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Jill Bergeron

Plagiarism vs. Collaboration on Education's Digital Frontier - 0 views

plpnetwork.com/...on-educations-digital-frontier

collaboration technology Google_Drive Google edtech

shared by Jill Bergeron on 18 Dec 13 - No Cached
  • It’s an open secret in the education community. As we go about integrating technology into our schools, we are increasing the risk and potential for plagiarism in our tradition-minded classrooms.
  • But when does collaboration cross the line into plagiarism, out in the digital frontier of education?
  • At the same time, many of us want to put up barriers and halt any collaboration at other times (during assessments, for example). When collaboration takes place during assessment, we deem it plagiarism or cheating, and technology is often identified as the instrument that tempts students into such behavior.
  • ...7 more annotations...
  • hould we ever stymie collaboration among our students? We live in a collaborative world. It is rare in a job, let alone life, that individuals work in complete isolation – with lack of assistance or contributions from anyone else. Perhaps as educators, it’s time to reassess how we want students to work.
  • what if we incorporated collaboration into our lessons and our assessments?
  • Using tools such as Google Drive, students can more easily collaborate across distances and with conflicting schedules. Better yet for me as their teacher, I can actually view their collaborative efforts using the “revision history” function of Google Drive (Go to File → See Revision History). This allows me to see who contributed what and when. This way, I can track not only quality, but quantity.
  • We have all heard students complain that a member of the group has “contributed nothing.” Now there is a method to verify and follow up this complaint.
  • If you can Google the answer, how good is the question?
  • Perhaps instead of focusing our concerns on technology as a wonderful aid to plagiarizers, we should focus on its ability to foster creativity and collaboration, and then ask ourselves (we are the clever adults here) how we can incorporate those elements into our formalized assessments.
  • Unfortunately, yes, there will always be those students who want to cut corners, find the easy way, and cheat to get out of having to do the hard work. (See my post on combating plagiarism.) But a significant majority of students are inherently inquisitive: they want to learn and do better by engaging and thinking, not memorizing and fact checking. It’s up to us to appeal to that inquisitiveness.
Kimberly Marlow

Micro-Credentials: Empowering Lifelong Learners | Edutopia - 0 views

www.edutopia.org/...felong-learners-krista-moroder

badges professional development catie digital badges

shared by Kimberly Marlow on 17 Apr 14 - No Cached
  • Within our own profession, teachers are engaging in continued learning through personal learning networks, websites like Edutopia and MOOCs. Anyone has the ability to self-construct curriculum and gain the skills once exclusive to those able to pay for a traditional education.
  • Despite the vast shift in how we pursue knowledge, little has changed with how we credential those who acquire knowledge. We still primarily credential learners based on seat time and credit hours, and often only recognize learning pursued through traditional pathways.
  • For teachers, badges could be a way to demonstrate skills to potential employers, build identity and reputation within learning communities, and create pathways for continued learning and leadership roles.
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  • To have value beyond a teacher's blog or Twitter feed, digital badges need to have both rigor and market worth.
  • A system filled with "junk" badges will have far less integrity than one filled with micro-credentials awarded by reputable organizations.
  • Research shows that teachers who earn a Master's degree don't necessarily see an increase in student achievement (3), and yet current salary structures and professional development models are often tied directly to those macro-credentials.
  • Building micro-credentials that have rigor and market worth could be the first step toward updating our current paradigm of how we credential learning. If we truly want to build school-wide cultures that empower learners to grow as individuals, we need to provide personalized learning opportunities for all of our learners -- including our teachers.
Jill Bergeron

Raising a Moral Child - NYTimes.com - 0 views

www.nytimes.com/...raising-a-moral-child.html

SEL nytimes morals ethics

shared by Jill Bergeron on 10 Jun 14 - No Cached
  • For example, research suggests that when parents praise effort rather than ability, children develop a stronger work ethic and become more motivated.
  • Surveys reveal that in the United States, parents from European, Asian, Hispanic and African ethnic groups all place far greater importance on caring than achievement
  • Genetic twin studies suggest that anywhere from a quarter to more than half of our propensity to be giving and caring is inherited
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  • By age 2, children experience some moral emotions — feelings triggered by right and wrong. To reinforce caring as the right behavior, research indicates, praise is more effective than rewards.
  • Rewards run the risk of leading children to be kind only when a carrot is offered, whereas praise communicates that sharing is intrinsically worthwhile for its own sake
  • The researchers randomly assigned the children to receive different types of praise. For some of the children, they praised the action: “It was good that you gave some of your marbles to those poor children. Yes, that was a nice and helpful thing to do.” For others, they praised the character behind the action: “I guess you’re the kind of person who likes to help others whenever you can. Yes, you are a very nice and helpful person.”
  • A couple of weeks later, when faced with more opportunities to give and share, the children were much more generous after their character had been praised than after their actions had been.
  • Praising their character helped them internalize it as part of their identities.
  • The children learned who they were from observing their own actions: I am a helpful person.
  • If we want our children to care about others, we need to teach them to feel guilt rather than shame when they misbehave.
  • When our actions become a reflection of our character, we lean more heavily toward the moral and generous choices.
  • Tying generosity to character appears to matter most around age 8, when children may be starting to crystallize notions of identity.
  • When children cause harm, they typically feel one of two moral emotions: shame or guilt. Despite the common belief that these emotions are interchangeable, research led by the psychologist June Price Tangney reveals that they have very different causes and consequences.
  • Shame makes children feel small and worthless, and they respond either by lashing out at the target or escaping the situation altogether.
  • guilt is a negative judgment about an action, which can be repaired by good behavior
  • When children feel guilt, they tend to experience remorse and regret, empathize with the person they have harmed, and aim to make it right.
  • The ashamed toddlers were avoiders; the guilty toddlers were amenders.
  • it was 22 to 29 percent more effective to encourage them to “be a helper.”
  • shame emerges when parents express anger, withdraw their love, or try to assert their power through threats of punishment: Children may begin to believe that they are bad people. Fearing this effect, some parents fail to exercise discipline at all, which can hinder the development of strong moral standards
  • The most effective response to bad behavior is to express disappointment.
  • parents raise caring children by expressing disappointment and explaining why the behavior was wrong, how it affected others, and how they can rectify the situation. This enables children to develop standards for judging their actions, feelings of empathy and responsibility for others, and a sense of moral identity, which are conducive to becoming a helpful person.
  • You’re a good person, even if you did a bad thing, and I know you can do better.”
  • Children learn generosity not by listening to what their role models say, but by observing what they do
  • If you don’t model generosity, preaching it may not help in the short run, and in the long run, preaching is less effective than giving while saying nothing at all
  • when it comes to producing moral children, we need to remember that action also shapes character.
Gayle Cole

Psychologist Offers Insight on Bullying and How to Prevent It - 0 views

www.apa.org/...prevent-bullying.aspx

bullying

shared by Gayle Cole on 08 Oct 14 - No Cached
  • October is National Bullying Prevention Month, an annual campaign launched in 2006 by the Parent Advocacy Coalition for Educational Rights to raise awareness of and prevent bullying. Bullying is aggressive, repeated and intentional behavior designed to show an imbalance of power.
  • In elementary school, children who bully others often have difficulty regulating their emotions and do so in reaction to peer rejection or peer exclusion.
  • To prevent youth bullying, prevention efforts must teach children and adolescents individual emotion regulation skills, how to foster peer acceptance and ways to counter any detrimental effects of exposure to violence in their homes and communities. We must recognize that schools play a critical role in reducing these behaviors.
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  • Research published in the September issue of APA’s School Psychology Quarterly found that bullying and peer victimization can be reduced through programs and approaches that focus on improving school climate.  
  • “A student is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more students.” More recent definitions emphasize observable or non-observable aggressive behaviors, the repetitive nature of these behaviors, and the imbalance of power between the individual or group perpetrator and the victim.
  • An imbalance of power exists when the perpetrator or group of perpetrators has more physical, social or intellectual power than the victim.
  • Educators and scholars should also comply with clear and accepted distinctions of “bullying,” “aggression” and “harassment.”
  • Only when we create safe spaces for youth who engage in these behaviors to learn more prosocial ways of managing conflicts among peers and at the same time create school environments that are not tolerant of mean and cruel behavior will we witness reductions in bullying. This problem is bigger than an individual child or adolescent who engages in bullying.
Jill Bergeron

The 'mindset' mindset: What we miss by focusing on kids' attitudes - The Washington Post - 0 views

www.washingtonpost.com/...-by-focusing-on-kids-attitudes

shared by Jill Bergeron on 25 Aug 15 - No Cached
  • But the first problem with this seductively simple script change is that praising children for their effort carries problems of its own, as several studies have confirmed: It can communicate that they’re really not very capable and therefore unlikely to succeed at future tasks. (“If you’re complimenting me just for trying hard, I must really be a loser.”)
    • Jill Bergeron
      Jill Bergeron on 25 Aug 15
       
      A blanket formula for talking to others about success and failure is bound to fail. I think there needs to be a sensitivity shown to each person in a situation where they need motivation.
Jill Bergeron

Write in the Middle: Program 1 - Creating a Community of Writers - 0 views

www.learner.org/...prog1.html

writing literacy English

shared by Jill Bergeron on 20 Jul 15 - Cached
  • Jill Bergeron on 20 Jul 15
     
    Middle school writing workshops. Videos roughly an hour in length with classroom teachers giving tips on how they instruct writing.
Jill Bergeron

50 End-of-School-Year, Self-Probing Questions for Educators - Getting Smart by John Har... - 1 views

gettingsmart.com/...lf-probing-questions-educators

new teacher end of year

shared by Jill Bergeron on 27 May 14 - No Cached
  • Did I refer to the class as our class or my class?
  • 8. If our class were a company, would it be out-of-business now?
  • 9. Did students create and experience a great class or simply take a class and get credit?
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  • 15. Did I take advantage of spontaneous learning opportunities when students’ interests had obviously shifted, or did I maintain an inflexible mindset and vow to never deviate from an archaic lesson plan?
  • 17. Was our class set up to promote creativity and collaboration or memorization and silence?
  • 19. Were 21st Century skills embedded within daily assignments?
  • 22. Did I gain professional wisdom by speaking to my collegial mentor?
  • 25. Did I avoid professional negativity by declining to gossip at work?
  • 24. Was the technology in my classroom used in an authentic manner? (Shannon Reed)
  • 26. Did I manage my stress level by enjoying time with my family and friends, by exercising several times a week, by zoning out while engaged in a hobby, and by simply chilling out every once in a while?
  • 28. Did I laugh often with students and colleagues?
  • 31. Did I allow students to co-write their own project-based, learning contracts?
  • 34. How many colleagues did I observe in-action in their classrooms this past school year?
  • did I remember the names of all co-workers?
  • 39. How balanced were the assignments this year in terms of requiring creativity, practical thinking, and analysis? (Adam Johnson)
  • 40. Did I participate in a professional learning community outside of my school via Twitter?
  • 46. Did I consistently blog as a form of professional self-reflection?
  • 47. Am I a stronger teacher today than when I first stepped into the classroom at the beginning of the school year?
Jill Bergeron

Project-Based Learning Through a Maker's Lens | Edutopia - 0 views

www.edutopia.org/...h-a-makers-lens-patrick-waters

maker edutopia pbl

shared by Jill Bergeron on 03 Sep 14 - No Cached
  • A Maker is an individual who communicates, collaborates, tinkers, fixes, breaks, rebuilds, and constructs projects for the world around him or her.
  • Great projects, on the other hand, are opportunities for learners and teachers to collaborate with those around them.
  • Making loves the process and allows the teacher to move fluidly between levels and subjects. When I designed a middle school level Forces and Motion unit, NGSS MS-PS2 dovetails nicely with CCSS Mathmatical Practice.
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  • As such, my students and I might spend weeks asking ourselves inquiry-driven questions and checking out online resources (such as those listed below) as brain fodder. Collaboratively, we narrow down our choices. I use my voice in the process as sparingly as possible, but I do guide my learners to projects which reflect our subject area, my own expertise, and my strengths as an educator to projects which can be completed in the time allotted. Lastly, we determine if we have the right resources and tools. It's a messy process, but the results can be incredible.
  • If you're looking for more about Making, check out these resources: Makerspace.com Makered.org DesignMakeTeach.com Makezine.com Instructables.com #makered & #STEM on Twitter Inventtolearn.com
Jill Bergeron

Report: Teachers Better at Using Tech than Digital Native Students -- THE Journal - 0 views

thejournal.com/...n-digital-native-students.aspx

shared by Jill Bergeron on 17 Nov 14 - No Cached
  • "School-age students may be fluent in using entertainment or communication technologies, but they need guidance to learn how to use these technologies to solve sophisticated thinking problems," Wang noted. "The school setting is the only institution that might create the needs to shape and facilitate students' technology experience. Once teachers introduce students to a new technology to support learning, they quickly learn how to use it."
    • Jill Bergeron
      Jill Bergeron on 17 Nov 14
       
      Teachers still need to teach students how to use technology to solve problems.
Jill Bergeron

The Skills Students Need to Survive and Thrive | Getting Smart - 0 views

gettingsmart.com/...s-students-need-survive-thrive

21st century skills

shared by Jill Bergeron on 01 Dec 14 - No Cached
  • The Skills All Students Need
  • Communication. Demonstrate strong writing, speaking, and listening skills. These skills are game changers for employees with strong technical skills, since their work often impacts members of other teams, technical and non-technical, across the company. Critical thinking. Assess a situation and determine whether or not to ask for help, seek additional information, or forge ahead. Recognize when to “pull the cord” and stop the bus. Ownership. When taking on a project, own it from start to finish. Be reliable and know what needs to be done to complete the task, project, or initiative, whether alone or as a member of a team. Leadership. Act as leader, with or without the title. Recognize that leadership lies in how you behave and how you conduct yourself as much as it does in the title that you hold. Creative problem solving. Enjoy solving problems and doing so in creative ways, especially when resources may be constrained, time short, and expectations high. Self-directed learning. Own professional learning and stay up-to-date on new trends in the field. Participate in ongoing learning through online and in-person options, and be willing to share what you’ve learned with colleagues. Curiosity. Get stumped, but never get overwhelmed. When stuck, turn to personal and professional learning networks to problem solve. Failure is a part of the learning process. Collaboration. Contribute to larger projects and meet game-changing goals. View collaboration as a key part of the job, especially when it comes to achieving outcomes. High threshold for uncertainty. Be comfortable with the uncertainty that often accompanies problem solving, innovative and creative work. Uncertainty is what drives leaders to seek answers and solve problems. Recognize that setbacks and dead-ends are part of the process.
Jill Bergeron

Code Kingdoms | UKEdChat - Supporting the Education Community - 0 views

ukedchat.com/...code-kingdoms

coding technology apps

shared by Jill Bergeron on 12 Feb 15 - No Cached
  • Jill Bergeron on 12 Feb 15
     
    Links to coding apps and web-based software. Summaries of each coding app.
Jill Bergeron

Punitive Damages - 0 views

www.alfiekohn.org/...punishment.htm

parenting punishment consequences

shared by Jill Bergeron on 26 Mar 15 - No Cached
  • Punishment proved to be counterproductive regardless of whether the parents were using it to stop aggression, excessive dependence, bed-wetting, or something else.  The researchers consistently found that punishment was “ineffectual over the long term as a technique for eliminating the kind of behavior toward which it is directed.”
  • parents who “punish[ed] rule-breaking behavior in their children at home often had children who demonstrated higher levels of rule-breaking when away from home.”[3]
  • Hitting children clearly “teaches them a lesson” – and the lesson is that you can get your way with people who are weaker than you are by hurting them. 
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  • Announcing how we plan to punish children (“Remember:  if you do x, then I’ll do y to you”) may salve our conscience because we gave them fair warning, but all we’ve really done is threaten them.
  • This communicates a message of distrust (“I don’t think you’ll do the right thing without the fear of punishment”), leads kids to think of themselves as complying for extrinsic reasons, and emphasizes their powerlessness.
  • Sometimes parents are advised to use a time-out instead of spanking their kids -- as though these were the only two options available.  The reality, as we saw in an earlier chapter, is that both of these tactics are punitive.  They differ only with respect to whether children will be made to suffer by physical or emotional means. 
  • “When you stand by and let bad things happen, your child experiences the twin disappointments that something went wrong and you did not seem to care enough about her to lift a finger to help prevent the mishap.  The ‘natural consequences’ approach is really a form of punishment.”[7]
  • Jill Bergeron on 26 Mar 15
     
    This book excerpt puts an interesting spin on punishing children.
Jill Bergeron

Design for Change USA - 0 views

www.designforchange.us/...whatwedo

design thinking designthinking change community service service learning social change

shared by Jill Bergeron on 11 Feb 16 - No Cached
  • Jill Bergeron on 11 Feb 16
     
    This site challenges students in grades K-8 to say "I can" to solve social problems. The contest is held every year and takes in entries from all over the world.
Scott Nancarrow

5 Tips: Differentiating Sensory from Behavior - 1 views

blog.summit-education.com/...ntiating-sensory-from-behavior

sensory behavior OT

shared by Scott Nancarrow on 18 Apr 19 - No Cached
  • roblem behaviors are part of typical development.
  • A child’s behavior is a form of communication.
  • “Children do well if they can”
  • ...2 more annotations...
  • Relationships are vital for a child’s self-regulation and learning.
  • Recognizing a child’s strengths supports efficacy in interventions and increases a child’s participation in the therapeutic process.
Jill Bergeron

Using Neuroscience to Launch a Research-Informed School Schedule | EdSurge News - 1 views

www.edsurge.com/...earch-informed-school-schedule

neuroscience schedule scheduling SEL

shared by Jill Bergeron on 28 Feb 19 - No Cached
  • Though we had changed many of our pedagogical practices, our schedule was still outdated. We wondered whether we could leverage research in educational neuroscience to transform it.
  • students saw the value of about 90-minutes of quality homework that was assigned for one of three reasons: retrieval practice, to connect or extend prior learning or to be prepared for the next class period.
  • Launching something imperfect when you already have something that is comfortable can be challenging, but it gave us an opportunity to model what we were already messaging to our students about “failing forward.”
  • ...7 more annotations...
  • community including students, teachers and families. For our teachers, it was an especially emotional transition.
  • Any change in a school’s daily schedule impacts the entire school
  • One of the most enjoyable parts of our journey was when we piloted the new schedule for a week in February 2018, seven months before our permanent launch date. While this pilot highlighted some of the schedule’s flaws, it also assured those who were not yet on board that this was a good move.
  • Teachers have reported that longer class periods are elevating the use of multiple modality instruction and allow now students time to go deeper into discussions and projects, or even begin homework during class time.
  • ence of learning to rethink their daily schedule is truly the next frontier.
  • I never heard anyone of them say “we love our daily schedule.” For many school leaders, leveraging research in the sc
  • It has been emotional, and it is a process that makes school systems, administrators, teachers, students and parents think deeply about their priorities and what student-centered truly means. But it is worth it because we now know more about how the brain learns, works, thrives and changes, and we can use that understanding to create a daily schedule that allows each student to be more challenged, creative, healthy and engaged.
  • Jill Bergeron on 28 Feb 19
     
    "Though we had changed many of our pedagogical practices, our schedule was still outdated. We wondered whether we could leverage research in educational neuroscience to transform it."
Jill Bergeron

ISTE Goals for Students 2016 - 0 views

www.iste.org/...for-students-2016

ISTE2016 iste innovation STEAM Stem maker

shared by Jill Bergeron on 21 Aug 16 - No Cached
Jill Bergeron

NAIS - The Truth About Making Real Change for Racial Justice - 0 views

www.nais.org/...real-change-for-racial-justice

DEI social justice diversity racial justice

shared by Jill Bergeron on 02 Jan 21 - No Cached
  • To look at ourselves honestly means to ask: Why are our schools here? The raison d’être of independent schools has been, and continues to be, that of advancing the interests of those who already have privilege—to provide a return on investment (ROI) to those who have sufficient disposable income to afford independent school. To put it differently, our main job is to preserve the social status quo or reproduce the elite; this class-bound purpose results in a hierarchical view of the world in which our students are destined for leadership. In our mission statements, the idea that we are creating leaders is almost universal. On their face, these statements provide a binary and hierarchical understanding of society, one in which there are leaders and followers, and we are teaching the leaders.
  • noblesse oblige, a worldview that accepts and perpetuates existing social hierarchies while promoting social good.
  • When we look at our schools’ service programs, the idea of “giving back” is ubiquitous. Yet we fail to discuss or even question how much taking is appropriate.
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  • Families send their kids to our schools, and we must prove that we are better than local public or other school options. In other words, we ask the majority of our families to give us financial support so that their kids can get more—not necessarily different—than what their taxes pay for; the “more” is the ROI.
  • Furthermore, this hierarchical worldview permeates our practices—from grading to sports, we promote hierarchies cemented on ability, access, and popularity, among other things. By viewing race problems in our schools in purely cultural terms, we are articulating our hope that we will promote some hierarchies while erasing other hierarchies based on race, gender, and sexual orientation. But as we know, hierarchies intersect and sustain each other.
  • the demand that our teachers get better or different professional development, that we hire and admit more people of color, and that we collectively become culturally competent is a way to deal with the symptoms of racism, not with a system of racism.
  • Why would those who have privilege, and want to keep it by paying for a special pathway for their children, want to give it up? Anyone familiar with the college admission process knows the tensions that emerge around race and class. If our students and families are happy to embrace the language of inclusion, such superficial pretense often evaporates when college admission lists appear. It is then that we see the hard limits of our inclusivity.   The families in our communities are essentially good people who want to share, but they don’t want to be left out.
  • They like the idea of “giving back” but do not want to take less.
  • many of our enrollment challenges derive from the fact that millennial families are looking for meaning and value—not access. We need to stop worrying about providing an illusory ROI and ensure that we help our students develop lives of meaning and purpose; we need to stop worrying exclusively about leadership and prepare them for ethical and active citizenship. It is only when we can talk to our students about the need to take less so that others can have their fair share that we will be able to honestly talk about race.
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