Facebook? Do they understand that tweets live on in cyberspace forever?
  • One popular idea is to change the Wi-Fi password for your home network daily, and only give it to your kids when they’ve earned it via whatever rules you’ve determined.
  • ar too many parents don’t bother to check on what their kids are doing online—and the results can be disastrous.
  • Don’t let your teens sleep with their phones or computers
  • keeping desktop computers out of bedrooms.
  • The key to this is that Mom and Dad also have to follow the rules, because kids will always do as you do, not as you say. Try establishing a daily device-free time of just 10 or 15 minutes at the breakfast or dinner table, and see if you feel it has a positive impact on your family.
Jill Bergeron

Ten Tips for Personalized Learning via Technology | Edutopia - 0 views

www.edutopia.org/ed-instruction-ten-key-lessons

differentiation technology learning edtech

shared by Jill Bergeron on 11 Dec 13 - Cached
  • Jill Bergeron on 11 Dec 13
     
    Great article on differentiation.
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

Thinking for the Future - NYTimes.com - 0 views

www.nytimes.com/...s-thinking-for-the-future.html

21st century skills technology education

shared by Jill Bergeron on 12 Dec 13 - No Cached
  • Jill Bergeron on 12 Dec 13
     
    Article on how workers will need to be complements to computers.
Jill Bergeron

Teaching All Students to High Standards in Mixed Ability Classes - 0 views

docs.gatesfoundation.org/...Diff_instruction_brief.pdf

differentiation math mixed abilities

shared by Jill Bergeron on 12 Dec 13 - No Cached
  • Jill Bergeron on 12 Dec 13
     
    Article from the Gates Foundation.
Jill Bergeron

A Learning Secret: Don't Take Notes with a Laptop - Scientific American - 0 views

www.scientificamerican.com/...don-t-take-notes-with-a-laptop

laptop notes notetaking

shared by Jill Bergeron on 10 Jun 14 - No Cached
  • students who write out their notes on paper actually learn more. 
  • those who wrote out their notes by hand had a stronger conceptual understanding and were more successful in applying and integrating the material than those who used took notes with their laptops.
  • taking notes by hand forces the brain to engage in some heavy “mental lifting,” and these efforts foster comprehension and retention.  By contrast, when typing students can easily produce a written record of the lecture without processing its meaning
  • ...7 more annotations...
  • high verbatim note content was associated with lower retention of the lecture material
  • transcription fails to promote a meaningful understanding or application of the information
  • Because students can use these posted materials to access lecture content with a mere click, there is no need to organize, synthesize or summarize in their own words.
  • those who took longhand notes outperformed laptop participants.  Because longhand notes contain students’ own words and handwriting, they may serve as more effective memory cues by recreating the context (e.g., thought processes, emotions, conclusions) as well as content (e.g., individual facts) from the original learning session.
  • evidence suggests that when college students use laptops, they spend 40% of class time using applications unrelated to coursework, are more likely to fall off task, and are less satisfied with their education
  • even when technology allows us to do more in less time, it does not always foster learning.  Learning involves more than the receipt and the regurgitation of information
  • When it comes to taking notes, students need fewer gigs, more brain power.
Jill Bergeron

Every Teacher's Guide to Assessment | Edudemic - 0 views

www.edudemic.com/tive-and-formative-assessments

assessment formative summative assessments

shared by Jill Bergeron on 04 May 15 - No Cached
  • Jill Bergeron on 04 May 15
     
    This is an article that addresses how different assessments can be used and defines the various types of assessments. It is extremely concrete.
Jill Bergeron

Integration Strategies for PBL | Edutopia - 0 views

www.edutopia.org/...rategies-for-PBL-andrew-miller

PBL

shared by Jill Bergeron on 08 May 15 - No Cached
  • Jill Bergeron on 08 May 15
     
    This is the second article in a series on PBL.
Jill Bergeron

DIY Professional Development: Resource Roundup | Edutopia - 0 views

www.edutopia.org/...essional-development-resources

pd PLN professional development Edutopia

shared by Jill Bergeron on 30 Apr 15 - No Cached
  • Jill Bergeron on 30 Apr 15
     
    Lots of articles in here on how to engage in PD when you don't have time for a conference.
Jill Bergeron

Summary of Project Writer - 0 views

www.freetech4teachers.com/...ry-through-project-writer.html

history social studies English tech tools projects collaboration

shared by Jill Bergeron on 30 Apr 15 - No Cached
  • Jill Bergeron on 30 Apr 15
     
    This article gives a good description of the tool Project Writer. Teachers can assign collaborative projects and also provide required vocab that must be included in the project.
Jill Bergeron

Why Don't Makers Have Higher Social Status? | TechCrunch - 2 views

techcrunch.com/...maker-social-status

maker maker movement social status

shared by Jill Bergeron on 02 Apr 15 - No Cached
  • Our society remains deeply biased against careers that involve any sort of risk. Economic anxiety caused by rapid change has encouraged more conservatism when it comes to careers, at precisely the time when we should be most innovative.
  • Second, and most importantly, we need to address the risk of these professions head on.
  • First, we need to cultivate more role models that show how to be a maker and that such a career is entirely possible and potentially even profitable.
  • ...3 more annotations...
  • But while we have made the tools more accessible, we haven’t made the careers easier to build. Nearly all creative markets are what labor economists call tournament models, where the chance of winning is small, but the winnings are huge if you can reach the pinnacle of the profession.
  • But we have yet to build mechanisms to de-risk these careers over time. How can we create more market resilience for creativity?
  • Society isn’t about to change its approach to risk, but we can change both the perception and actual risk of taking on a creative profession.
  • Jill Bergeron on 02 Apr 15
     
    The article asks its readers to think about making in a new light, that of creativity rather than risk.
Jill Bergeron

Pixar In A Box Teaches Math Through Real Animation Challenges | MindShift | KQED News - 0 views

ww2.kqed.org/...ough-real-animation-challenges

math maker tinkering pixar video editing Mindshift

shared by Jill Bergeron on 03 Sep 15 - No Cached
  • Jill Bergeron on 03 Sep 15
     
    The article summarizes how Pixar has released videos with Khan Academy to show the math behind animation. In two cases, there are interactive features the students can play with.
Jill Bergeron

The Backchannel: Giving Every Student a Voice in the Blended Mobile Classroom | Edutopia - 0 views

www.edutopia.org/...blended-classroom-beth-holland

differentiation backchannel edutopia blended learning

shared by Jill Bergeron on 27 May 14 - No Cached
  • A backchannel (3) -- a digital conversation that runs concurrently with a face-to-face activity -- provides students with an outlet to engage in conversation.
  • TodaysMeet (4) would have let teachers create private chat rooms so that students could ask questions or leave comments during class. A Padlet (5) wall might have fueled students to share their ideas as text, images, videos, and links posted to a digital bulletin board. The open response questions available in a student response system like Socrative (6) or InfuseLearning (7) could have become discussion prompts to give each student an opportunity to share his or her ideas before engaging in class discussion.
  • They create a blended environment where teachers and students engage in both physical and online conversations so that learning is no longer confined to a single means of communication or even an arbitrary class period. Backchannels don't replace class discussions -- they extend them.
  • ...4 more annotations...
  • To inspire questioning and wondering, Meghan Zigmond (10) put her first grade students in groups and allowed them to use a Padlet wall (11) to capture their questions as they read Douglas Florian's Comets, Stars, The Moon, and Mars: Space Poems and Paintings
  • She used Socrative to capture her fifth graders' questions and answers throughout the presentation, giving them an immediate channel for their thoughts.
  • The backchannel gave every student an opportunity to express his or her views and to listen to voices that otherwise may not have been heard.
  • A backchannel creates ubiquitous opportunities (18). In a blended environment, students and teachers can communicate through multiple modalities, allow their thoughts to develop over time, and engage in authentic learning.
  • Jill Bergeron on 27 May 14
     
    This article provides three good tech tools for teachers who want to try a back channel chat and nearly a half dozen ideas for incorporating this type of technology into the curriculum. There are even suggestions for how to use it with students as young as 6 years old.
Jill Bergeron

School-Wide Twitter Chats | Edutopia - 1 views

www.edutopia.org/...de-twitter-chats-stephen-baker

edutopia Twitter digital citizenship

shared by Jill Bergeron on 09 Aug 14 - No Cached
  • Jill Bergeron on 09 Aug 14
     
    This article features how-to info and suggestions on using Twitter in the classroom. Would be a good place to put digital citizenship into full gear.
Jill Bergeron

Are You A Whole Teacher? A Self-Assessment To Understand - - 0 views

www.teachthought.com/...assessment-educator-assessment

teaching 21st century skills 21st century educator

shared by Jill Bergeron on 22 Jan 15 - No Cached
  • Jill Bergeron on 22 Jan 15
     
    This article provides some good questions to ask about teaching practices. Perhaps this could be a way to direct evaluations.
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