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Jill Bergeron

50 Questions To Promote Metacognition In Students - 0 views

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    This list of questions can be used for PBL, class discussions or for reflection processes.
Jill Bergeron

NOVA: Making Stuff Collection | Classroom Resources | PBS LearningMedia - 0 views

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    This is a strong list of science maker projects for use in grades 6-12 and sometimes even younger.
Jill Bergeron

Listening to Students | Edutopia - 0 views

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    This list of questions could be used to open the school year to learn more about your students.
Jill Bergeron

Support and Resources for Educators - 0 views

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    The Learning Disorders Association provides curated lists of resources for students with a variety of learning differences.
Scott Nancarrow

Creativity Catapult - 0 views

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    Activities to boost creativity ... Growing list over time... AWESOME
Jill Bergeron

Webtools: No Registration Needed for Students | Nathan Hall - 0 views

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    This is a truly comprehensive list of no registration web tools which is great for teachers of children under 13.
Jill Bergeron

Azendoo | create your free account - 0 views

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    Great way to track group work, assign tasks, set deadlines.
Jill Bergeron

8 Design Steps for an Academic Makerspace -- THE Journal - 0 views

  • "Makerspaces are increasingly being looked to as a method for engaging learners in creative, higher-order problem-solving through hands-on design, construction, and iteration," the report noted.
  • "Also, unless its purpose is aligned with school culture and values, it will not succeed,"
  • First, make sure it is clear to you and the school why you are building a makerspace: It should be for the promotion of hands-on learning and collaboration,
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  • What makes it an academic makerspace rather than an adult space, Jarowski said, is that it motivates children to discover new skills and knowledge.
  • Involve students in every step of the planning,"
  • You must make decisions about its scope.
  • Safety is important, too, so you must also budget for goggles, gloves, aprons, lab coats and a fire extinguisher.
  • Part of planning will be deciding which tools to support.
  • "Also, an area to display student projects is important," he said. It helps the students develop a sense of pride.
  • Setup: Jarowski said many people ask if a makerspace is a classroom or a workshop. His answer is that it should be both, or a synthesis of the two. But he said several considerations should go into the physical setup. You should have both high-tech and low-tech areas, and clean and messy areas, with separate workstations for different types of activities. Don't carpet the space because carpet is hard to clean, he said. Make sure you include whiteboards so students can work on problems together.
  • It is important to showcase student projects, prototypes and designs, he said. Keep cameras around to document their efforts and include them in the social media and blog of the school.
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    Lists 8 things to consider when designing a makerspace for YOUR school. Purpose, People, Curriculum,
Jill Bergeron

Habits of Mind for the New Year: 10 Steps to Actually Accomplish Your Resolutions | Edu... - 0 views

  • Step 1: Name Your Year
  • Step 2: Name Your Goal
  • Step 3: Put Your Decision in Writing
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  • Step 4: Evaluate Your Goal
  • Step 5: Find the Habits to Achieve Your Goal
  • Step 6: Assess Time Needed for Specific Habits
  • Step 7: Calendar Your New Habits
  • 7a. Schedule Large Habits
  • 7b. Aggregate Smaller Key Habits
  • Step 8: Set Up Visual Cues and Trigger Environments
  • Step 9: Enlist a Support Group
  • Step 10: Adapt and Reset
  • Count the Cost and Resolve to Change
  • Recommended Reading Problogger (19) by Darren Rouse and Chris Garrett The War of Art (20) by Stephen Pressfield Manage Your Day-to-Day (21) by Jocelyn Glei Platform (22) by Michael Hyatt Teach Like a Pirate (23) by Dave Burgess Fred Jones Tools for Teaching (24) by Fred Jones The Power of Habit (25) by Charles Duhigg
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    This is a 10 step list on how to achieve goals in the new year. Very tangible steps.
Jill Bergeron

The Museum of Online Museums (MoOM) - 0 views

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    Find tons of great museums from all over the world listed here.
Jill Bergeron

Pick a Project | PBLU.org | Making Projects Click - 0 views

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    PBL projects listed by grade and subject. All the resources you need to be successful.
Jill Bergeron

Best of History Web Sites - 1 views

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    Websites are listed by category on the left side bar.
Jill Bergeron

What's Worth Learning in School? | Harvard Graduate School of Education - 0 views

  • Educators, Perkins says, need to embrace these same insights. They need to start asking themselves what he considers to be one of the most important questions in education: What's worth learning in school?
  • These days, he says we teach a lot that isn’t going to matter, in a significant way, in students’ lives. There’s also much we aren’t teaching that would be a better return on investment. As a result, as educators, “we have a somewhat quiet crisis of content,” Perkins writes, “quiet not for utter lack of voices but because other concerns in education tend to muffle them.” These other concerns are what he calls rival learning agendas: information, achievement, and expertise.
  • The information in textbooks is not necessarily what you need or would like to have at your fingertips.” Instead, even though most people would say that education should prepare you for life, much of what is offered in schools doesn’t work in that direction, Perkins says. Educators are “fixated” on building up students’ reservoirs of knowledge, often because we default to what has always been done.
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  • “Conventional curriculum is chained to the bicycle rack,” he says. “It sits solidly in the minds of parents: ‘I learned that. Why aren’t my children learning it?’
  • Curriculum suffers from something of a crowded garage effect: It generally seems safer and easier to keep the old bicycle around than to throw it out.”
  • Just as educators are pushing students to build a huge reservoir of knowledge, they are also focused on having students master material, sometimes at the expense of relevance.
  • Unfortunately, if someone questions whether this expertise serves students well and instead suggests more life-relevant topics, Perkins says the common reaction is: “We’re sacrificing rigor!”
  • Instead of building during the first 12 years of schooling toward expertise in an advanced topic like calculus that hardly ever comes up in our lives, Perkins says students can instead become “expert amateurs” in something like statistics — a rigorous topic that is also used in daily life. In fact, expert amateurism works great, he says, in most of what we do in our lives
  • There’s no list of 1,000 things we must know or teach. Perkins says there would be no way to create a definitive list because there are lots of things worth learning at any given time or for a specialized career or even simply because we enjoy learning.
  • With high-stakes testing, he says, there’s a fixation on “summative” versus “formative” assessment — evaluating students’ mastery of material with exams and final projects (achievements) versus providing ongoing feedback that can improve learning.
  • “The fixation on the heap of information in the textbooks is itself part of the problem because the world we are educating learners for is something of a moving target,” he says.
  • Perkins says he’s not surprised that so many people have trouble naming things they learned early on that still have meaning today or that disengaged students are raising their hands, asking why they need to know something.
Jill Bergeron

CARS: Website Evaluation Criteria - 0 views

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    Another list for evaluating websites.
Jill Bergeron

Free Science Curriculum for Middle School - Eva Varga - 0 views

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    Many science resources listed here. Some of good quality and some of lesser quality.
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