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Jill Bergeron

Research Finds Effects Of Homework On Elementary Students - 1 views

www.lifehack.org/...and-the-results-are-surprising

homework

shared by Jill Bergeron on 06 May 16 - No Cached
smontevirgen liked it
  • While homework has a significant benefit at the high school level, the benefit drops off for middle school students and “there’s no benefit at the elementary school level,”
  • Homework can generate a negative impact on children’s attitudes toward school.
  • After a long day at school, something that includes the word “work” is not exactly what kids want to do before going to bed. This ends up too often in a sorrowful battle that can be extended to the later years when homework does have benefits.
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  • Those who support homework will say that daily homework helps kids become more responsible, but this is only true at a later age.
  • Homework leaves less time for kids to be kids.
  • All students, and especially the youngest ones, should use their evenings and holiday time to do more physical activities, playing outdoors and participating in sports with friends.
  • Another problem with elementary school homework is that it often takes time away from their sleeping hours. Children need, on average, ten hours of sleep a day. For kids to be 100% the next day at school, they need to have a proper rest.
  • encourage fun reading.
  • Although personalizing this activity for each kid will require more effort than homogeneous homework, the benefits of fun reading will be noticeable.
  • Teach responsibility with daily chores.
  • Teach them that they are always learners.
  • Take them to visit a museum.
  • Overall, administrators, parents, and teachers may leverage after-school experiences where creativity, sociability, and learning converge to enhance elementary schools students’ educations.
  • Jill Bergeron on 06 May 16
     
    This article details how homework can be detrimental to elementary school children. However, it also offers alternatives to homework.
  • smontevirgen on 08 May 16
     
    Love this article! Homework should be the last thing a child does when they get home after working in school all day. How about learning to cook with mom and dad? This may be a hard sell for some parents who see learning as a concrete task and not a reflective one. Some alternatives: Reading a good book for pleasure, reading with your kids, going to the park.... Kids need school life balance as well.
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

The Marshall Memo Admin - Issues - 0 views

www.marshallmemo.com/issue.php

marshall mindset math middle school math middle school student-centered teen behavior instructional rounds observations movement student engagement collaboration teaching strategies staff retreat retreats

shared by Jill Bergeron on 30 Sep 16 - No Cached
  • 1. Growth mindset thinking makes its uncertain way into schools 2. A middle-school teacher tries to shift to student-centered math 3. Harnessing adolescent rebelliousness 4. “Firewalks” in a California high school 5. The potential of instructional rounds 6. Fidgeters of the world, unite! 7. Keys to a successful staff retreat 8. Teaching about the election
  • However, 85 percent of teachers said they wanted more professional development to use growth mindset insights most effectively. While the central ideas are intuitive to many educators, it takes time and collaboration for them to filter down to daily classroom practice.
  • Because training is so spotty, there are also some key growth-mindset practices that are not being emphasized enough in classrooms, including: -   Having students evaluate their own work; -   Using on-the-spot and interim assessments; -   Having students revise their work; -   Encouraging multiple strategies for learning; -   Peer-to-peer learning.
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  • Beaubien and her colleagues at the Stanford Project for Education Research That Scales (PERTS – https://www.perts.net) are offering online growth mindset training modules for teachers and encouraging grassroots efforts to spread effective practices.
  • Limit initiatives to those that support the big goal. “As we try to change and grow our practice, whether self-driven or motivated by policy or district-level change,” she says, “we will encounter more ideas than we can possibly implement in a year or even our whole career. It pays to focus on a smaller set of objectives, and for a while, selectively choose initiatives that fit those goals.”
  • Collaboration is key.
  • Within her school, she co-taught, observed colleagues, discussed goals (big and small), monitored students’ progress, and (with some trepidation) invited other teachers to observe her teaching and give feedback.
  • she visited other Connected Math schools and watched lesson videos at http://www.connectedmath.msu.edu and http://www.teachingchannel.org.
  • “The brains of adolescents are notoriously more receptive to short-term rewards and peer approval,” says Amanda Ripley in this New York Times article, “which can lead to risky behavior.” But young people are also very attuned to autonomy and social justice. “There are two adolescent imperatives,” says Rob Riordan of High Tech High in California: “To resist authority and to contribute to community.” Might it be possible to take advantage of these characteristics to bend teenage rebelliousness toward wholesome ends?
  • “What’s really exciting about this study and other work like it is that if you can appeal to kids’ sense of wanting to not be duped, you empower them to take a stand,” says Ronald Dahl (University of California/Berkeley). “If they are motivated, you can change their behavior profoundly.”
  • A big unanswered question is whether the positive behavioral shifts in the experiments will last more than a few hours; after all, almost no obesity prevention programs for adolescents result in long-term weight loss and there is a powerful consumer culture pushing young people in the other direction.
  • Rounds are brief observations of a sampling of classrooms within a school by groups of teachers, administrators, or both. Ideally, rounds should foster: -   A common language about and understanding of high-quality teaching; -   A collaborative learning culture versus a culture of compliance; -   A more coherent approach to improving instruction.
  • What inspires you? Do you have any regrets from the first two years of high school? How have you shown leadership? What are your college plans? What career do you want to pursue? Where do you think you will be in five years? What’s your favorite class? At the end of the ritual, the audience says whether each student is ready to move on. Not every student gets the nod.
  • The purpose needs to be clear, observations need to be carried out in a climate of trust, and everyone involved needs to understand how the observations connect to other improvement efforts.”
  • In short, social networks are themselves a resource that administrators can use to support the development of social capital.
  • In this New York Times article, Gretchen Reynolds has advice for teachers who tell fidgeting students to just sit still: let them tap their toes and jiggle their legs. Why? Because fidgeting is good for their health.
  • he has some advice for those who organize retreats:             • A clear and legitimate rationale.
  • “Retreats go poorly,” says Kramer, “when the reason for the retreat does not match the organization’s true needs.”
  • A better approach would have been to work with key stakeholders to develop the agenda, get buy-in, and engage everyone in an open and task-oriented fashion.
  • No hidden agendas – If trust is an issue in an organization, it’s essential that the conveners are honest about how a retreat will be handled and everything is above board.
  • High-quality facilitation – An effective leader keeps the trains running on time and is efficient, practical, and easy to work with.
  • They work best when every participant has a vested interest in what is being discussed and understands how the outcomes of the session will affect them and their work.”
Jill Bergeron

Delivering on the promise of STEAM - The Learner's Way - 0 views

thelearnersway.net/...vering-on-the-promise-of-steam

STEAM project based learning pbl technology engineering science maker

shared by Jill Bergeron on 01 Sep 16 - No Cached
  • STEAM projects, like all good inquiry learning, need to be driven by excellent, open ended questions.
  • Questions that require the learner to think like a scientist as they interpret the world, make observations and conduct experiments. Where the relationships between numbers, quantities and shapes are explored with the mindset of a mathematician. Questions in which an artistic response demands more thought than ‘what colour shall I paint the wheels’ and where the intersection of engineering and technology brings new ways of doing things. Good STEAM projects will demand learning contexts that generate novel solutions made possible only through the collaboration of each discipline and whenever possible should be driven by the questions students discover.
  • Engineering is also the field least present in traditional school models and as such may be that field which brings the others together as it has less to lose and most to gain in such a recombination of disciplines.
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  • If STEAM is dominated by Engineering problems where are the opportunities for science to be the servant of art, or for technology to be the doorway to new scientific discoveries.
  • Jill Bergeron on 01 Sep 16
     
    How do you create an authentic STEAM project?
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.
Jill Bergeron

The Marshall Memo Admin - Issues - 0 views

www.marshallmemo.com/issue.php

empathy management leadership gratitude generosity evaluation check-in collaboration parent-teacher conferences PLC English poetry math election 2016

shared by Jill Bergeron on 20 Sep 16 - No Cached
  • “While people usually gain power through traits and actions that advance the interests of others, such as empathy, collaboration, openness, fairness, and sharing, when they start to feel powerful or enjoy a position of privilege, those qualities begin to fade.”
  • Behaviors like these undermine leaders’ effectiveness by depressing the performance of those around them, and are ultimately self-defeating.
  • power puts us in something like a manic state, making us feel expansive, energized, omnipotent, hungry for rewards, and immune to risk – which opens us up to rash, rude, and unethical actions.” But it turns out that simply being aware of those feelings – “Hey, I’m feeling as if I should rule the world right now” – and monitoring impulses to behave inappropriately helps keep those behaviors in check.
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  • When Keltner works with up-and-coming executives, he counsels them to remember and repeat the virtuous behaviors that helped them rise in the first place and develop three essential practices: empathy, gratitude, and generosity.
  • To practice empathy: -   Ask a question or two in every interaction, showing genuine interest in the subject. -   Paraphrase important points made by others. -   Listen with gusto, orienting your body and eyes toward the person speaking and verbally showing interest and engagement. -   When someone comes to you with a problem, don’t jump right to judgment and advice but say something like, “That’s really tough” or “I’m sorry.” -   Before a meeting, take a moment to think about the person you’ll be with and what’s happening in his or her life.
  • The alternative mindset is that people can grow professionally and managers can change the way people perform through effective coaching, management, and intrinsic rewards like personal development and making a difference.
  • “From Silicon Valley to New York, and in offices across the world, firms are replacing annual reviews with frequent, informal check-ins between managers and employees.”
  • One observer called the traditional performance evaluation a “rite of corporate kabuki” that restricted creativity, generated mountains of paperwork, and served no real purpose. It was also an incentive to put off bad news until the end of the year, at which point both manager and employee may have forgotten what the problem was.
  • There’s one more reason: once-a-year reviews focus on past performance rather than encouraging current work and grooming talent for the future.
  • To practice gratitude: -   Make thoughtful thank-yous a part of how you communicate with others. -   Send colleagues specific and timely e-mails or notes of appreciation for a job well done. -   Publicly acknowledge the value that each person contributes to the team, including support staff. -   Use the right kind of touch – pats on the back, fist bumps, high-fives – to celebrate success. • To practice generosity: -   Seek opportunities to spend a little one-on-one time with people you lead. -   Delegate some important and high-profile responsibilities. -   Give praise generously. -   Share the limelight – give credit to all who contribute to the success of your team and your organization.
  • employees, especially recent college graduates, learn faster from frequent, detailed feedback from mentors and superiors. Second, companies realized they needed to be agile to survive and thrive in the competitive, ever-changing marketplace and real-time performance monitoring and feedback led to more rapid adaptations. And third, managers saw that teamwork was key to innovation and productivity and moving from forced annual ranking to frequent individual accountability was more conducive to teamwork and better results.
  • Studies of the workplace show that the time employees spend helping others is as important to their evaluations and chances of promotion as how they do their jobs. And Grant’s own research on “givers” (who enjoy helping others) and “takers” (who are focused on coming out ahead) shows that givers consistently achieve better results.
  • on the most difficult part of his exams – the multiple choice section – if a student was unsure of an question, he or she wrote down the name of another student who might know the answer – like asking for a lifeline on “Who Wants to Be a Millionaire.” If the classmate had it right, they both earned points; one person’s success also benefited a classmate. Grant reports that this made a big difference – more students joined study groups, the groups pooled their knowledge, and the class’s average score went up 2 percentage points compared to the previous year. Why? Because one of the best ways to learn something is to teach it to someone else, and that’s what was going on in the groups.
  • There was something else going on in the lifeline idea: transactive memory, or knowing who knows best and taking advantage of their knowledge. It’s easier to get help if you know where to look.
  • In this Chronicle of Higher Education article, Ellen Boucher (Amherst College) says the “pressure of perfection” is causing lots of stress for students in their teens and twenties, contributing to the rising suicide rate in this age bracket.
  • The burden of multiple obligations can seem insurmountable.”
  • Sociologists have shown that students from less-privileged backgrounds often have trouble understanding the unwritten rules of college life – the so-called hidden curriculum… [A]sking a professor for an extension doesn’t always come naturally. It might not even occur to them as an option.”
  • all students can elect to take a two-day grace period on any paper, with no questions asked.
  • “Since changing my policy, I’ve seen higher-quality work, less anxiety, and fewer cases of burnout.
  • Rebrand. A more inviting name for these perennial meetings is “progress conferences.” This is more positive and doesn’t seem to exclude foster parents and guardians.
  • Finesse the childcare issue. “To pay a babysitter to watch your three younger siblings so a parent can attend a conference is not going to happen,” says Ohio high-school teacher Allison Ricket. She invites parents to bring along other children and provides crayons and paper in an area at the back of her classroom where they can entertain themselves during conferences.
  • Accommodate. Some parents need an interpreter (children shouldn’t be asked to translate) and support with disabilities.
  • Change the dynamic. It makes a difference if a teacher sits side by side with family members and doesn’t hold a clipboard or pad of paper; open hands suggest an open mind.
  • Involve students. Progress conferences are much more helpful when students are at the table reporting on their progress, challenges, and goals. Advisory group meetings focus on preparing students to lead parent conferences and lobby their parents to attend.
  • • Listen. “Parents usually come in having an idea of what they want to talk about, so I like to be open and ready for whatever they need,” says Ricket. Although she has students’ grades and portfolios on hand, she lets parents go first and is careful to empathize with any concerns they have.
  • “mathematics is better taught when everyone shares in consistent language, symbols and notation, models and schema, and rules that support developing learners. The idea behind this comprehensive agreement is not unlike a schoolwide behavior management policy – whereby children hear the same phrases, share identical expectations, and experience practices that are common and consistent year after year across classrooms and throughout the school.”
  • Language – Moving from less conceptual language – borrowing, carrying, reducing fractions, the “Ring around the Rosie” property – to more mathematically appropriate language – regrouping, simplifying fractions to the lowest terms.
  • Symbols and notation – For example, writing fractions with a slanted bar 3/8 may confuse students who think the bar is the numeral 1 and think it’s 318.
  • Models and schema
  • Number lines or graphics should be consistent through the grades, for example, a graphic showing two parts next to one whole.
  • Rules
  • “This unified approach is particularly helpful for students who struggle,” conclude Karp, Bush, and Dougherty, “as it provides a recognizable component to new content. Additionally, all learners in a school can make connections among ideas in a unified and collaborative culture that promotes stronger learning in mathematics.”
  • Jill Bergeron on 20 Sep 16
     
    "Online Resources for Teaching About the Presidential Campaign             In this article in Education Week, Madeline Will shares five free classroom resources for teaching and discussing this year's election: -   Letters to the Next President 2.0 www.letters2president.org - Students' letters to the 45th president will be published by PBS member station KQED and the National Writing Project. -   Teaching Tolerance Election 2016 Resources www.tolerance.org/election2016 - These include a civility contract, civic activities, and PD webinars. -   iCivics www.icivics.org/election_resources_2016 - Materials on the basics of democracy, with an interactive digital game in which students manage their own presidential campaign. -   C-Span Classroom www.c-spanclassroom.org/campaign-2016.aspx - Primary sources with historical and contemporary video clips and related discussion questions, handouts, and activity ideas. -   Join the Debates www.jointhedebates.org - Curriculum materials for collaborative discussions on issues in the campaign and debates.   "Educators Grapple with Election 2016" by Madeline Will in Education Week, September 14, 2016 (Vol. 36, #4, p. 1, 12-13), www.edweek.org "
Jill Bergeron

Middle School Math Lantern Project - 0 views

gse.hightechhigh.org/...3.php

maker makered math

shared by Jill Bergeron on 10 Jan 17 - No Cached
  • In this project, the entire 6th grade learned about geometry, unit rate, expenses and revenue by designing and creating their own paper lanterns. At the same time, students explored various cultures around the world through the lens of important global issues. Their final product was an original paper lantern that was to be part of an auction to raise awareness and funds for a community improvement project of their choice through the non-profit organization, Lantern Projects. The exhibition took place at Centro Cultural de la Raza in Balboa Park.
  • Jill Bergeron on 10 Jan 17
     
    "In this project, the entire 6th grade learned about geometry, unit rate, expenses and revenue by designing and creating their own paper lanterns. At the same time, students explored various cultures around the world through the lens of important global issues. Their final product was an original paper lantern that was to be part of an auction to raise awareness and funds for a community improvement project of their choice through the non-profit organization, Lantern Projects. The exhibition took place at Centro Cultural de la Raza in Balboa Park. "
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.
Jill Bergeron

Boys Will Be Boys - Reading By Example - 0 views

readingbyexample.com/...boys-will-be-boys

boys gender behavior discipline adhd differentiation

shared by Jill Bergeron on 14 Mar 16 - No Cached
  • If a school were to alter their approach for teaching boys, a priority would have to be placed on hands-on experiences, constructing knowledge at their pace, and not placing such a premium on assignment deadlines or the printed and written word.
  • Another idea is to allow students to dictate their writing using voice recognition software. This circumvents the oft-cited complaint of boys that they hate the physical act of putting words on paper. This deficit is supported by research that shows boys develop more slowly than girls in fine motor skills, a critical skill for writing.
  • we need to rebuild schools and make them more accommodating for how boys learn.
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  • The best part of this approach? That both genders would benefit from changes that would be made if educators more closely considered the needs and interests of males in the learning process.
  • Offering appropriate challenges, lots of choice, reasonable accommodations, and opportunities to be active are strategies that allow for all learners to be more successful and less frustrated with school.
  • Jill Bergeron on 14 Mar 16
     
    This article looks at how school might lead to more behavior problems with boys because it doesn't meet their needs as learners.
Jill Bergeron

Project Based Learning - Real World Math - 2 views

www.realworldmath.org/project-based-learning.html

math project based learning pbl differentiation

shared by Jill Bergeron on 17 Mar 16 - No Cached
  • Jill Bergeron on 17 Mar 16
     
    PBL ideas for math classes.
Jill Bergeron

Turning the Tide: Inspiring Concern for Others and the Common Good through College Admi... - 0 views

www.gse.harvard.edu/...ood-through-college-admissions

admissions college empathy service learning equity

shared by Jill Bergeron on 25 Apr 16 - No Cached
  • Jill Bergeron on 25 Apr 16
     
    This article describes how Harvard GSE conducted a study among college admissions offices to determine what steps need to be taken in order to reduce personal achievement-oriented admissions procedures in order to focus more on service-learning, equity in admissions and empathy.
Jill Bergeron

Can Handwriting Make You Smarter? - WSJ - 0 views

www.wsj.com/...ng-make-you-smarter-1459784659

handwriting notetaking note-taking writing

shared by Jill Bergeron on 15 Apr 16 - No Cached
  • handwriting appears to focus classroom attention and boost learning in a way that typing notes on a keyboard does not, new studies suggest.
  • Students who took handwritten notes generally outperformed students who typed their notes via computer, researchers at Princeton University and the University of California at Los Angeles found.
  • Compared with those who type their notes, people who write them out in longhand appear to learn better, retain information longer, and more readily grasp new ideas
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  • something about writing things down excites the brain, brain imaging studies show.
  • laptop note-takers tested immediately after a class could recall more of a lecture and performed slightly better than their pen-pushing classmates when tested on facts presented in class.
  • Any advantage, though, is temporary. After just 24 hours, the computer note takers typically forgot material they’ve transcribed, several studies said. Nor were their copious notes much help in refreshing their memory because they were so superficial.
  • those who took notes by hand could remember the lecture material longer and had a better grip on concepts presented in class, even a week later. The process of taking them down encoded the information more deeply in memory, experts said. Longhand notes also were better for review because they’re more organized.
  • The problem is a typist’s tendency to take verbatim notes. “Ironically, the very feature that makes laptop note-taking so appealing—the ability to take notes more quickly—was what undermined learning,” said Dr. Kiewra.
  • Jill Bergeron on 15 Apr 16
     
    Taking notes by hand with pen and paper helps students to retain information longer and understand it better than typing notes on a laptop.
Jill Bergeron

Why Teachers Matter More in a Flipped Classroom - jonbergmann.com - 0 views

jonbergmann.com/rsmattermoreinflippedclassroom

flipped classroom flip teaching

shared by Jill Bergeron on 09 Jan 14 - No Cached
  • I was once asked by a group of educational state representatives if the flipped classroom would allow them to hire less teachers.  
  • They had the misguided notion that teaching is the pouring out of information from one person (the teacher) into another (the student).
  • teaching is a social interaction between teacher and students and students and students.  Our students need us more than they need a video made by someone they don’t know teaching them something they may or may not want to learn about.
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  • Flipped Learning
  • nstead, teachers take on the role of a facilitator of learning.  They are able to work with students in small groups and have more one-on-one interactions.
  • We resort to lecture and didactic instruction sometimes out of necessity (I believe that there is still a time and place for the teacher to be the expert), but mostly out of insecurity. It just *feels* good to instruct and weave a compelling story for students. It *feels* like you’re doing work. It also *looks* like you’re doing work, which keeps the parents and admins happy.
Jill Bergeron

21 YouTube videos that help make learning the Constitution fun - 1 views

seekoutlearning.blogspot.com/...ube-videos-that-help-make.html

constitution history ushistory social studies youtube

shared by Jill Bergeron on 21 Jan 14 - No Cached
  • Jill Bergeron on 21 Jan 14
     
    21 YouTube videos that help make learning the Constitution fun
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