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Jill Bergeron

Stand Up for STEM | Teaching Tolerance - Diversity, Equity and Justice - 0 views

www.tolerance.org/...stand-stem

diversity STEAM Stem lesson plans

shared by Jill Bergeron on 09 May 16 - No Cached
  • Jill Bergeron on 09 May 16
     
    This set of lesson plans for students in grades 3-5 focuses on the lack of diversity in the STEM professions and asks students to take action.
Jill Bergeron

'The Capacity for Connection' | Teaching Tolerance - Diversity, Equity and Justice - 0 views

www.tolerance.org/...capacity-connection

diversity

shared by Jill Bergeron on 09 May 16 - No Cached
  • For instance, examples to teach mathematics principles can be developed around social justice issues, such as rates of unemployment and disparities in incomes. Critical reading skills can be honed by critiquing biased and incomplete news reports.
  • Only 14% of white students, for example, attend multiracial schools. How might such isolation affect white students' ability to develop healthy racial identities?
  • Ironically, in more racially diverse educational settings, assumptions of white superiority are often reinforced by "ability" grouping and tracking. Thus, simply being in more diverse school settings is not a guarantee that white children will develop non-racist attitudes and behaviors, unless their teachers intentionally work with them on these issues.
Jill Bergeron

​'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.
Jill Bergeron

Why Cliques Form at Some High Schools and Not Others - The Atlantic - 0 views

www.theatlantic.com/...382570

diversity cliques

shared by Jill Bergeron on 25 Nov 14 - No Cached
    • Jill Bergeron
      Jill Bergeron on 25 Nov 14
       
      Amid diversity, students seek out similarities.
  • Most high schools segregate by "type," whether it's age, class, ethnic background, or volume of face makeup.
  • The way high schools are designed—their size, their level of diversity, and the way they treat students—can either drive students to segregate based on things like household income and race, or force them to build relationships that are more about their high school life than their socioeconomic backgrounds.
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  • In short, the natural instinct for teenagers to separate themselves into clusters and hierarchies is weakened when schools force kids to partner with peers they wouldn't otherwise want to be around to see first-hand the benefits of unlikely friendships.
  • "Larger schools that offer more choice and variety are the most likely to form hierarchies and cliques and self-segregation,” said McFarland, a professor of education at Stanford Graduate School of Education. "In smaller schools, and in smaller classrooms, you force people to interact, and they are less hierarchical, less cliquish, and less self-segregated.”
  • Schools that grouped students by academics and created other ways to force kids with different backgrounds to cooperate (whether in clubs or on sports teams) were less ruled by segregation and hierarchy. "In classrooms with assigned seating, you’re forced to sit next to someone whom you wouldn’t otherwise interact, and that tends to break down the tendency to segregate by background,” McFarland said.
Jill Bergeron

Relationship Building Through Culturally Responsive Classroom Management | Edutopia - 0 views

www.edutopia.org/...sponsive-classroom-todd-finley

diversity classroom management cultural competency

shared by Jill Bergeron on 09 May 16 - No Cached
  • Cultural competence is the ability to successfully communicate and empathize with people from diverse cultures and incomes,
  • To build rapport, talk directly to children outside of class, using their names. Also begin class by checking in -- asking kids how they’re doing -- even if the misbehavior of the previous class reached biblical proportions.
  • Monitor your discourse style. Indirect requests (“Would you like to let me finish reading the directions?”) can confuse some children who are used to receiving explicit directives from their working-class parents.
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  • Be sensitive to how diverse cultures deal with conflict. Many citizens of Asian countries avoid open conflict, believing that differences are best worked out quietly. Written exchanges might be preferred over face-to-face conflict resolution.
  • Clarify expectations. If you put students into groups, for example, explain and model the difference between “helping” and “doing the work for” a partner.
  • Emphasize a positive environment, not punishment.
  • Increasing punishment fails to change student behaviors.
  • earned students’ consent and trust through humor.
Jill Bergeron

Welcoming schools - 0 views

www.hrc.org/...ction_to_Welcoming_Schools.pdf

diversity

shared by Jill Bergeron on 09 May 16 - No Cached
  • Jill Bergeron on 09 May 16
     
    An inclusive approach to addressing family diversity, gender stereotyping and name-calling in K-5 learning environments.
Jill Bergeron

What's Missing from the Conversation: The Growth Mindset in Cultural Competency - Indep... - 0 views

www.nais.org/...Post.aspx

mindset character education diversity inclusion equity

shared by Jill Bergeron on 11 May 16 - No Cached
  • “In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success — without effort. They’re wrong,” according to Dweck’s website.   “In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work — brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have had these qualities,” according to Dweck’s website.  (See graphic by Nigel Homes.)
  • The “All or None” myth teaches us that there those who are “with it” and those who are not.  Under this myth, those of us who understand or experience one of the societal isms (racism, sexism, classism, ableism, ageism, heterosexism, ethnocentrism, etc.) automatically assume that we understand the issues of other isms.
  • This myth keeps us from asking questions when we don’t know; we spend more energy protecting our competency status rather than listening, learning, and growing.
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  • In the growth mindset, we understand and accept that there is always room to grow. No one can fully master all aspects of cultural competency for all cultural identifiers, and mistakes are inevitable. With humble curiosity, we seek to better understand ourselves, understand others, develop cross-cultural skills, and work toward equity and inclusion.
  • The “Mistakes and Moral Worth” myth teaches us that those who offend or hurt must be doing so because they are bigoted and morally deficient, and good-hearted people do not speak or act in ways that marginalize. Under this myth, those of us who make an offensive comment, even if unintentional, are attacked as though we had professed to be a member of a hate group. 
  • This myth leaves us afraid to speak our mind for fear of public shaming. It keeps us focusing on our intentions rather than on our impacts.  We try to prove our moral worth by debasing others who have displayed shortcomings.
  • This myth leaves us slipping into complacency and clinging to a false sense of mastery, reluctant to look for authentic understanding and growth. It makes us think, “If we just find the right all-school read, the right professional development workshop, the right speaker for the MLK assembly, we can fix all the problems at the school.”
  • When others make mistakes, we are likely to respond with patience and desire to teach, understanding that it’s possible to dislike an action without disliking the person.
  •  Under this myth, those of us who’ve had some training to understand another’s identity and difference assume that we have learned everything we need to be competent. 
  •  We also believe that relationships can “fix” our misconceptions about a whole group of people. 
  • In the growth mindset, we understand that good people can make mistakes. Mistakes do not define us.
  • In the growth mindset, we understand that bias and prejudice, as Jay Smooth puts it, are more like plaque. There is so much misinformation in the world reinforced by history, systems, and media. If we are to keep the myths at bay, we must get into a regular practice, much like brushing and flossing every day. 
  • Jill Bergeron on 11 May 16
     
    This article offers up several ways in which a fixed mindset can prevent us from better understanding diversity and how a growth mindset can move us in the direction of inclusion and equity.
Gayle Cole

Open Circle - 0 views

open-circle.org

open circle SEL

shared by Gayle Cole on 14 May 13 - No Cached
  • Gayle Cole on 14 May 13
     
    suggested in The Inclusive School: A Selection of Writing on Diversity Issues in Independent Schools by NAIS
Jill Bergeron

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.
Jill Bergeron

When Minority Students Attend Elite Private Schools - The Atlantic - 1 views

www.theatlantic.com/...282416

diversity privilege

shared by Jill Bergeron on 09 May 16 - No Cached
  • According to Myra McGovern, senior director of public information for the National Association of Independent Schools, more independent schools are becoming invested in how diverse environments should feel, rather than only concentrating on what they should look like. Likewise, more parents of color are discovering alternatives to public school that seem stable in the face of rapidly transforming neighborhoods and school systems.
  • Jill Bergeron on 09 May 16
     
    "Many parents of color send their children to exclusive, predominantly white schools in an attempt to give their kids a "ticket to upward mobility." But these well-resourced institutions can fall short at nurturing minority students emotionally and intellectually."
Jill Bergeron

Apps That Rise to the Top: Tested and Approved By Teachers | MindShift | KQED News - 0 views

ww2.kqed.org/...ested-and-approved-by-teachers

tech tools apps app technology

shared by Jill Bergeron on 29 Oct 15 - No Cached
  • Jill Bergeron on 29 Oct 15
     
    Some diverse tech tools sorted by subject and skill.
Jill Bergeron

We need more black and brown teachers but not for the reasons you think - The Hechinger... - 0 views

hechingerreport.org/own-teachers-not-reasons-think

diversity teachers

shared by Jill Bergeron on 09 May 16 - No Cached
  • Privilege is passed on like inheritance. Therefore, we must educate the children of people currently in power so they won’t replicate the systems of the past. Undoing the racism that muffles achievement requires teaching the scions of privilege who will likely end up running systems that fail students of color.
  • Cultural differences influence teaching efficacy, however. “Most results show that when black teachers teach black students, black students achieve more than when taught by white teachers,” writes Andy Porter in Rethinking the Achievement Gap.
  • Jill Bergeron on 09 May 16
     
    This piece argues that not only do black and brown teachers have a positive impact on the success of students of the same background, but they also have a lasting impact on white students. The author stipulates that in order for change to take place, we need white students of privilege to learn from black and brown teachers because they need to break the cycle of inherent bias and racism.
Jill Bergeron

Tinkering Spaces: How Equity Means More Than Access | MindShift | KQED News - 0 views

ww2.kqed.org/...-equity-means-more-than-access

diversity tinkering making makered

shared by Jill Bergeron on 09 May 16 - No Cached
  • Existing inequities play out when adults engage with kids around tinkering or making. And, while makerspaces are a unique kind of learning space, many of the techniques thoughtful educators are using to improve their interactions with students could be used in other venues.
  • Sewing has been one of the most successful projects in the program Escudé helps run at the Boys and Girls Club in San Francisco’s Visitacion Valley neighborhood. Kids shared their family histories of sewing and even invited grandparents to participate and share. The activity was framed as intellectual thought and valued as equal to any other tinkering task. The success of this activity came from giving students the space to share themselves and build relationships with one another and the facilitators, not because they were using the most recent technology or because they were building robots.
  • it’s a cultural assumption that kids would think taking apart toys would be fun.
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  • often, maker educators assume that because they’ve offered students freedom and choice, the space is automatically equitable. She says being intentional about how adults interact with kids in these spaces is more important than self-direction.
  • It would be easy to assume that the student was off task or didn’t want to do the activity, but instead of assuming the worst about the student, the facilitator went over and started asking her questions that centered around agency and how she’d like to be involved. This gentle support helped the girl figure out how to start the activity.
  • They also focus on race and gender patterns around who is using which tools and the kinds of projects different kids are drawn towards. “There were some patterns around which students get intervened on more often and which students have projects taken out of their hands and fixed more often,” Vossoughi said. The video reviews help them notice these patterns and correct them.
  • A huge part of trying to bring equity to every moment of tinkering is to see students as full of strengths from their home community, their families, and their experiences. “Kids are brilliant and it’s our responsibility to notice their brilliance and deepen it,” Vossoughi said. This perspective has allowed kids who don’t fit into traditional ideas about what it means to be smart, or academic, thrive in the tinkering space.
  • Jill Bergeron on 09 May 16
     
    This article highlights the ways in which teachers can be mindful of inherent biases when they are engaging students in maker and tinkering activities.
Jill Bergeron

To Help Students Learn, Engage the Emotions - The New York Times - 0 views

well.blogs.nytimes.com/...ents-learn-engage-the-emotions

SEL emotions diversity

shared by Jill Bergeron on 09 May 16 - No Cached
  • Emotion is where learning begins, or, as is often the case, where it ends. Put simply, “It is literally neurobiologically impossible to think deeply about things that you don’t care about,” she said.
  • Great teachers understand that the best, most durable learning happens when content sparks interest, when it is relevant to a child’s life, and when the students form an emotional bond with either the subject at hand or the teacher in front of them. Meaningful learning happens when teachers are able to create an emotional connection to what might otherwise remain abstract concepts, ideas or skills.
  • When teachers take the time to learn about their students’ likes, dislikes and personal interests, whether it’s racial issues brewing at their school, their after-school job, or their dreams and goals, learning improves.
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  • The emotional connection that can result when teachers make learning personally relevant to students is what differentiates superficial, rote, topical assimilation of material from a superlative education marked by deep mastery and durable learning.
  • Jill Bergeron on 09 May 16
     
    Connecting to students emotionally helps improve learning.
Jill Bergeron

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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