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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
  • ...22 more annotations...
  • 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.
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

Three Tools Students Can Use to Create 3D Models Online - 0 views

www.freetech4teachers.com/...tudents-can-use-to-create.html

3dprinting 3D maker

shared by Jill Bergeron on 13 Jul 15 - No Cached
  • Jill Bergeron on 13 Jul 15
     
    This site summarizes how three different tools are used to create 3D models. Tools include: 123D Design, 3DTin, and Tinkercad.
Jill Bergeron

ToolBox « Project H - 0 views

www.projecthdesign.org/toolbox

maker design projects maker movement makered STEAM STEM

shared by Jill Bergeron on 03 Aug 15 - No Cached
  • Jill Bergeron on 03 Aug 15
     
    Maker project ideas that can adapted for different grade levels. They don't focus on any one subject area.
Jill Bergeron

Educator Innovator | Educator Innovator - 0 views

educatorinnovator.org

maker writing research PBL connected learning innovator innovation English civics social studies

shared by Jill Bergeron on 31 Jul 15 - No Cached
  • Jill Bergeron on 31 Jul 15
     
    Ideas on different ways to view making through the lens of the humanities. Projects ideas in here though many would need to be adapted for Chandler.
Jill Bergeron

Free Technology for Teachers: A Video Guide to Common Fallacies - 1 views

www.freetech4teachers.com/...guide-to-common-fallacies.html

social studies debate arguments fallacies bias

shared by Jill Bergeron on 29 Sep 15 - No Cached
  • Jill Bergeron on 29 Sep 15
     
    "Each video covers a different common fallacy. The fallacies are Strawman, Ad Hominem, Black and White, Authority, and No True Scotsman."
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.
marilow

5-Minute Film Festival: Turning Bystanders Into Upstanders Against Bullying | Edutopia - 1 views

www.edutopia.org/...bullying-prevention-upstanders

Edutopia bullying digital citizenship

shared by marilow on 29 Oct 15 - No Cached
  • marilow on 29 Oct 15
     
    Empower kids by showing them how one person can make a difference when it comes to bullying.
Jill Bergeron

Project-Based Learning vs. Problem-Based Learning vs. X-BL | Edutopia - 0 views

www.edutopia.org/...pbl-vs-pbl-vs-xbl-john-larmer

PBL Project Based Learning projectbasedlearning problem based learning maker

shared by Jill Bergeron on 27 Nov 15 - No Cached
  • So according to our "big tent" model of PBL, some of the newer "X-BLs" -- problem-, challenge- and design-based -- are basically modern versions of the same concept.
  • At BIE, we see project-based learning as a broad category which, as long as there is an extended "project" at the heart of it, could take several forms or be a combination of: Designing and/or creating a tangible product, performance or event Solving a real-world problem (may be simulated or fully authentic) Investigating a topic or issue to develop an answer to an open-ended question
  • We decided to call problem-based learning a subset of project-based learning -- that is, one of the ways a teacher could frame a project is "to solve a problem."
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  • problem-BL is still more often seen in the post-secondary world than in K-12, where project-BL is more common. Problem-based learning typically follow prescribed steps: Presentation of an "ill-structured" (open-ended, "messy") problem Problem definition or formulation (the problem statement) Generation of a "knowledge inventory" (a list of "what we know about the problem" and "what we need to know") Generation of possible solutions Formulation of learning issues for self-directed and coached learning Sharing of findings and solutions
  • By using problem-BL, these teachers feel they can design single-subject math projects -- aka "problems" -- that effectively teach more math content by being more limited in scope than many typical project-BL units.
  • Jill Bergeron on 27 Nov 15
     
    This article is a primer describing the different types of (fill in the blank)-based learning.
Jill Bergeron

The Difference Between Doing Projects Versus Learning Through Projects - 0 views

www.teachthought.com/...cts-and-project-based-learning

projects PBL

shared by Jill Bergeron on 08 Jan 16 - No Cached
  • Jill Bergeron on 08 Jan 16
     
    Projects v. PBL
smontevirgen

Organizing Your School As A List Of Courses Doesn't Work For Learners - 0 views

www.forbes.com/...urses-doesnt-work-for-learners

shared by smontevirgen on 09 Apr 19 - No Cached
  • smontevirgen on 09 Apr 19
     
    This was an incredible look at the structure of education and a look at redesign/restructure the entire idea of education. A selected excerpt: How would school be structured differently if we really wanted to cultivate youth leadership? Despite serving students with a distribution of skills, grade levels are the dominant architecture of K-8 schools and for the last 20 years, there has been a particular fixation with grade level proficiencies which has reinforced whole group learning in grade cohorts.
Jill Bergeron

Birmingham Covington: Building a Student-Centered School | Edutopia - 0 views

www.edutopia.org/...ilding-student-centered-school

Edutopia student-centered 21st century skills innovation critical thinking problem solving

shared by Jill Bergeron on 21 Apr 17 - No Cached
  • Teachers at the school often say they’re “teaching kids to teach themselves” and rarely answer questions directly; instead they ask students to consider other sources of information first.
  • mixing age groups accelerates learning.
  • “When you get kids collaborating together, they become more resourceful and they see themselves as experts,”
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  • Birmingham Covington’s unique bee project, like much of the coursework prioritized at the school, was driven by student interest.
  • “Science literacy is teaching our kids to be curious about the world around them, with the problems they identify,”
  • “Kids need to learn teamwork-based skills because every other class in any other subject that they have—third through eighth grade—requires them to work in different sized groups accomplishing different tasks,” Heckman explains.
  • The school’s voluntary Teacher Labs—facilitated by an instructional coach and organized around a clear, written protocol—enable teachers to reflect on their craft with support from their peers. Through the labs, small groups of teachers observe each other’s classes and then offer constructive feedback around a stated objective.
  • They put these skills to use in Thinkering Studio, an elective class where they design their own independent learning projects, and Engage, a class focused on design thinking—a system of solving problems that follows the steps of inquiry, ideation, prototyping, and testing.
  • In Engage, teachers Roy McCloud and Mathew Brown guide students to work on various self-directed, team-oriented projects like designing a new sport for third graders or building a roller coaster. Their support and feedback direct students toward the right resources while encouraging them to dig deeper: Did students ask the right questions? Did they get the right information? Did they go to other groups for feedback?
Scott Nancarrow

Can we keep SEL on course? - kappanonline.org - 0 views

www.kappanonline.org/ocial-emotional-learning-starr

SEL

shared by Scott Nancarrow on 28 May 19 - No Cached
  • Think of SEL as an aspiration, not an intervention.
  • Describe SEL in positive terms.
  • Be skeptical of metrics.
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  • Don’t define SEL as special education.
  • Reinforce the need for SEL throughout the system.
  • Think carefully about SEL’s relationship to educational equity.
  • Scott Nancarrow on 28 May 19
     
    Recommended in this week's Marshall Memo: "In this column in Phi Delta Kappan, PDK International CEO Joshua Starr says three things worry him about "the rapid and widespread embrace" of social-emotional learning (SEL). First, the concept has become "too fuzzy to be useful" - it can mean growth mindset, grit, anti-bullying, collaborative learning, classroom management, and more. Second, developers are creating social-emotional learning products and hyping them as ways to transform schools (if we purchase and implement them with fidelity). Third, says Starr, 'I worry that the SEL movement hasn't been careful enough to address the racial divisions that permeate American public education… It's no surprise that many critics have begun to push back on the idea that children of color need white educators to teach them to persevere and regulate their behavior.' Starr has these suggestions to get social-emotional learning back on track so that it makes a positive difference in schools"
Scott Nancarrow

Teaching Self Advocacy & Building Independence: Strategies for Students with ADHD - 0 views

www.additudemag.com/y-strategies-for-adhd-students

advocacy adhd

shared by Scott Nancarrow on 30 Oct 22 - No Cached
  • But if you’ve ever wondered whether you’re doing and intervening too much, you’re not alone.
  • Many parents of students with ADHD wonder how to strike the elusive balance that offers support and encourages independent self-advocacy skills.
  • Enabling is doing something for someone else, without a plan to help them do it for themselves. Supporting is providing guidance and encouragement to someone as they learn to manage the task on their own in time.
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  • Help Your Child Set Goals
  • Step 1:  Reflect on the Past
  • ask them questions that help them reflect on things like completing homework, preparing for tests, and participating in class.
  • Step 2:  Take Stock of the Present
  • These are the skills that help you do what you need to do to reach your goals
  • For each of these skills, ask your child to rate themselves from 1 (lowest) to 5 (highest). This encourages them to distinguish their different abilities in different areas, and helps them move away from all-or-nothing thinking
  • Step 3: Look to the Future
  • Give Kids Control by Emphasizing Effort
  • Teach Self-Advocacy
  • make sure your child knows who can support them at school and how they can ask for this support.
Scott Nancarrow

Telling Your Child They Have a Learning Disability Is Critical - 0 views

www.additudemag.com/hey-have-a-learning-disability

explanation learning differences disabilities parenting

shared by Scott Nancarrow on 20 Jan 23 - No Cached
  • Many parents are afraid that “labeling” a child as having a learning disability will make him feel broken, left out, or less willing to try. In fact, the opposite is true: giving your child an understanding of the nature of his learning disabilities will comfort him — and motivate him to push through his challenges.
  • The knowledge that he has an identifiable, common, measurable, and treatable condition often comes as great comfort to the youngster. Without this information, the child is likely to believe the taunts of his classmates and feel that he indeed is a dummy.
  • If a child does not have a basic understanding of the nature of his learning challenges, it is unlikely that he will be able to sustain his motivation in the classroom.
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  • During these discussions, emphasize her strengths and affinities, and do not simply focus on her weaknesses and difficulties. Express optimism about her development and her future.
  • Remind your child that she can indeed learn, but that she learns in a unique way that requires her to work hard and participate in classes and activities that are different from those of her peers and siblings.
  • Draw on learning struggles and challenges that you faced and outline the strategies you used.
  • Print Facebook Twitter Instagram Pinterest A parent once called my special education school to request an admissions visit for her and her son, who was struggling mightily in school. She asked a strange question in her initial phone call: “Does the school have any signs or posters displayed that identify the program as a school for kids with learning disabilities?” I asked her why she wished to know this. She replied, “My son doesn’t know that he has a learning disability, and we don’t want him to know.” He knows, Mom. Believe me, he knows.
  • Demystify your child’s daily struggles.
  • Look for and take advantage of teachable moments.
Gayle Cole

What Works for Differentiating Instruction in Elementary Schools | Edutopia - 0 views

www.edutopia.org/d-instruction-replication-tips

differentiation

shared by Gayle Cole on 19 Mar 13 - Cached
  • when you're staring out at 20 or 30 students as individual as snowflakes, you may find yourself asking that ever-daunting question: "How?"
  • "Create file folders filled with various graphic organizers, visual aides, and sentence starters for different types of thinking (cause and effect, chronological, compare and contrast, to name a few). You can quickly pull out one of these in a pinch."
  • each procedure needs to be practiced 28 times to stick.
  • ...2 more annotations...
  • Share planning duties with a fellow teacher.
  • Forest Lake started with just one computer in each classroom
Gayle Cole

Defining Differentiated Instruction | Edutopia - 0 views

www.edutopia.org/...on-definition-strategies-alber

differentiation

shared by Gayle Cole on 19 Mar 13 - No Cached
  • Equal education is not all students getting the same, but all students getting what they need
  • We have to start where each child is in his learning process in order to authentically meet his academic needs and help him grow. With a classroom full of children at different stages of learning, this certainly sounds overwhelming,
  • the first step is to find out as much as you can about her educational history and anything else
  • ...1 more annotation...
  • interests, cultural background, learning style, and something about her home life
Gayle Cole

Faculty Collegiality - 0 views

www.nais.org/...Faculty-Collegiality.aspx

collegiality CATIE collaboration inservice

shared by Gayle Cole on 12 Jun 13 - No Cached
  • the most important factor in determining whether a school is a setting in which children grow and learn is whether the school is a setting in which adults grow and learn.
  • school buildings were designed to enable the supervision and orderly movement of students. The egg-carton model of school architecture and organization prevails even today. Individual classrooms are adjacent to one another with parallel doors facing a hall (not unlike prison cellblocks).
  • The major hurdle is the history and ethos of the teaching profession. "Teaching is a very autonomous experience," says Sara Lawrence Lightfoot, author of The Good High School. "But the flip side of autonomy is that teachers experience loneliness and isolation." In too many schools, teachers close their classroom door and spend the majority of their working hours with children, only talking hurriedly with other adults over a break, during lunch, or while standing at the copying machine. This is not terribly surprising since many educators chose to enter the profession to work with students, not with other adults
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  • What can school leaders do to ensure that their faculty members, including themselves, continue to grow and learn? It is the responsibility of school leaders to create a setting in which adults learning with and from one another becomes the norm.
  • Collaboration focuses only on the product; collegiality focuses on the product and what the participants gained from their collaboration.
  • "Many studies have shown that social connections with co-workers are a strong predictor — some would say the strongest predictor — of job satisfaction. People with friends at work are happier at work.
  • the goal of school leaders is to create a setting in which everyone grows. When this takes place, happiness will follow.
  • the work of Roland Barth. As a metaphor, he cites the instructions that are given to passengers about how to proceed when using an oxygen mask on an airplane. We are always told, he notes, that the adults should place the oxygen mask on their own faces before tending to a child or an elderly person. While this sequence is counter-intuitive to our desire to take care of those who need our help, the reality is that without giving ourselves oxygen first, we will not be able to help anyone else
  • If collegiality is not the norm, a school cannot achieve its potential.
  • Teachers talking together about students.
  • Teachers working together to develop curriculum
  • one another teach. This occurs rarely, even in the best schools
  • observing
  • One way to address this anxiety is to "ask teachers to observe a peer with the goal of finding one thing they like and one idea they'll use,
  • In a collegial setting, teachers share their expertise with colleagues and further everyone's learning.
  • an elderly person. While this sequence is counter-intuitive to our desire to take care of those who need our help, the reality is that without giving ourselves oxygen first, we will not be able to help anyone else. We must take care of ourselves in order to be able to take care of others. Teachers teaching one another. This doesn't necessarily mean that a teacher stands in front of peers and imparts expertise. Although that can happen, the interaction that takes place at faculty and committee meetings offers richer opportunities for teachers to teach their colleagues. Sharing what did and didn't work yesterday, reviewing action re
  • Intelligences and Succeedin
  • Teaching a class, laudable as that may be, only satisfies this need if the administrator's teaching responsibilities cause the faculty to view him or her as someone who understands and appreciates teaching, rather than as "an administrator who teaches."
  • leaders must try to position themselves among the group rather than above it."
  • Faculty committees should be a school's R&D department, a place where academic research and development takes place.
  • When teachers serve as leaders of a faculty committee, they also develop their leadership skills.
  • An easy (and fun) way to encourage collegiality is by forming a faculty book group
  • First, participation should be voluntary. That may be hard for school heads to accept, but my experience is that making attendance optional works better. Only a minority of the faculty is likely to join, but because those who are attending choose to participate, the dialogue is far more likely to be open and positive.
  • providing food is always good. Paying for pastries or pizza always sets a nice tone.
  • If students are to grow and learn, their teachers must grow and learn; if teachers are to grow and learn, their administrators must grow and learn as well. School leaders must be learners. We must invest in ourselves, too.
  • must be visible learners
  • It may be difficult to admit that you don't know the answer or that you'd do something differently next time, but it's important to do so. This is part of the Make New Mistakes philosophy noted in Chapter 1. Sharing that philosophy with staff members and parents helps set the expectation that everyone is expected to learn — and that learning can be messy.
  • Listening well includes structuring in designated times when you have to listen and also ensuring that you listen to opinions you don't want to hear. That is neither easy nor pleasant, but it is necessary
  • I have found surveys to be effective in reaching out to parents.
  • "360-degree evaluation for growth." The term "360 degrees" captures the fact that feedback is generated from all sectors of the organization, not just from above. The term "growth" indicates that the data came directly to me, for use in my reflection and growth, rather than to a third party for the purposes of evaluation. Many organizations offer this service, and the format is generally the same. To start, I reflected on my strengths and weaknesses. Then online feedback on the same items was collected from several dozen people whom I nominated, people from all 360 degrees of the school, from trustees to staff to students' parents. A "coach" working for the company that conducted the survey then led me through an analysis of my profile, paying special attention to how my self-perceptions did and did not contrast with how others saw me.
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