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Gayle Cole

Team Teaching: How to Improve Each Other's Game | Edutopia - 0 views

www.edutopia.org/o-team-teach-high-school-video

team teaching partnering CATIE

shared by Gayle Cole on 12 Jun 13 - No Cached
  • Gayle Cole on 12 Jun 13
     
    videotaping lessons and giving/getting feedback
Gayle Cole

The Flipped Classroom: Pro and Con | Edutopia - 0 views

www.edutopia.org/...om-pro-and-con-mary-beth-hertz

flippedclassroom flipped classroom edutopia

shared by Gayle Cole on 04 Oct 12 - No Cached
  • on ASCD (3)'s page for the newly released book, Flip Your Classroom: Reach Every Student in Every Class Every Day (4), by flipped classroom pioneers Aaron Sams and Jonathan Bergmann, "In this model of instruction, students watch recorded lectures for homework and complete their assignments, labs, and tests in class."
  • the model is a mixture of direct instruction and constructivism, that it makes it easier for students who may have missed class to keep up because they can watch the videos at any time.
  • NOT "a synonym for online videos. When most people hear about the flipped class all they think about are the videos. It is the interaction and the meaningful learning activities that occur during the face-to-face time that is most important."
  • ...18 more annotations...
  • Brian at ISTE, and it was great to hear him express his thoughts about the model in more than 140 characters. He also runs the #flipclass chat (8) on Twitter every Monday night, which is a great chance to learn more about the model.
  • the idea is not that KA will replace the teacher or replace the content as a whole. From my experience with KA, the content is taught in only one way. Good instruction, especially for math concepts, requires that ideas be presented in a number of ways. In addition, not all math is solving equations. One of the hardest parts about teaching math is making sure that students are not blindly solving equations without really understanding what they are doing with the numbers.
  • They also point to the ability for students to catch up on missed lessons easily through the use of video and online course tools like Edmodo (12) or Moodle (13).
  • "This won't work with my students." This continues to be an argument made by a lot of rural and urban teachers. Our students just don't have the access required for the model to really work. I've had people tell me, "They can use the public library." To which I explain that there are usually three computers available and there is usually a 30-minute limit per user
  • if everyone starts flipping their classrooms, students will end up sitting in front of a screen for hours every night as they watch the required videos. And as many teachers can tell you, not everyone learns best through a screen.
  • John Dewey described at the turn of the 20th century: learning that is centered around the student, not the teacher; learning that allows students to show their mastery of content they way they prefer. These are not new concepts. I am often brought back to the question: "Are we doing things differently or doing different things? (15)"
  • why should we care so much about the flipped classroom model? The primary reason is because it is forcing teachers to reflect on their practice and rethink how they reach their kids. It is inspiring teachers to change the way they've always done things, and it is motivating them to bring technology into their classrooms through the use of video and virtual classrooms like Edmodo and similar tools
  • "In this model of instruction, students watch recorded lectures for homework and complete their assignments, labs, and tests in class."
  • the flipped classroom is NOT "a synonym for online videos.
  • It is the interaction and the meaningful learning activities that occur during the face-to-face time that is most important."
  • a mixture of direct instruction and constructivism, that it makes it easier for students who may have missed class to keep up because they can watch the videos at any time.
  • the model is not about the videos, but about the learning
  • For students to be successful on their own, videos used in the flipped classroom model must include a variety of approaches in the same way a face-to-face lesson would, and they must also have good sound and image quality so that students can follow along easily. These videos must also match the curriculum, standards and the labs or activities the students will complete in class.
  • flipped classroom has truly individualized learning for students. Teachers describe how students can now move at their own pace, how they can review what they need when they need to, and how the teacher is then freed up to work one-on-one with students on the content they most need support with.
  • t if everyone starts flipping their classrooms, students will end up sitting in front of a screen for hours every night as they watch the required videos. And as many teachers can tell you, not everyone learns best through a screen.
  • what John Dewey described at the turn of the 20th century: learning that is centered around the student, not the teacher; learning that allows students to show their mastery of content they way they prefer. These are not new concepts. I am often brought back to the question: "Are we doing things differently or doing different things? (15)
  • As long as learning remains the focus,
  • there is hope that some of Dewey's philosophies will again permeate our schools
  • Gayle Cole on 30 Jan 13
     
    One of the clearest and most valuable takes I've seen on Flipped Instruction. I will share this with educators.
Jill Bergeron

Tyler DeWitt: Hey science teachers -- make it fun | TED Talk | TED.com - 0 views

www.ted.com/...y_science_teachers_make_it_fun

TED science

shared by Jill Bergeron on 04 Oct 16 - No Cached
  • Jill Bergeron on 04 Oct 16
     
    "High school science teacher Tyler DeWitt was ecstatic about his new lesson plan on bacteria (how cool!) - and devastated when his students hated it. The problem was the textbook: it was impossible to understand. He delivers a rousing call for science teachers to ditch the jargon and extreme precision, and instead make science sing through stories and demonstrations."
Jill Bergeron

Recent | Make It @ Your Library - 0 views

makeitatyourlibrary.org/results

maker makered STEAM

shared by Jill Bergeron on 02 Sep 16 - No Cached
  • Jill Bergeron on 02 Sep 16
     
    Different project ideas for having kids make with their hands. Teachers would need to build extension activities off of these models in order to challenge some learners. They would also need to tie the projects into their lessons.
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

Learn Desmos - 0 views

learn.desmos.com

desmos graphing math calculator

shared by Jill Bergeron on 07 Jun 16 - No Cached
  • Jill Bergeron on 07 Jun 16
     
    This site offers PD for Desmos online graphing calculator as well as lesson activities.
Jill Bergeron

Engineering is Elementary | Developed by the Museum of Science, Boston - 1 views

eie.org

engineering science math STEM STEAM

shared by Jill Bergeron on 17 Mar 16 - No Cached
  • Jill Bergeron on 17 Mar 16
     
    This is an engineering curriculum put out by Boston's Science Museum. There are lessons for students in grades K-8.
Scott Nancarrow

Education in the Age of Globalization » Blog Archive » Stop Copying Others: T... - 0 views

zhaolearning.com/...hers-timss-lessons-for-america

globalization assessment

shared by Scott Nancarrow on 19 Feb 17 - No Cached
  • In terms of test scores, the U.S. has certainly improved, but so have other countries. So the gap between U.S. students and East Asian students remain as large as 20 years ago
  • As test scores went up, students’ confidence and attitude toward math came down.
  • But the U.S. still has more students reporting confidence in math and valuing math than East Asian students.
  • ...5 more annotations...
  • It seems clear that after tremendous efforts to catch up to the high performing education systems in test scores, the U.S. has not succeeded. Two questions arise. First, can the U.S. ever catch up? Second, is it really necessary to catch up? My answer to both questions are no.
  • . If it is true that whatever policies and practices that resulted in higher test scores also make students less confident and less interested in math, are these policies and practices really educationally sound? Don’t we want more people have confidence in math and value math?
  • Test scores simply do not reflect what our children need to live in the future, let alone what they need to defend and improve a democratic society. Test scores are simply the indicator of one’s ability in taking the test. We should never read too much into it and attempt to draw conclusions that fuels actions that could affect the future of millions of children and the future of our society.
  • education is both deeply rooted in and an integral part of culture, hence they mutually enhance and perpetuate
  • Different cultures impose different values and expectations on education. Different cultures also support and suppress different educational practices. Unless one is ready and able to redefine one’s culture and society, copying isolated educational policies rarely works.
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