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Jill Bergeron

Scratch Tutorial - Calculator! - YouTube - 0 views

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    How to use Scratch to make a calculator program.
Jill Bergeron

Learn Desmos - 0 views

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    This site offers PD for Desmos online graphing calculator as well as lesson activities.
Gayle Cole

Research Project Calculator - 0 views

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    Shared by Jill, Scott N
Jill Bergeron

Conrad Wolfram: Teaching kids real math with computers | TED Talk | TED.com - 0 views

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    "From rockets to stock markets, many of humanity's most thrilling creations are powered by math. So why do kids lose interest in it? Conrad Wolfram says the part of math we teach - calculation by hand - isn't just tedious, it's mostly irrelevant to real mathematics and the real world. He presents his radical idea: teaching kids math through computer programming."
Jill Bergeron

Coronavirus: Close the bars. Reopen the schools. - Vox - 0 views

  • Reopening is a community-wide project. Whether a school can reopen safely, for example, doesn’t just depend on capacity, personal protective equipment, or individual actions. It depends on how widespread the coronavirus is in the community outside the school’s walls.
  • But if a community is flooded with infections, the chances are much higher that those infections will creep in no matter how many protective steps are embraced.
  • If you want to reopen schools this fall, then you need to get the spread of Covid-19 down, as close to zero as possible, this summer. And that means opting not to reopen — possibly at all and definitely not at full capacity — restaurants, bars, nightclubs, or other places that will lead to significantly more coronavirus spread but have less value to society than schools.
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  • The goal is to keep the basic reproduction number in a community below 1. That would mean that every person who gets coronavirus transmits it to, on average, fewer than one other person. Over time, that would lead to coronavirus cases falling closer and closer to zero. This number is typically calculated as the R0 or Rt, depending on the methods used. (Some websites, like Rt.live, calculate this figure for all states, and it’s at 1 or more in most states.)
  • schools likely carry some risk of Covid-19 transmission, as an indoor environment in which students, teachers, and other school staff interact for hours. But schools are also really important for day-to-day life — not just for kids’ education, but also for food, shelter, and child care while parents are at work. Knowing that, a community may decide to fit schools into its reopening budget. The trade-off would be that other places, such as restaurants, bars, or gyms, more likely have to remain closed.
Gayle Cole

50 Plus Ideas for Using Document Cameras in the Classroom - 0 views

  • 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"
Jill Bergeron

What Machines Can't Do - NYTimes.com - 0 views

  • In a world of online distractions, the person who can maintain a long obedience toward a single goal, and who can filter out what is irrelevant to that goal, will obviously have enormous worth.
  • The giant Internet celebrities didn’t so much come up with ideas, they came up with systems in which other people could express ideas: Facebook, Twitter, Wikipedia,
  • creativity can be described as the ability to grasp the essence of one thing, and then the essence of some very different thing, and smash them together to create some entirely new thing.
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  • One of the oddities of collaboration is that tightly knit teams are not the most creative. Loosely bonded teams are, teams without a few domineering presences, teams that allow people to think alone before they share results with the group.
  • he voracious lust for understanding, the enthusiasm for work, the ability to grasp the gist, the empathetic sensitivity to what will attract attention and linger in the mind.
  • Unable to compete when it comes to calculation, the best workers will come with heart in hand
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    Heart will matter more than head as we move forward in the digital age.
Jill Bergeron

NAIS - Building More Inclusive Communities with Grading for Equity - 1 views

  • Yet, grading—how teachers evaluate, describe, and report student achievement—is rarely considered part of DEI work.
  • Perhaps most profoundly, grades shape how our students think about themselves—who they are, what they’re good at, and whether school is a place they can succeed.
  • Teachers often use grades not just to indicate how well students master course content but also to evaluate student behaviors. Categories such as “effort” or “participation” are highly subjective and heavily influenced by a teacher’s own experiences and habits. The student who is penalized for not asking questions or contributing to discussions may be learning just as much as other students, and the student who is taking copious notes may not be learning at all. Similarly, teachers judge student behaviors through culturally specific lenses and assumptions that they might not even be aware of, which can result in student actions being misinterpreted and misjudged.
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  • Neither school leaders nor teachers have had a framework or vocabulary to examine grading and understand its inequities, to recognize the harms of century-old grading practices, and to identify and implement more inclusive and accurate grading.
  • Our current grading practices were created during the Industrial Revolution, shaped by our country’s early 20th-century cultural dynamics and demographics, and founded on beliefs about teaching, learning, and human potential that have since been thoroughly debunked and disproven.
    • Jill Bergeron
       
      Grading is in contradiction with growth mindset
  • we believed that humans were effectively motivated by extrinsic rewards and punishments—think rats taught to pull a lever by offering pellets or electrifying the cage floor—a belief that underlies teachers’ constant use of “points” to incentivize (and some might say control) student behaviors, such as coming on time to class or completing homework.
  • intrinsic motivation—the kind of motivation that generates creative thinking and fuels effective learning—is undermined by extrinsic rewards and punishments. In other words, our continued use of points to motivate students is demotivating them from learning.
  • Teachers also frequently use mathematical calculations that hide student growth and handicap students who struggle.
  • Averaging his performance doesn’t accurately describe his skills, and it hides all his growth and improvement.
  • She then sent an open invitation to any teacher who wanted to dig deeper into grading—to research, examine, and imagine ways to align grading to the school’s vision for progressive and equitable education.
  • Homework can be an important element of learning, but when teachers include students’ performance on that homework in the grade, they incorporate an institutional bias that rewards students with resources and impedes students without resources, effectively replicating intergenerational disparities of race and income.
  • Teachers use points to evaluate every action or assignment in a class, which creates pressure-cooker classrooms where no accomplishment goes unrewarded and no mistake goes unpenalized.
  • Effective teacher-student relationships require the opposite: a space to take risks without penalty, to disclose weaknesses without being judged, to feel safe simply knowing that you don’t have to perform perfectly every moment.
  • But, as many parents, teachers, and school administrators are frequently stunned to learn, many common grading practices are outdated, inaccurate, and undermine student success. In fact, many grading policies—which appear to be an objective, fair, and accurate method to describe a student’s academic performance—often increase achievement gaps by infusing grades with teachers’ implicit biases or by rewarding or punishing students based on their families’ resources.
  • For example, if homework is indeed an opportunity for students to practice and to make mistakes, then we can’t include their performance on that homework in their grade.
  • I expect you to take risks and make mistakes and to share with me your academic confusion and weaknesses without fear that your grade will be lowered because of those mistakes.
  • tracking each earned or forfeited point for every activity or behavior reduces teachers to point-tabulators and accountants rather than supportive mentors and guides for students’ paths to success.
  • the way teachers graded often contradicted the school’s commitment to academic excellence as well as equity.
  • Our traditional practice of grading everything students do inadvertently sows distrust, shame, and deceit—which leads to students copying homework to earn points, not suggesting an answer if it might be wrong, rote note-taking only for the notebook check—thereby weakening the teacher-student relationship qualities that support learning.
  • grades must be accurate, validly reflecting a student’s academic performance; bias-resistant, preventing our implicit biases and subjectivity from infecting grades; and motivational, helping students strive for academic success, persevere, accept struggles and setbacks, and gain critical life skills.
  • This pilot group was also trained to use more equitable grading practices, which include employing a 0–4 point scale rather than a 0–100 percentage, incorporating retakes and redos, and ensuring that grades indicate how well students actually master subject matter than whether students’ behavior or work habits gain their subjective approval.
  • Students were less anxious and classroom environments felt more relaxed and supportive of learning, and grade inflation decreased because teachers no longer padded grades with points for participation or homework completion.
  • The teachers continue to track students’ participation and homework, but have expanded how they give feedback on those nonacademic skills: for example, with student conferences or separate reports and calls to parents. The school’s grades give more accurate information about where students are in their learning, and Previna and some teachers are beginning to imagine how their report card could communicate student achievement more accurately and equitably as well.
  • If we can improve how we grade, we will leverage significant improvements in every aspect of teaching and learning as well as our school cultures.
  • The rate of students receiving As decreases, and it decreases more dramatically for students from more resourced families. Grades are no longer rewarding students for just “doing school,” which disproportionately benefits students with more privilege, but grades instead reflect students’ actual academic performance. At the same time, the rate of students receiving Ds and Fs decreases, and does so more dramatically for vulnerable and historically underserved students (African–Americans, Hispanics, and students from low-income families). Grades are less susceptible to teachers’ biases and no longer filter students for privilege. There is a statistically significant increase in the correlation between students’ teacher-assigned grades and standardized assessment scores, suggesting that teachers’ grades more accurately describe their students’ performance. This correlation is particularly strengthened for students from lower-income families, suggesting that those students were more likely to have their performance misrepresented by traditional grading practices. Teachers and students report less stressful classrooms and stronger student-teacher relationships. Teachers find that learning and implementing these grading practices improves their work as educators and has led to improved student learning.
    • Jill Bergeron
       
      The results of a more equitable grading system
  • By not correcting grading practices, schools risk undermining other initiatives aimed at improving equity and make our schools less inclusive and supportive of every student.
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    Questions about grading practices that we can incorporate in to BTS.
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