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Strengthening Student Engagement:A Framework for Culturally Responsive Teaching - 0 views

www.ascd.org/...rally-Responsive-Teaching.aspx culturally responsive cultural competency responsive classroom responsive
shared by Jill Bergeron on 11 May 16 - Cached
  • To be effective in multicultural classrooms, teachers must relate teaching content to the cultural backgrounds of their students.
  • Engagement is the visible outcome of motivation, the natural capacity to direct energy in the pursuit of a goal. Our emotions influence our motivation. In turn, our emotions are socialized through culture—the deeply learned confluence of language, beliefs, values, and behaviors that pervades every aspect of our lives.
  • What may elicit that frustration, joy, or determination may differ across cultures, because cultures differ in their definitions of novelty, hazard, opportunity, and gratification, and in their definitions of appropriate responses. Thus, the response a student has to a learning activity reflects his or her culture.
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  • motivationally effective teaching is culturally responsive teaching.
  • Because the importance of grades and grade point averages increases as a student advances in school, it is legitimate to question whether extrinsic motivation systems are effective for significant numbers of students across cultures. We can only conclude that, as long as the educational system continues to relate motivation to learn with external rewards and punishments, culturally different students will, in large part, be excluded from engagement and success in school.
  • It is part of human nature to be curious, to be active, to initiate thought and behavior, to make meaning from experience, and to be effective at what we value. These primary sources of motivation reside in all of us, across all cultures. When students can see that what they are learning makes sense and is important, their intrinsic motivation emerges.
  • We can begin to replace the carrot and stick metaphor with the words “understand” and “elicit”; to change the concept of motivation from reward and punishment to communication and respect. We can influence the motivation of students by coming to know their perspective, by drawing forth who they naturally and culturally are, and by seeing them as unique and active. Sharing our resources with theirs, working together, we can create greater energy for learning.
  • A growing number of educational models, including constructivism and multiple intelligences theory, are based on intrinsic motivation. They see student perspective as central to teaching.
  • Unfortunately, educators must often apply these theories within educational systems dominated by extrinsic reinforcement, where grades and class rank are emphasized. And, when extrinsic rewards continue to be the primary motivators, intrinsic motivation is dampened. Those students whose socialization accommodates the extrinsic approach surge ahead, while those students—often the culturally different—whose socialization does not, fall behind. A holistic, culturally responsive pedagogy based on intrinsic motivation is needed to correct this imbalance.
  • The framework names four motivational conditions that the teacher and students continuously create or enhance. They are: Establishing inclusion—creating a learning atmosphere in which students and teachers feel respected by and connected to one another. Developing attitude—creating a favorable disposition toward the learning experience through personal relevance and choice. Enhancing meaning—creating challenging, thoughtful learning experiences that include student perspectives and values. Engendering competence—creating an understanding that students are effective in learning something they value. These conditions are essential to developing intrinsic motivation. They are sensitive to cultural differences. They work in concert as they influence students and teachers, and they happen in a moment as well as over a period of time.
  • Figure 1. Four Conditions Necessary for Culturally Responsive Teaching
  • 1. Establish Inclusion Norms: Emphasize the human purpose of what is being learned and its relationship to the students' experience. Share the ownership of knowing with all students. Collaborate and cooperate. The class assumes a hopeful view of people and their capacity to change. Treat all students equitably. Invite them to point out behaviors or practices that discriminate. Procedures: Collaborative learning approaches; cooperative learning; writing groups; peer teaching; multi-dimensional sharing; focus groups; and reframing. Structures: Ground rules, learning communities; and cooperative base groups. 2. Develop Positive Attitude Norms: Relate teaching and learning activities to students' experience or previous knowledge. Encourage students to make choices in content and assessment methods based on their experiences, values, needs, and strengths. Procedures: Clear learning goals; problem solving goals; fair and clear criteria of evaluation; relevant learning models; learning contracts; approaches based on multiple intelligences theory, pedagogical flexibility based on style, and experiential learning. Structure: Culturally responsive teacher/student/parent conferences.
  • 3. Enhance Meaning Norms: Provide challenging learning experiences involving higher order thinking and critical inquiry. Address relevant, real-world issues in an action-oriented manner. Encourage discussion of relevant experiences. Incorporate student dialect into classroom dialogue. Procedures: Critical questioning; guided reciprocal peer questioning; posing problems; decision making; investigation of definitions; historical investigations; experimental inquiry; invention; art; simulations; and case study methods. Structures: Projects and the problem-posing model. 4. Engender Competence Norms: Connect the assessment process to the students' world, frames of reference, and values. Include multiple ways to represent knowledge and skills and allow for attainment of outcomes at different points in time. Encourage self-assessment. Procedures: Feedback; contextualized assessment; authentic assessment tasks; portfolios and process-folios; tests and testing formats critiqued for bias; and self-assessment. Structures: Narrative evaluations; credit/no credit systems; and contracts for grades. Based on Wlodkowski, R. J., and M. B. Ginsberg. (1995). Diversity and Motivation: Culturally Responsive Teaching. San Francisco: Jossey-Bass.
  • Jill Bergeron on 11 May 16
     
    This article offers up four conditions teachers can create in order to foster a culturally responsive classroom.
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The Marshall Memo Admin - Issues - 2 views

www.marshallmemo.com/issue.php PBL differentiation effective teams tech integration teacher retention science learning gap' meetings teacher mentorship mentors
shared by Jill Bergeron on 10 Mar 16 - No Cached
  • 1. What makes a team effective? 2. A new perspective on closing the achievement gap 3. Project-based learning 101 4. A school network experiments with high tech and student choice 5. Opening up a daily 40-minute block in a North Carolina high school 6. How to hold onto high-quality new teachers 7. The effect of reading about the struggles of accomplished scientists
  • Project Aristotle, as it was dubbed, found that some team characteristics that seemed intuitively important – members sharing interests and hobbies, having similar educational backgrounds, socializing after hours – didn’t correlate with team success.
  • The ‘who’ part of the equation didn’t seem to matter.”
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  • Then Project Aristotle began looking at group norms – the culture of unwritten rules that guide people when they collaborate – and hit pay dirt. It turned out that two group norms were shared by virtually all of Google’s most effective teams: -   Equal air time – In teams that got the best results, members participated roughly the same amount during meetings. “As long as everyone got a chance to talk, the team did well,” said Google researcher Anita Woolley. “But if only one person or a small group spoke all the time, the collective intelligence declined.” -   Interpersonal sensitivity – Effective team members had the ability to intuit how colleagues felt by their tone of voice, facial expressions, and other nonverbal cues. The members of less-effective teams were less tuned in to their teammates’ feelings.
  • The behaviors that create psychological safety – conversational turn-taking and empathy – are part of the same unwritten rules we often turn to, as individuals, when we need to establish a bond. And those human bonds matter as much at work as anywhere else. In fact, they sometimes matter more.”
  • In the best teams, members listen to one another and show sensitivity to feelings and needs.”
  • He believes there are two “ubiquitous features of conventional school environments” that trigger and reinforce the psychological factors noted above, augment the disadvantages with which minority students enter school, and feed the peer pressures to disengage from schooling – all of which creates a self-reinforcing downward spiral of achievement. The two features are: -   Students being given work that is too difficult for their current academic level; -   Students getting low grades on their work rather than frequent, individualized, objective feedback.
  • “The hypothesis,” say Yeh, “is that the conventional school system is inadvertently structured in a way that fosters disengagement, thereby reducing effort, which depresses achievement and grades, causing demoralization, which further reduces engagement and achievement.” The process kicks in around third grade, when struggling students begin to view themselves as intellectually inferior because their grades are lower than their classmates’, contributing to decreased self-efficacy and increasing passivity; it accelerates in middle school, at which point low grades strongly correlate with eventually dropping out.
  • What is to be done? Yeh’s theory is that by flipping the two pernicious factors, schools can turn the downward spiral into a virtuous upward cycle of achievement. That involves: -   Adjusting task difficulty for low-performing students to an appropriate level of challenge so that if they apply effective effort, they will be successful. -   Rapid performance feedback with respect to a standard, not other students.
  • He cites positive research on two programs using this approach – Reading Assessment and Math Assessment – and reports on a systematic study comparing different interventions aimed at closing the achievement gap – charter schools, voucher programs, an additional year of school, various high-quality pre-school programs, full-day kindergarten, class size reduction, value-added assessment, summer school, teacher salary incentives, teacher experience, teacher PD, longer school day, computer instruction, tutoring, and school reform. Rapid assessment is dramatically more successful at raising student achievement than any of the others.
  • by far the most powerful and cost-effective intervention is to adjust task difficulty and provide students with prompt, objective feedback on their efforts.
  • “When students engage in project-based learning over the course of their time in school,” says John Larmer (Buck Institute for Education) in this article in Educational Leadership, “there’s an accumulating effect. They feel empowered. They see that they can make a difference.” In addition, they’re more likely to acquire the skills, knowledge, and dispositions needed for college and career success.
  • the key elements of project-based learning, carefully planned and skillfully managed by the teacher:
  • A challenging problem or question
  • Sustained inquiry
  • Authenticity
  • Student voice and choice
  • Reflection
  • Critique and revision
  • Public product
  • four ways that project-based learning can go off the rails and not fulfill its potential: -   Mistake #1: Using materials that aren’t truly project-based; beware of PBL-lite! -   Mistake #2: Providing inadequate training and support for teachers; one-shot workshops are not enough. -   Mistake #3: Over-using projects in the curriculum; basic skills can still be taught in a more conventional format. -   Mistake #4: Implementing project-based learning on an ad hoc basis; to get the long-term effect, students need to engage in high-quality projects on a regular basis through their school years.
  • AltSchools encourage students to dive into topics they’re passionate about, with teachers tracking everything they do using classroom video cameras and elaborate K-8 databases. The schools make a point of shaping diverse student bodies by giving scholarships to students whose parents can’t afford the $30,000-a-year tuition.
  • We are raising a generation that will have the sum of human knowledge at their fingertips, for every minute of their life, so clearly education needs to change to accommodate that.”
  • “Basically, what we have told teachers is we have hired you for your creative teacher brains, and anytime you are doing something that doesn’t require your creative teacher brain that a computer could be doing as well as or better than you, then a computer should do it.”
  • To a computer measuring keystrokes, a student zoning out because he’s bored is indistinguishable from one who is moved by her book to imagine a world of her own.”
  • “People are very focused on the algorithm. But equally important is the quality of the materials” – the clarity of the math questions and the worthiness of the readings being presented on students’ computer screens. Willingham also notes that teachers in high-tech classrooms often have to prepare two lesson plans – one that uses the technology and one for when the technology breaks down.
  • Hire capable, well-matched teachers. Detailed advertisements and postings are important to giving candidates a clear idea of each position, says Clement. She also recommends longer interviews with more candidates, enlisting experienced teachers to take part in interviews, and gathering information on candidates from multiple sources.
  • Provide continuous professional development. This should include induction that eases new teachers into the demands of the full job – orientation before classes begin, well-matched mentors through the first five years, and ongoing PD specific to rookies’ needs.
  • Use colleagues to provide feedback. Traditional “gotcha” teacher evaluation has rarely been helpful in supporting new teachers, says Clement. Trained mentors can provide non-evaluative feedback that really makes a difference, perhaps with a firewall between their observations and the formal evaluation process. Of course it’s important that incoming teachers know the district’s criteria for effective teaching and are familiar with how administrators will assess their work.
  • Understand millennials. “This generation of teachers wants to network and have input,” says Clement. Most have a strong preference for electronic interaction, and administrators and colleagues should meet young teachers where they are tech-wise and provide strong online resources.
  • • Provide leadership opportunities. “While many new teachers are just surviving, others actively seek an avenue to truly make a difference,” says Clement. To find fulfillment in teaching and stay in the profession, they need to get involved in meaningful roles outside their classrooms. Some possibilities: speaking at induction ceremonies and serving on a welcome committee for the newest hires; leading book study groups; taking part in social service organizations on campus; and serving on curriculum committees
  • students who read about scientists’ struggles, whether intellectual or personal, got better grades in science after reading the texts. The positive effect was most pronounced among students whose science grades were low before the experiment.
  • Another finding: both before and after reading the texts, students who had a “growth” mindset (effort, not innate talent, determines success) tended to do better in science classes than students with a “fixed” mindset.
  • Jill Bergeron on 10 Mar 16
     
    This week's articles cover PBL, differentiation, effective teams, tech integration, teacher retention and science teaching and learning.
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Trusting My Children as They Trust Me - 0 views

docs.google.com/...edit parenting summer reading
shared by Jill Bergeron on 15 Apr 16 - No Cached
  • Jill Bergeron on 15 Apr 16
     
    This piece is related to "How to Raise an Adult."
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Chris Lehmann's Keynote at #140edu 2012 « 140 Character Conference - 0 views

140conf.com/ehmanns-keynote-at-140edu-2012 reform keynote edu character conference inspiration philosphy favorite GAYLELOVESTHIS
shared by Gayle Cole on 21 Sep 12 - No Cached
  • When I was in high school I hated biology. Funny that I became the Principal of a science high school. But I hated biology for one simple reason: I am a horrendous artist. Every lab report that I did looked like I had dissected an amoeba.
  • But my best friend, who sat next to me, was an amazing artist. And I’m a pretty good writer. You know, I look back and I think, you know, if you had you only let us collaborate, we could have done some really amazing work, even without some of the tools that we have at our disposal today, we could have done great stuff.
  • we are beginning to realize that power of collaboration. People really do talk about the idea of collaboration being the 21st century ‘silver bullet.’ I think people have been collaborating for a really long time. I think we’re only now getting good at it in schools—at least in some schools.
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  • This is going to be SLA’s seventh year. In those seven years I’ve had seven superintendents. [Laughter, applause.]
  • And what is driving all of the decisions right now in cities all over this country? It’s this question: ‘How good are your test scores?’
  • For example, in this state [New York], the state-wide English Language Arts Regents exam was a high-stakes test for students and for teachers. It determined students promotion. It determined whether or not teachers would keep their jobs. It determined whether or not schools would stay open. There was question about a talking pineapple. And again, Adam referenced this earlier. But again, the amazing thing was that they claimed that they took it from this children’s author. They interviewed the children’s author. He said they got it wrong!
  • do you know who made the test? Anybody? Pearson. Not educators. Not state officials. Not the way that it used to be, when at least these tests were designed by people who did not have a financial stake in the game. Instead, this test was designed by a company that was deeply, deeply concerned that it be financially profitable.
  • educators have more stuff thrown at them than they’ve ever had to think about before. I am the child of a lifelong teacher and a union lawyer, so all of these ideas are incredibly derivative and I take them from my parents
  • we wonder why so many teachers push back as we say, ‘Oh and by the way, you’ve got to learn Twitter and Edmodo and this and that and the other and all of these tools.
  • powerful question: Is school relevant? And behind that is the question that many of us as teachers are asking: Am I relevant?
  • t if you ask her, ‘Who are you?’ the first thing she says isn’t ‘Oh, I’m a publicist.’ But if you ask a teacher, ‘Who are you?’ they are going to say, ‘I am a teacher.’ Who we are is wrapped up deeply in what we do and what do is under attack and changing rapidly, and that uncertainty is very difficult to deal with.
  • Johnny Learned to Read. Johnny went to the Store. Johnny went to the Park. Johnny killed himself because learning was boring! [Laughter.]
  • I respect what Deven Black said about the idea of ‘get out of school before the school kills the joy of creativity and kills that joy of learning that you have’ I also believe that school can be amazing places of learning. Schools can teach us how to learn, more than any fact or figure that we can get in a classroom. What schools should teach us is how learn, that metacognitive practice of figuring out, ‘How do I learn best? How do I make sense of our world?’ And when I do that, schools can help us learn to live.
  • Spanish 4 class at Science Leadership Academy. Now, what the kids had to do was to write an essay about hwo they were. Identity is a frequent theme at SLA. The essay was of two parts: One, what was visible about them and, two, what was invisible about them.
  • Schools can help us learn to live.
  • The incredibly reflective moment they were going through was, ‘How could we have prevented this as teachers? What are we doing wrong, that these are the students we are creating? These are the citizens we are creating?’
  • I think that when you are told the whole purpose you are learning this stuff is so you can work for somebody someday and that you can be part of the global economy. I think that’s an isolating feeling. I don’t think that builds community or gets us where we need to go.
  • we need to start talking about ‘the global citizen.’ We need to start talking about community
  • We would instead make sure that every child had a deep and powerful understanding of statistics before they left formal education
  • We’re creating a profoundly innumerate society and solving problems that we face today are going to need people who understand numbers.
  • but school belongs to our best, most powerful democratic instincts as a society. And what we are seeing right now, is a lot of people saying that schools need to be just like business.
  • If not that corporate model, then what model?
  • there’s a profound difference between these two statements: ‘I care about kids, and I care for kids.
  • We need to stop saying, ‘I teach math. I teach English. I teach art.’ We need to start saying, ‘I teach kids.’ And then we build systems and structures that reflect that.
  • we’ve got to understand that an inquiry-driven education is the most powerful way to learn
  • By the way, there is one questions that every teacher should ask a bazillion times a day that they don’t know the answer to. That question is, ‘What do you think?’
  • Want to see a really amazing thing with a group of kids? Read a book with them freshman year. Have them write their reflections on the book. Read it with them again in their senior year. See what the book holds for them now. Teach them that ideas and answers can change. And that that’s good.
  • It’s called the Dialogic Curriculum. It’s by a woman named Patricia L. Stock.
  • This isn’t just about talking. What I see in a lot of classrooms when I visit schools is people talking and listening—but not really. I see in a lot of classrooms debate, where kids are listening for the thing they can disagree with. So that way they can make their point. Right? We’ve all had that experience where the teacher says, ‘Wait a second, I’ll get back to your comment in a minute.’ Three or four more kids have said the thing and the kid says the exact same thing that they were going to say four questions ago, because they didn’t listen to the four things that the other kids said. We need to teach kids that we can argue and we can discuss to learn.
  • Teach kids to build their ideas off of others. Teach them not just to disagree, but run a classroom where no one is allowed to talk until they first express their idea, before they first echo back what they’ve heard from someone else. What did I learn from what you just said? ‘Well, I understand that you just said this, and I thought that this was really interesting. And where I found disagreement or disharmony was here.’ But first I’ve got to acknowledge the things that you said. First I’ve got to acknowledge that you said that with which I can find common cause. Teach kids to build, not just tear down.
  • What they’re selling to us as personalized learning is, ‘everybody does the exact same content, only at your own pace.’ That’s not personal!
  • If someone shows up and says, ‘We’ve got a great new personalized learning system. You put the kids on the computer and they all go at their own pace.’ Say to them, ‘That’s not personal. When do they get to do the things they care about?’
  • This is two of our students competing in a kinetic sculpture contest. Think about that. And what’s cool about it is that they built this device in their engineering classroom. Our kids in our engineering classrooms have built a solar water heater, and Engineers Without Borders took the actual thing that the kids built, shipped it to Sierra Leone, where what our kids built is now being used to heat water in order to sterilize instruments in a hospital for amputee victims. Our kids have built flow-process biodiesel generators, and they have then released the designs to anyone who wanted to use them, under a Creative Commons license. What we found out was that students in Central and South America built what are kids designed and are using it to take their schools ‘off the grid’ by powering their own schools.
  • Ask powerful questions. Seek out answers. Build real stuff. That’s inquiry-driven project-based learning.
  • world
  • What we are really trying to do is help our kids change the
  • Project-based learning is when the kids own head, heart and hands—when the work that they do, that matters to them, is the most important thing in a classroom—is the highest form of work that gets done. That’s true project-based learning.
  • In every single class at SLA, for all four years that they are there, every quarter has what we call a benchmark project in each class that that allows every child to build something that serves as the signpost of their learning every single quarter.
  • nquiry—what are the questions we can ask; Research—how do we find the answers to those questions; Collaboration—how do we work together to make those answers deeper, better and richer; Presentation—how do we share what we’ve learned; and Reflection—
  • You must build systems and structures to allow kids to do real stuff, and then get out of their way. By the way, once they have, you’ve got to let them share it.
  • You can share stuff in the physical world, you can share stuff in the virtual world, but kids have got to understand that they can be expert voices in the world. Create the space for them to do it. You don’t have to tell them how.
  • She said, ‘I just expose them to a whole bunch of different ideas and then said, go learn the stuff you need to learn.’
  • you have to share what you know
  • Chris Lehmann (@chrislehmann) is the founding Principal of the Science Leadership Academy (SLA)
  • honored by the White House as a Champion of Change for his work in education reform. In June 2010, Chris was named as one of the “30 Most Influential People in EdTech”
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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.
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Striking a Balance: Digital Tools and Distraction in School | Edutopia - 0 views

www.edutopia.org/...tion-in-school-mary-beth-hertz distraction balance edutopia multitasking parent CATIE focus
shared by Jill Bergeron on 17 Jan 14 - No Cached
  • In Age of Distraction: Why It's Crucial for Students to Learn to Focus (1), Katrina Schwartz refers to studies showing that the ability to focus on a task has been linked to future success. She quotes psychologist and author Daniel Goleman as saying, "This ability [to focus] is more important than IQ or the socio economic status of the family you grew up in for determining career success, financial success and health."
  • In a similar article, With Tech Tools, How Should Teachers Tackle Multitasking in Class? (2), author Holly Korbey explores research around student study habits and talks to veteran teachers about their experiences with students using technology in the classroom.
  • Instead, we should be deliberately teaching students how to manage their attention with their devices.
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  • The reality is that devices are not going away, and we need to teach our students how to effectively manage them so that they can be successful in whatever they do.
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How to Videos on MonkeySee - Free Instructional Videos - 0 views

www.monkeysee.com howto tutorial diy learning maker parenting
shared by Jill Bergeron on 15 Jan 14 - Cached
  • Jill Bergeron on 15 Jan 14
     
    Another DIY video site with instructional videos as well as advice videos.
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KidsHealth - the Web's most visited site about children's health - 0 views

kidshealth.org/ parenting health PE kidshealth
shared by Jill Bergeron on 14 Jun 14 - Cached
  • Jill Bergeron on 14 Jun 14
     
    A thorough resource for PE and health education.
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Psychologist Offers Insight on Bullying and How to Prevent It - 0 views

www.apa.org/...prevent-bullying.aspx bullying
shared by Gayle Cole on 08 Oct 14 - No Cached
  • October is National Bullying Prevention Month, an annual campaign launched in 2006 by the Parent Advocacy Coalition for Educational Rights to raise awareness of and prevent bullying. Bullying is aggressive, repeated and intentional behavior designed to show an imbalance of power.
  • In elementary school, children who bully others often have difficulty regulating their emotions and do so in reaction to peer rejection or peer exclusion.
  • To prevent youth bullying, prevention efforts must teach children and adolescents individual emotion regulation skills, how to foster peer acceptance and ways to counter any detrimental effects of exposure to violence in their homes and communities. We must recognize that schools play a critical role in reducing these behaviors.
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  • Research published in the September issue of APA’s School Psychology Quarterly found that bullying and peer victimization can be reduced through programs and approaches that focus on improving school climate.  
  • “A student is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more students.” More recent definitions emphasize observable or non-observable aggressive behaviors, the repetitive nature of these behaviors, and the imbalance of power between the individual or group perpetrator and the victim.
  • An imbalance of power exists when the perpetrator or group of perpetrators has more physical, social or intellectual power than the victim.
  • Educators and scholars should also comply with clear and accepted distinctions of “bullying,” “aggression” and “harassment.”
  • Only when we create safe spaces for youth who engage in these behaviors to learn more prosocial ways of managing conflicts among peers and at the same time create school environments that are not tolerant of mean and cruel behavior will we witness reductions in bullying. This problem is bigger than an individual child or adolescent who engages in bullying.
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Building Attention Span - The New York Times - 0 views

www.nytimes.com/...s-building-attention-span.html attention attention span intelligence digital citizenship parent CATIE CATIE
shared by Jill Bergeron on 16 Jul 15 - No Cached
  • Crystallized intelligence is the ability to use experience, knowledge and the products of lifelong education that have been stored in long-term memory. It is the ability to make analogies and comparisons about things you have studied before. Crystallized intelligence accumulates over the years and leads ultimately to understanding and wisdom.
  • The online world is brand new, but it feels more fun, effortless and natural than the offline world of reading and discussion. It nurtures agility, but there is clear evidence by now that it encourages a fast mental rhythm that undermines the ability to explore narrative, and place people, ideas and events in wider contexts.
  • Jill Bergeron on 16 Jul 15
     
    Types of intelligence cultivated by online and offline reading.
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4 Free Web Tools for Student Portfolios | Edutopia - 0 views

www.edutopia.org/...student-portfolios-dave-guymon portfolios digital portfolio
shared by Jill Bergeron on 27 May 14 - No Cached
    • Jill Bergeron
      Jill Bergeron on 27 May 14
       
      Weebly does the same things as Google Sites, but it looks way better.
    • Jill Bergeron
      Jill Bergeron on 27 May 14
       
      Weebly does the same thing as Google Sites and it looks tons better.
  • think of Evernote as the Swiss Army knife of organization
  • Evernote allows students to write, take photos, record audio, upload content and more with the ability to tag items, create notebooks for organization and share content socially.
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  • Evernote doesn't give teachers any way to moderate its use by students.
  • Evernote isn't publicly viewable, either.
  • what Three Ring offers that Evernote doesn't is teacher-created class accounts. In other words, teachers initiate the use of Three Ring in the classroom by creating classrooms within the teacher account and adding students to each class
  • Three Ring
  • students can create and upload content from their own devices and tag, search and share their portfolios
  • Three Ring even allows parents to view their students' accounts once linked by the teacher
  • This is the effect of good portfolios. They craft a narrative of learning, growth and achievement over time.
  • If your school is fueled by Google Apps for Education, then using Google Sites (3) to create student portfolios, or "Googlios," makes perfect sense.
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Homework, Sleep, and the Student Brain | Edutopia - 0 views

www.edutopia.org/...nd-student-brain-glenn-whitman Homework sleep education brain edutopia
shared by Jill Bergeron on 28 May 14 - No Cached
  • Are you able to stay up with your son or daughter until he or she finishes those assignments? If the answer is no, then too much homework is being assigned, and you both need more of the sleep that, according to Daniel T. Willingham (3), is crucial to memory consolidation.
  • we see moderate advantages of no more than two hours of homework for high school students. For younger students, the correlation is even smaller. Homework does teach other important, non-cognitive skills such as time management, sustained attention, and rule following, but let us not mask that as learning the content and skills that most assignments are supposed to teach
  • A scientific approach to tackling their homework can actually lead to deepened learning in less time.
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  • Delaying gratification is an important non-cognitive skill and one that research has shown enhances life outcomes
  • But it takes teachers to design better homework (which can include no homework at all on some nights), parents to not see hours of homework as a measure of school quality, and students to reflect on their current homework strategies while applying new, research-backed ones.
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