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Jill Bergeron

Commonlit - 0 views

commonlit.org

literature leveled reading literacy interdisciplinary differentiation English nonfiction

shared by Jill Bergeron on 15 Oct 15 - No Cached
  • Jill Bergeron on 15 Oct 15
     
    "COMMONLIT is a collection of poems, short stories, news articles, historical documents, and literature for classrooms." Discussion questions are limited, but it's a good starting point. Could be really useful if it continues to be built out.
Jill Bergeron

'The Capacity for Connection' | Teaching Tolerance - Diversity, Equity and Justice - 0 views

www.tolerance.org/...capacity-connection

diversity

shared by Jill Bergeron on 09 May 16 - No Cached
  • For instance, examples to teach mathematics principles can be developed around social justice issues, such as rates of unemployment and disparities in incomes. Critical reading skills can be honed by critiquing biased and incomplete news reports.
  • Only 14% of white students, for example, attend multiracial schools. How might such isolation affect white students' ability to develop healthy racial identities?
  • Ironically, in more racially diverse educational settings, assumptions of white superiority are often reinforced by "ability" grouping and tracking. Thus, simply being in more diverse school settings is not a guarantee that white children will develop non-racist attitudes and behaviors, unless their teachers intentionally work with them on these issues.
Jill Bergeron

Relationship Building Through Culturally Responsive Classroom Management | Edutopia - 0 views

www.edutopia.org/...sponsive-classroom-todd-finley

diversity classroom management cultural competency

shared by Jill Bergeron on 09 May 16 - No Cached
  • Cultural competence is the ability to successfully communicate and empathize with people from diverse cultures and incomes,
  • To build rapport, talk directly to children outside of class, using their names. Also begin class by checking in -- asking kids how they’re doing -- even if the misbehavior of the previous class reached biblical proportions.
  • Monitor your discourse style. Indirect requests (“Would you like to let me finish reading the directions?”) can confuse some children who are used to receiving explicit directives from their working-class parents.
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  • Be sensitive to how diverse cultures deal with conflict. Many citizens of Asian countries avoid open conflict, believing that differences are best worked out quietly. Written exchanges might be preferred over face-to-face conflict resolution.
  • Clarify expectations. If you put students into groups, for example, explain and model the difference between “helping” and “doing the work for” a partner.
  • Emphasize a positive environment, not punishment.
  • Increasing punishment fails to change student behaviors.
  • earned students’ consent and trust through humor.
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

Seven ways to give better feedback to your students | Teacher Network | The Guardian - 0 views

www.theguardian.com/...tter-feedback-to-your-students

feedback assessment

shared by Jill Bergeron on 21 Nov 16 - No Cached
  • too much praise can convey a sense of low expectation and, as a result, can be demotivating.
  • Teenagers care a lot about what their peers think of them. Constructive feedback given in front of others, even if it is well-intended, can be read as a public attack on them and their ability. This can lead to students developing a fear of failure and putting up a front.
  • This is similar to the technique he calls the whisper correction – the feedback technically takes place in public, but the pitch and tone of voice is designed to be heard only by the individual receiving it.
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  • A recent study found that being positively compared to others can lead to narcissistic behaviour. This sort of comparison can also reduce motivation and result in lower confidence, emotional control, academic performance and increased anxiety.
  • The more detailed and specific your feedback is, the better, to remove any ambiguity. Rather than “good work”, say “The way you did X was really good.”
  • Praising effort instead of intelligence increases intrinsic motivation and provides a template for students to follow next time.
  • In this study, 86% of children who had been praised for their natural ability asked for information about how their peers did on the same task. Only 23% of children who had been praised for effort asked for this type of feedback, with the vast majority of them asking for feedback about how they could do better.
  • But you should aim for a combination of open and closed questions in your feedback, along with statements. Closed statements are useful for conveying key information and keeping the conversation focused.
  • Any feedback that doesn’t lead to a change in behaviour change is redundant – there must be a point to it. What do you want them to do differently? What are they going to do after the conversation to improve? The more detailed and specific the action points, the better.
  • Jill Bergeron on 21 Nov 16
     
    This article gives tangible tips on how to improve feedback to students.
Jill Bergeron

Tips for Grading and Giving Students Feedback | Edutopia - 2 views

www.edutopia.org/...eedback-heather-wolpert-gawron

grading feedback assessment teaching

shared by Jill Bergeron on 08 Oct 14 - No Cached
  • Rubrics aren't just about summative feedback, "Here's how you did," they are also a sort of preemptive feedback, "Here's what you need to do."
  • Teach the students to give the first wave of feedback to each other.
  • Rotate groups of students that get more percentage of your attention.
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  • Develop a key of symbols that you can use in the margins instead of writing in sentences or bullets.
  • Carol Jago reminds us that it's the students job to correct their errors. In fact, it would be even more powerful for them to identify the errors in the first place using hints provided by you
  • allow a student to choose the section or numbers they feel best represent their comprehension
  • This will require students to translate as well, which embeds the lesson even further.
  • Sometimes, assignments will take a huge leap in quality when students think someone other than their own teacher is seeing them.
  • Keep the final grade of an assignment as a carrot dangling until the feedback is read, attempted, and proven. Make them solve some of the problems in the assignment based on your feedback, and trade their solutions for access to their score.
  • You conference; they write.
  • Stagger due dates for your classes.
  • Ask them what worked and what didn't. Model your own comfort at criticism and they will work harder at their own.
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

6 Strategies for Differentiated Instruction in Project-Based Learning | Edutopia - 1 views

www.edutopia.org/...n-strategies-pbl-andrew-miller

differentiated instruction pbl project-based learning edutopia

shared by Jill Bergeron on 09 Jan 16 - No Cached
  • Project-based learning (PBL) naturally lends itself to differentiated instruction. By design, it is student-centered, student-driven, and gives space for teachers to meet the needs of students in a variety of ways. PBL can allow for effective differentiation in assessment as well as daily management and instruction.
  • Not all students may need the mini-lesson, so you can offer or demand it for the students who will really benefit.
  • Are you differentiating for academic ability? Are you differentiating for collaboration skills? Are you differentiating for social-emotional purposes? Are you differentiating for passions?
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  • 2. Reflection and Goal Setting
  • Throughout the project, students should be reflecting on their work and setting goals for further learning. This is a great opportunity for them to set personalized learning goals and for you to target instruction specific to the goals they set.
  • 3. Mini-Lessons, Centers, and Resources
  • Perhaps you offer mini-lessons or center work to support your students' learning, or maybe you show students a variety of resources from which to learn, including videos, games, and readings.
  • 1. Differentiate Through Teams
  • 4. Voice and Choice in Products
  • Another essential component of PBL is student voice and choice, both in terms of what students produce and how they use their time.
  • "How can I allow for voice and choice here?"
  • 5. Differentiate Through Formative Assessments
  • as you check for understanding along the way, you can formatively assess in different ways when appropriate.
  • 6. Balance Teamwork and Individual Work
  • We want to leverage collaboration as much as content. However, there are times when individual instruction and practice may be needed. You need to differentiate the learning environment because some students learn better on their own, and others learn better in a team. In fact, we all need time to process and think alone just as much as we need time to learn from our peers. Make sure to balance both so that you are supporting a collaborative environment while allowing time to meet students on an individual basis.
  • Scott Nancarrow on 09 Jan 16
     
    Honestly, not too much new information for me in this article, but a well-summarized version of that information for sure; comments were actually what made this stand out for me...
  • Jill Bergeron on 24 May 16
     
    Andrew Miller offers up concrete examples of how teachers can differentiate through PBL. He includes: differentiation through teams, reflection and goal setting, mini-lessons, centers and resources, voice and choice in products, differentiation through formative assessments, and balancing teamwork with individual work.
Jill Bergeron

Student Engagement Still Low in U.S. Schools - Reading By Example - 0 views

readingbyexample.com/...ement-still-low-in-u-s-schools

engagement data survey

shared by Jill Bergeron on 17 Mar 16 - No Cached
  • Jill Bergeron on 17 Mar 16
     
    This survey captures student data about engagement in school.
Jill Bergeron

A Collection of Project Based Learning End Products - Learning in Hand - 0 views

learninginhand.com/...pbl-collection

project based learning pbl project

shared by Jill Bergeron on 15 Jan 16 - No Cached
  • What I look for in projects:The project answers a driving question.The production is made by students or documents students’ learning.The production is made for an audience.The project is open-ended, so each end production is different.The product is hosted publicly online.Read more about project based learning.
  • Jill Bergeron on 15 Jan 16
     
    Finished projects as a result of PBL methods. Sorted by grade level.
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

Student-Centered Learning: March 2016 | Matt Renwick - 0 views

mattrenwick.com/...what-im-reading-march-2016

student-centered learning

shared by Jill Bergeron on 25 Apr 16 - No Cached
  • Kraft and his team found four attributes identified in schools that experienced consistently high achievement: School safety and order Leadership and professional development High academic expectations Teacher relationships and collaboration
  • Specific professional learning offerings for teachers include one-to-one instructional coaching and school leadership opportunities. Teacher retention and higher test scores have been the result of these efforts.
  • Educators can start reimagining instruction by asking ourselves what learning we experienced in our school careers that truly mattered in our lives. This reflection can lead to finding topics and themes from our current curriculum and assessing how well they fit within this mindset of lifeworthy learning. Four tenets of big understandings – opportunity, insight, action, and ethics – can serve as gatekeepers in this process.
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  • Perkins closes this piece of identifying three national agendas (achievement, information, expertise) that may have had too much importance placed upon them.
  • Play-based learning should allow for the students to explore their passions and interests without an outcome necessarily in mind. “Play is not something you do to a child. If you have an agenda, if you are requiring them to do it, if you have to make it ‘fun’ to get them to comply, if they are not free to stop at any time, then it is not play.”
  • Play is self-chosen, enjoyable, inherently valuable, and unstructured.
  • Jill Bergeron on 25 Apr 16
     
    This is my title I created for this post. Mr. Renwick sums up several books and posts related to the idea of creating conditions for student-centered learning.
Jill Bergeron

Ready. Set. Let go. - 0 views

www.howtoraiseanadult.com/...Go-by-Julie-Lythcott-Haims.pdf

parenting summer reading

shared by Jill Bergeron on 15 Apr 16 - No Cached
  • Jill Bergeron on 15 Apr 16
     
    This article is written by the same woman who wrote How to Raise an Adult. It discusses the trap of overparenting and asks parents to let their children take responsibility for themselves.
Jill Bergeron

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."
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.
Jill Bergeron

Teaching Why Facts Still Matter | Edutopia - 0 views

www.edutopia.org/...acts-still-matter-david-cutler

critical thinking media literacy

shared by Jill Bergeron on 14 Feb 17 - No Cached
  • When politicians and thought leaders can’t or won’t agree on a basic set of facts, how can we motivate students for the noble pursuit of truth and help them see why it still matters?
  • An unavoidable challenge arises when students realize that no matter how many facts support a certain conclusion, denial and dissent remain.
  • “You have to trust [that] the best information, the truth, will always prevail,” he said, though “that’s tough when you face a crowd of people screaming at you on Twitter in probably not the nicest way.”
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  • history tends to prove his assertion right.
  • “I think we are losing the graces of dialogue and respect, and the ability of at least listening to one another a little bit,” he said, reminding me that truth affects people differently. It would be hard to dispute that coal contributes to global warming, for example, but it’s also true that efforts to stop its production place jobs in jeopardy.
  • discuss the truth and its ramifications from multiple angles
  • students should read broadly from individuals across the political spectrum. “Then, it’s important that they have a chance to test those opinions, and their ability to express them in discussions—both with their peers and with knowledgeable others,”
Jill Bergeron

13 Ways Technology Can Improve Student Writing - Edudemic - 0 views

www.edudemic.com/student-writing-technology

writing reading English

shared by Jill Bergeron on 03 Feb 14 - No Cached
  • Jill Bergeron on 03 Feb 14
     
    Good collection of writing tech tools in here.
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