Skip to main content

Home/ Chandler School/ Group items tagged goals

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
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

ASCD Express 9.20 - No Technology Required to Gamify Your Class - 0 views

www.ascd.org/...920-darcy.aspx

gamification Gamify

shared by Jill Bergeron on 11 Feb 15 - No Cached
  • Remember that competition is only motivating to students who have a chance at winning. Each student must have an equal, fighting chance to be on the leader board based on their improvement and progression to their individual goals for the class.
  • Jill Bergeron on 11 Feb 15
     
    Very concrete ideas in here about how to gamify your classroom.
Jill Bergeron

Why Integrate Technology into the Curriculum?: The Reasons Are Many | Edutopia - 0 views

www.edutopia.org/ology-integration-introduction

technology_integration edutopia technology integration

shared by Jill Bergeron on 22 Jan 13 - Cached
  • Effective tech integration must happen across the curriculum in ways that research shows deepen and enhance the learning process. In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts.
  • Effective technology integration is achieved when the use of technology is routine and transparent and when technology supports curricular goals.
  • Through projects, students acquire and refine their analysis and problem-solving skills as they work individually and in teams to find, process, and synthesize information they've found online.
  • ...2 more annotations...
  • And, as an added benefit, with technology tools and a project-learning approach, students are more likely to stay engaged and on task, reducing behavioral problems in the classroom.
  • Technology also changes the way teachers teach, offering educators effective ways to reach different types of learners and assess student understanding through multiple means. It also enhances the relationship between teacher and student. When technology is effectively integrated into subject areas, teachers grow into roles of adviser, content expert, and coach. Technology helps make teaching and learning more meaningful and fun.
  • Jill Bergeron on 04 Nov 15
     
    This article extolls the benefits of tech integration to both students and teachers.
Jill Bergeron

The Marshall Memo Admin - Issues - 0 views

www.marshallmemo.com/issue.php

reading literacy shame exit ticket differentiation edutopia

shared by Jill Bergeron on 02 Feb 16 - No Cached
  • “The act of writing, even if the product consists of only a hundred and forty characters composed with one’s thumbs, forces a kind of real-time distillation of emotional chaos.” Researchers have confirmed the efficacy of writing as a therapeutic intervention.
  • She was trained to avoid jumping into problem-solving mode, instead using validation
  • Probes were important to get more information
  • ...37 more annotations...
  • and she was trained to highlight strengths
  • Showing empathy was important
  • The trainer stressed the importance of avoiding teen patois and not making typos, which undermine authoritativeness.
  • Having all three factors present in a school can compensate for their absence in the family, community, or peer group. And a school with these factors can be resilient as an organization in the face of challenges and traumatic events it may face.
  • But in practical terms, text messaging affords a level of privacy that the human voice makes impossible. If you’re hiding from an abusive relative or you just don’t want your classmates to know how overwhelmed you feel about applying to college, a text message, even one sent in public, is safer than a phone call.
  • What’s more, tears go undetected by the person you’ve reached out to, and you don’t have to hear yourself say aloud your most shameful secrets.”
  • All people have the capacity for resilience, she says, and there are three factors that tap and nurture that potential: (a) caring relationships, (b) high expectations, and (c) meaningful opportunities for participation and contribution.
  • The advantage of using texting for a crisis hotline is that teens who are willfully uncommunicative when speaking are often forthcoming to the point of garrulous when texting, quite willing to disclose sensitive information.
  • The three factors help develop children’s social competence, problem-solving ability, sense of self and internal locus of control, and sense of purpose and optimism about the future – all of which are key to dealing successfully with adversity.
  • This is all about providing a sense of connectedness and belonging, “being there,” showing compassion and trust.
  • Teachers make appropriate expectations clear and recognize progress as well as performance. They also encourage mindfulness and self-awareness of moods, thinking, and actions. Principals orchestrate a curriculum that is challenging, comprehensive, thematic, experiential, and inclusive of multiple perspectives. They also provide training in resilience and youth development, and work to change deeply held adult beliefs about students’ capacities.
  • Teachers hold daily class meetings and empower students to create classroom norms and agreements. Principals establish peer-helping/tutoring and cross-age mentoring/tutoring programs and set up peer support networks to help new students and families acclimate to the school environment.
  • Resilience is a process, not a trait. It’s a struggle to define oneself as healthy amidst serious challenges.
  • Several personal strengths are associated with resilience – being strong cognitively, socially, emotionally, morally, and spiritually.
  • In classrooms, open channels of communication are essential. Nothing should inhibit, embarrass, or shame students from asking questions during a lesson.
  • a person who displays bad judgment is not ‘forever’ a bad person.”
  • To help others, educators need to take care of themselves. An analogy: on an airplane, people need to have their own oxygen masks in place before they can help others.
  • “The admissions process can counteract a narrow focus on personal success and promote in young people a greater appreciation of others and the common good.
  • ome have pointed out that the report applies mostly to a small percent of students, and what colleges say they value may be a challenge to game the system.
  • Julie Coiro (University of Rhode Island) takes note of a large international study by the OECD (Organisation for Economic Cooperation and Development), which found that computers were having no significant impact on students’ proficiency in reading, math, and science.
  • In many countries, the study found, frequent use of computers actually made students’ performance worse. “Although these findings may relate to differences in professional development or implementation,” says Coiro, “it was clear that drill-and-practice software had a negative effect on student performance.”
  • Technology is not critical for learning to be personal; all that’s needed is space and time to actively reflect, collaborate, and engage with personally meaningful ideas.
  • “What students can learn,” says Stygles, “is how to manage their time, select books reasonably, and justify their reading choices. When students understand their capacity – what they can do successfully – they not only protect themselves from shameful failure, but also become stronger readers through repeated experiences of success and pleasure.”
  • when blended learning is implemented in a balanced way, “teachers and students use a range of human and digital resources to improve their ability to think, problem solve, collaborate, and communicate. A delicate balance of talk and technology use keeps us all grounded in conversations with other people about what really matters.” Coiro has four suggestions for striking this balance:             • Build a culture of personal inquiry. Students have regular opportunities to pursue topics relevant to them, using a range of texts, tools, and people (offline and online) to get emotionally engaged.             • Expect learners to talk. Students engage in literacy experiences involving face-to-face and online collaboration, conversations, arguments, negotiations, and presentations.             • Encourage digital creation. Students create original products that share new knowledge and connect insights from school, home, and the community.             • Make space for students to participate and matter. “Through participation, individuals assert their autonomy and ownership of learning,” says Coiro. “In turn, their inquiry becomes more personal and engaging.”
  • Once students are empowered to direct their own learning pathways, technology can open the door to a range of texts, tools, and people to explore and connect ideas
  • “Unlike participation in sports,” says Stygles, “the choice to abandon reading to pursue other talents is not an option. Kids really have no escape from the struggles they face during the learning-to-read process, especially in light of frequent assessment or graduation through levels.”
  • “Measurement must be replaced by early and frequent positive transactions between reading, teacher, and texts,”
  • We should share with students what intimidates us about reading, how we find time, and how we focus… If we show our readers realities of reading, maturing students will see reading as less burdensome.”
  • “Shamed readers do not believe they improve or can improve,” says Stygles
  • “A good exit ticket can tell whether students have a superficial or in-depth understanding of the material,” they write. “Teachers can then use this data for adapting instruction to meet students’ needs the very next day… Exit tickets allow teachers to see where the gaps in knowledge are, what they need to fix, what students have mastered, and what can be enriched in the classroom…
  • The key to differentiation is that you have high expectations for all students and a clear objective.
  • If you know what you want students to master, differentiation allows you to use different strategies to help all students get there.”
  • Each of these tools allows students to contribute individually to shared creations involving inquiry, peer feedback, and collaborative composition.
  • Google Docs
  • Padlet
  • Coggle
  • VoiceThread
Jill Bergeron

Modern Professional Learning: Connecting PLCs With PLNs | Edutopia - 0 views

www.edutopia.org/...l-learning-plc-pln-vicki-davis

pln plc pd professional development edutopia

shared by Jill Bergeron on 30 Nov 15 - No Cached
  • a Professional Learning Community is "a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students."
  • A PLC is made up of "a school's professional staff members who continuously seek to find answers through inquiry and act on their learning to improve student learning.
  • Teachers who work in more supportive environments become more effective at raising student achievement on standardized tests over time than do teachers who work in less supportive environments.
  • ...8 more annotations...
  • a PLC is typically: Face to face High accountability Comprised of colleagues from a face-to-face or daily environment Comprised of peers with similar professional responsibilities
  • Torrey Trust defines the PLN (PDF) as "a system of interpersonal connections and resources that support informal learning.
  • according to multiple, peer reviewed studies, simply being in an open network instead of a closed one is the best predictor of career success . . . the further . . . you go towards a closed network, the more you repeatedly hear the same ideas, which reaffirm what you already believe. The further you go towards an open network, the more you're exposed to new ideas
  • PLNs are typically: Online and open More informal Open to a free flow of ideas Often welcoming to newcomers
  • PLNs' weaknesses are: Teachers get excited about an idea but meet resistance in their local school. Teachers have no way to share and discuss ideas with their local school. Some educators use their PLN inconsistently and have no accountability to keep learning. PLNs can be overwhelming because it seems like too much, or users can't focus. Authentic conversations can become dominated by a few loud voices. Some hashtag founders exhibit territorial behavior that limits conversation. Trolls and spammers can derail hashtag conversations.
  • "Blend" your school's PLC by creating an online space for it. Make this a simple place to share resources and ideas gleaned from participants' PLNs. Many teachers don't collaborate online because it's just one more thing to do. Make it simple to share. Give the less social-media-savvy educators simple options such as an email subscription to a few blogs.
  • Encourage educators to share ideas. Set specific goals. You can't be everywhere and do everything. Focus can achieve incredible results if you're all searching your PLNs for new ideas to tackle a troubling issue in your PLC
  • 5. Link the online and face-to-face worlds. Administrators and others should mention the online spaces in staff meetings. Likewise, an online reflection of something said at the PLC helps show continuity. Educators should see both the online and face-to-face spaces as substantial parts of their PLC.
  • Jill Bergeron on 30 Nov 15
     
    This article gives the benefits and weaknesses of PLNs and PLCs.
Jill Bergeron

Mom: What do I expect from my children's elementary school? Certainly not this. - The W... - 1 views

www.washingtonpost.com/...tary-school-certainly-not-this

learning education parenting happiness

shared by Jill Bergeron on 08 Jan 16 - No Cached
  • For my elementary-school-age children, I care more about whether or not they love going to school than I do about their academic progress. I am clever enough to know that if they are enjoying themselves at school, they will learn. Academics follow naturally if the proper environment for learning is there.
  • When the learning environment becomes very serious and relies heavily on assessment and grades, learning targets and goals, it is not as enjoyable. It is “work,” and children don’t enjoy work. It’s not in their nature to enjoy work; children are created to learn through play.
  • What defines “play?” Any activity that engages the imagination and creativity, two skills that lead to innovation and problem solving when practiced often enough.
Jill Bergeron

Recognizing and Overcoming False Growth Mindset | Edutopia - 0 views

www.edutopia.org/...lse-growth-mindset-carol-dweck

growth mindset mindset Edutopia dweck

shared by Jill Bergeron on 15 Jan 16 - No Cached
  • A growth mindset is the belief that you can develop your talents and abilities through hard work, good strategies, and help from others. It stands in opposition to a fixed mindset, which is the belief that talents and abilities are unalterable traits, ones that can never be improved.
  • We typically teach students a growth mindset through online programs that demonstrate how the brain changes with learning (how the neurons grow stronger connections when students work on hard things and stick with them) and how to apply this to their schoolwork.
  • "Great effort" became the consolation prize for children who weren't learning. So the very students who most needed to learn about developing their abilities were instead receiving praise for their ineffective effort.
  • ...4 more annotations...
  • Teachers need to tell the truth. They can acknowledge laudable effort, but they also need to acknowledge when students are not learning effectively, and then work with them to find new learning strategies. (By the way, exhorting students to try hard is another ineffective practice that does not teach a growth mindset.)
  • Skilled educators set high standards for students but then help them understand how to embark on the path to meeting those standards. It's not a hollow promise.
  • In the safety of these classrooms, students can begin to leave behind their fixed mindset and try out the idea that they can develop their abilities. We see this happening when teachers give students: Meaningful work Honest and helpful feedback Advice on future learning strategies Opportunities to revise their work and show their learning
  • In order to work toward more of a growth mindset, we need to observe ourselves and find our triggers. Just spend several weeks noticing when you enter a more threatened, defensive state. Don't judge yourself. Don't fight it. Just observe. Then, as Susan Mackie advises, give your fixed mindset persona a name. Talk to it, calling it by name, when it shows up. Over time, try to recruit it to collaborate on your challenging goals instead of letting it undermine you with doubts and fears.
  • Jill Bergeron on 15 Jan 16
     
    This article describes what constitutes a growth mindset and what contributes to a false growth mindset. Dweck also offers advice on how to avoid the pitfalls of a false growth mindset.
Scott Nancarrow

ADHD Homework Strategies: Study Smarter, Not Harder! - 0 views

www.additudemag.com/...ework-strategies-and-shortcuts

adhd homework strategies

shared by Scott Nancarrow on 02 Apr 19 - No Cached
  • Scott Nancarrow on 02 Apr 19
     
    (Nothing revolutionary, in terms of recommendations, but a good overview of reasonable homework practices that ANY student and his/her family can implement if needed.)
Scott Nancarrow

ADHD and Lying: The Fight, Flight, Freeze or Fib Response - 0 views

www.additude.com/y-lie-adhd-fight-flight-freeze

shared by Scott Nancarrow on 15 Apr 19 - No Cached
  • Scott Nancarrow on 15 Apr 19
     
    Updating the "Fight or Flight" model of the autonomic, sympathetic nervous system response to include other modes... not unique to ADHD
Jill Bergeron

How To Make The Most Of Your 10 Minutes With The Teacher : NPR Ed : NPR - 0 views

www.npr.org/...ur-10-minutes-with-the-teacher

parenting parent CATIE parent-teacher conferences

shared by Jill Bergeron on 03 Nov 15 - No Cached
  • Spin the conversation forward and ask what you can do to help.Parent-teacher conferences are no longer a once-a-year check-in; they can provide useful insight for immediate and clear next steps."Conferences are now a progress report timed so parents can actually do something about what they learn from teachers,"
  • If teachers bring up areas for improvement, don't get defensive, says Holmes, the elementary school assistant principal.
  • Don't be shy to ask your child's teacher to explain what a certain educational word means.
  • ...6 more annotations...
  • By talking to your child in advance, you can ask more specific questions about grades or behaviors, says Graden.
  • Ask about what's happening in the classroom — both academically and socially.
  • Most experts suggest telling the teacher about your child. Describe what they're like at home, what interests and excites them, and explain any issues at home that may be affecting your child at school.
  • "It's important for everyone to understand what the goal is at the end of the year," says Graden, the school superintendent. "That way you all have a stake in that success."
  • "Go in looking for an opportunity to get involved with supporting your child,"
  • The Harvard Family Research Project's Tip Sheet for Parents suggests reviewing your child's work, grades and past teacher feedback. Ask your child about his experience at school and make a list of questions ahead of time to ask during the conference.
  • Jill Bergeron on 03 Nov 15
     
    What parents should do to prep for parent-teacher conferences.
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
Scott Nancarrow

Socially Immature Kids: Making Friends - 0 views

www.additudemag.com/help-socially-immature-kids

shared by Scott Nancarrow on 16 Sep 20 - No Cached
  • Scott Nancarrow on 16 Sep 20
     
    Not just a making friends thing... more about learning how to pick up on social cues among peers who may not need as much explicit instruction about how to navigate those often unspoken "rules"
Jill Bergeron

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

www.vox.com/...ools-economy-social-distancing

covid-19 corona virus corona reopening

shared by Jill Bergeron on 06 Jul 20 - No Cached
  • 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.
  • ...2 more annotations...
  • 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.
Scott Nancarrow

Executive Functioning: A Teacher's Guide to Helping Students with ADHD - 0 views

www.additudemag.com/functioning-adhd-teacher-guide

executive functioning

shared by Scott Nancarrow on 16 Aug 23 - No Cached
  • It is the responsibility of educators to be aware of executive functioning and to create environments that support all students.
  • Educators should also teach executive functioning language to all classroom learners, not just those who show deficits. When educators assist students with identifying their executive functioning strengths and areas of need, they also teach them how to advocate for their own needs in the classroom and beyond.
  • Executive functioning comprises both the skills that involve thinking, or cognition, and skills that involve doing, or behavior. Here’s a breakdown of these skills and how some might look in the classroom:
  • ...1 more annotation...
  • Educators should strive to create supportive atmospheres and equip their students with tools to independently express their areas of EF need. Educators can use what we call the “Four Tiers of Support” to set up this system in the classroom and beyond. They include: Teaching common EF language Identifying strengths and areas of need Setting up a classroom to support all students Teaching self-advocacy skills
« First ‹ Previous 41 - 60 of 86 Next › Last »
Showing 20▼ items per page