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Scott Nancarrow

Behavior Report Card for Better School Performance with ADHD - 0 views

www.additudemag.com/havior-report-card-school-adhd

adhd school report strategies

shared by Scott Nancarrow on 03 Jan 24 - No Cached
  • Daily report cards are among the most powerful evidence-based tools that educators have to encourage better behavior in students. A strong report card system has a few key elements that make or break its effectiveness.
Jill Bergeron

NAIS - Building More Inclusive Communities with Grading for Equity - 1 views

www.nais.org/...grading-for-equity

diversity inclusion DEI grading bts

shared by Jill Bergeron on 14 Jun 19 - No Cached
  • Yet, grading—how teachers evaluate, describe, and report student achievement—is rarely considered part of DEI work.
  • Perhaps most profoundly, grades shape how our students think about themselves—who they are, what they’re good at, and whether school is a place they can succeed.
  • Teachers often use grades not just to indicate how well students master course content but also to evaluate student behaviors. Categories such as “effort” or “participation” are highly subjective and heavily influenced by a teacher’s own experiences and habits. The student who is penalized for not asking questions or contributing to discussions may be learning just as much as other students, and the student who is taking copious notes may not be learning at all. Similarly, teachers judge student behaviors through culturally specific lenses and assumptions that they might not even be aware of, which can result in student actions being misinterpreted and misjudged.
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  • Neither school leaders nor teachers have had a framework or vocabulary to examine grading and understand its inequities, to recognize the harms of century-old grading practices, and to identify and implement more inclusive and accurate grading.
  • Our current grading practices were created during the Industrial Revolution, shaped by our country’s early 20th-century cultural dynamics and demographics, and founded on beliefs about teaching, learning, and human potential that have since been thoroughly debunked and disproven.
    • Jill Bergeron
      Jill Bergeron on 14 Jun 19
       
      Grading is in contradiction with growth mindset
  • we believed that humans were effectively motivated by extrinsic rewards and punishments—think rats taught to pull a lever by offering pellets or electrifying the cage floor—a belief that underlies teachers’ constant use of “points” to incentivize (and some might say control) student behaviors, such as coming on time to class or completing homework.
  • intrinsic motivation—the kind of motivation that generates creative thinking and fuels effective learning—is undermined by extrinsic rewards and punishments. In other words, our continued use of points to motivate students is demotivating them from learning.
  • Teachers also frequently use mathematical calculations that hide student growth and handicap students who struggle.
  • Averaging his performance doesn’t accurately describe his skills, and it hides all his growth and improvement.
  • She then sent an open invitation to any teacher who wanted to dig deeper into grading—to research, examine, and imagine ways to align grading to the school’s vision for progressive and equitable education.
  • Homework can be an important element of learning, but when teachers include students’ performance on that homework in the grade, they incorporate an institutional bias that rewards students with resources and impedes students without resources, effectively replicating intergenerational disparities of race and income.
  • Teachers use points to evaluate every action or assignment in a class, which creates pressure-cooker classrooms where no accomplishment goes unrewarded and no mistake goes unpenalized.
  • Effective teacher-student relationships require the opposite: a space to take risks without penalty, to disclose weaknesses without being judged, to feel safe simply knowing that you don’t have to perform perfectly every moment.
  • But, as many parents, teachers, and school administrators are frequently stunned to learn, many common grading practices are outdated, inaccurate, and undermine student success. In fact, many grading policies—which appear to be an objective, fair, and accurate method to describe a student’s academic performance—often increase achievement gaps by infusing grades with teachers’ implicit biases or by rewarding or punishing students based on their families’ resources.
  • For example, if homework is indeed an opportunity for students to practice and to make mistakes, then we can’t include their performance on that homework in their grade.
  • I expect you to take risks and make mistakes and to share with me your academic confusion and weaknesses without fear that your grade will be lowered because of those mistakes.
  • tracking each earned or forfeited point for every activity or behavior reduces teachers to point-tabulators and accountants rather than supportive mentors and guides for students’ paths to success.
  • the way teachers graded often contradicted the school’s commitment to academic excellence as well as equity.
  • Our traditional practice of grading everything students do inadvertently sows distrust, shame, and deceit—which leads to students copying homework to earn points, not suggesting an answer if it might be wrong, rote note-taking only for the notebook check—thereby weakening the teacher-student relationship qualities that support learning.
  • grades must be accurate, validly reflecting a student’s academic performance; bias-resistant, preventing our implicit biases and subjectivity from infecting grades; and motivational, helping students strive for academic success, persevere, accept struggles and setbacks, and gain critical life skills.
  • This pilot group was also trained to use more equitable grading practices, which include employing a 0–4 point scale rather than a 0–100 percentage, incorporating retakes and redos, and ensuring that grades indicate how well students actually master subject matter than whether students’ behavior or work habits gain their subjective approval.
  • Students were less anxious and classroom environments felt more relaxed and supportive of learning, and grade inflation decreased because teachers no longer padded grades with points for participation or homework completion.
  • The teachers continue to track students’ participation and homework, but have expanded how they give feedback on those nonacademic skills: for example, with student conferences or separate reports and calls to parents. The school’s grades give more accurate information about where students are in their learning, and Previna and some teachers are beginning to imagine how their report card could communicate student achievement more accurately and equitably as well.
  • If we can improve how we grade, we will leverage significant improvements in every aspect of teaching and learning as well as our school cultures.
  • The rate of students receiving As decreases, and it decreases more dramatically for students from more resourced families. Grades are no longer rewarding students for just “doing school,” which disproportionately benefits students with more privilege, but grades instead reflect students’ actual academic performance. At the same time, the rate of students receiving Ds and Fs decreases, and does so more dramatically for vulnerable and historically underserved students (African–Americans, Hispanics, and students from low-income families). Grades are less susceptible to teachers’ biases and no longer filter students for privilege. There is a statistically significant increase in the correlation between students’ teacher-assigned grades and standardized assessment scores, suggesting that teachers’ grades more accurately describe their students’ performance. This correlation is particularly strengthened for students from lower-income families, suggesting that those students were more likely to have their performance misrepresented by traditional grading practices. Teachers and students report less stressful classrooms and stronger student-teacher relationships. Teachers find that learning and implementing these grading practices improves their work as educators and has led to improved student learning.
    • Jill Bergeron
      Jill Bergeron on 14 Jun 19
       
      The results of a more equitable grading system
  • By not correcting grading practices, schools risk undermining other initiatives aimed at improving equity and make our schools less inclusive and supportive of every student.
  • Jill Bergeron on 14 Jun 19
     
    Questions about grading practices that we can incorporate in to BTS.
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

As if being 12-years-old wasn't hard enough, a new study confirms many schools make it ... - 0 views

qz.com/...ny-schools-make-it-even-harder

middle school research k-8

shared by Jill Bergeron on 21 Sep 16 - No Cached
  • They found being in a K-8 school, where kids were top dogs for longer created a better learning environment, marked by less bullying, and better academic results.
  • “Top dogs are less likely to report bullying, fights, and gang activity and more likely to report feeling safe and welcome in school than bottom dogs due to their top dog status. In contrast, bottom dogs report higher rates of bullying, fighting, and gang activity and lower rates of safety and belonging than top and middle dogs.”
  • According to Guido Schwerdt, from the University of Konstanz and Martin R. from the Harvard Graduate School of Education, students moving from elementary to middle school suffer a sharp drop in student achievement in the year they move, which persists through tenth grade (transitions to high school in ninth grade cause a smaller one-time drop in achievement, but the effect does not persist).
  • Jill Bergeron on 21 Sep 16
     
    The K-8 model seems to be more supportive of middle school students than the 6-8 model.
Jill Bergeron

The Marshall Memo Admin - Issues - 0 views

www.marshallmemo.com/issue.php

coaching instructional coaching math financial literacy mentoring learning evolution science student-centered anxiety SEL orientation bridge

shared by Jill Bergeron on 26 Apr 16 - No Cached
  • Every superintendent, or state commissioner, must be able to say, with confidence, ‘Everyone who teaches here is good. Here’s how we know. We have a system.
  • school-based administrators “don’t always have the skill to differentiate great teaching from that which is merely good, or perhaps even mediocre.” Another problem is the lack of consensus on how we should define “good teaching.”
    • Jill Bergeron
      Jill Bergeron on 26 Apr 16
       
      We need consensus on how we define good teaching. We don't have metrics in place to determine good, mediocre and bad teaching.
  • ...41 more annotations...
  • Only about six percent of teachers are ineffective, she continues. For the remaining 94 percent, the emphasis should shift from ratings to learning.
  • And what do we know about professional learning? That it requires: • Active intellectual engagement – That is, self-assessment, reflection on practice, and on-going conversations; • Trust – “Fear shuts people down,” says Danielson. “Learning, after all, entails vulnerability. The culture of the school and of the district must be one that encourages risk-taking.” • Challenge – “The culture must include an expectation that every teacher will engage in a career-long process of learning,” she says, “one that is never ‘finished.’ Teaching is simply too complex for anyone to believe that there is no more to learn.” • Teacher collaboration – PD and supervisory suggestions rarely drive classroom improvements, says Danielson. “Overwhelmingly, most teachers report that they learn more from their colleagues than from an ‘expert’ in a workshop… or being directed by a supervisor to read a certain book or take a particular course.” Most often, classroom improvement comes from working with colleagues analyzing student work and planning curriculum.
  • a new system should include: -   An emphasis on professional learning in a culture of trust and inquiry; -   A career ladder from probationary to continuing status after about three years; from that point on, the main emphasis becomes professional learning; -   Differentiation in the evaluation system, with novice teachers getting support from a mentor and being evaluated every year; -   Career teachers assessed periodically to ensure continuing quality; -   Teacher leadership positions (mentor, instructional coach, team leader) for which experienced teachers in good standing are eligible to apply; these come with training and support, extra compensation, or released time during the regular school day; -   The ability to identify seriously underperforming teachers, support their improvement, and if sufficient progress isn’t made, deny them tenure or continuing employment.
  • “Former service members tend to be committed to their students and tenacious in their efforts to improve,” say Parham and Gordon. Some early studies suggest that over time, veterans are stronger in classroom management, instructional practices, and student results.
  • Veterans who have had life-and-death combat experiences “tend to have low tolerance for petty politics in schools or for initiatives that seem unrelated to educating students. Former service members may sometimes seem overly assertive in discussions with colleagues.”
  • Veterans entering the classroom may feel like novices and have to adjust to their students not snapping to attention when given an order.
  • Veterans who are used to explicit operating procedures have to decode the unspoken expectations on how to relate to colleagues, handle student discipline, deal with parent concerns, get supplies, and get help.
  • “Discussions of shared experiences, shared values, and shared goals can help veterans and other teachers begin to build relationships.”
  • This might consist of a well-chosen mentor (similar to their “battle buddy” in the military), a support team (perhaps a grade-level or subject team that meets regularly), and a support network with other veterans in the school or district.
  • Veterans need an especially thorough briefing as they enter a new setting, including policies, procedures (copying machines, grading, and more), formal and informal rules, and a map of the school.
  • up to speed on teaching priorities, curriculum breadth versus depth, dealing with student differences, lesson planning, instructional materials, and, of course, discipline.
  • Support for this common challenge can come from peer coaching, observing expert teachers, workshops, articles and books, and seminars.
  • Rather, the mastery of new concepts happens in fits and starts. “Content should not be kept from students because it is ‘developmentally inappropriate,’” says the report. “To answer the question ‘is the student ready?’ it’s best to consider ‘has the student mastered the prerequisites?’”
  • Effective teachers make content explicit through carefully paced explanation, modeling, and examples; present new information through multiple modalities; and make good use of worked problems.
  • Effective teachers assign tasks that require explanation or require students to organize material in meaningful ways. Stories and mnemonics are also helpful in getting students to impose meaning on hard-to-remember content.
  • we shouldn’t push skeptical students to say, “Natural selection is one of the most important ways species came to be differentiated.” Better for them to say, “Most scientists think natural selection is one of the best explanations.”
  • Practice is essential to learning new facts, but not all practice is equally effective.
  • Frequent quizzes with low stakes, and students testing themselves, help establish long-term retention through the “retrieval effect.”
  • Each subject has basic facts that support higher-level learning by freeing working memory and illuminating applications.
  • Good feedback is specific and clear, focused on the task rather than the student, explanatory, and directed toward improvement rather than merely verifying performance.
  • To transfer learning to a novel problem, students need to know the problem’s context and its underlying structure.
  • Explicitly comparing the examples helps students remember the underlying similarities. With multi-step procedures, students need to identify and label the sub-steps so they can apply them to similar problems. It’s also helpful to alternate concrete examples and abstract representations.
  • Motivation is improved if students believe that intelligence and ability can be improved through hard work, and if adults respond to successful work by praising effective effort rather than innate ability. It’s also helpful for teachers to set learning goals (e.g., mastering specific material) rather than performance goals (competing with others or vying for approval).
  • Intrinsic motivation leads to better long-term outcomes than extrinsic motivation.
  • It’s difficult to gauge one’s own learning and understanding. That’s why students need to learn how to monitor their own learning through assessments, self-testing, and explanation.
  • Students will be more motivated and successful when they believe they belong and are accepted.
  • Teachers need to recognize and dispel a set of incorrect beliefs about teaching and learning: -   Misconception #1: Students have different “learning styles.” -   Misconception #2: Humans use only 10 percent of their brains. -   Misconception #3: People are preferentially “right-brained” or “left-brained” in how they think. -   Misconception #4: Novices and experts think in all the same ways. -   Misconception #5: Cognitive development progresses in age-related stages.
  • having students work in groups for 30-45 minutes coming up with test questions that might be used (or reworded) in the actual exam. This is a two-fer, says Lang: it not only gives students a sense of control over their learning but also serves as an effective review session.
  • Open assessments – This involves leaving 10 percent of the syllabus for an assignment that students create with the instructor.
  • Class constitutions – Having students collectively come up with ground rules for a course gives them a collegial sense of working together toward a shared purpose.
  • “Teaching evolutionary theory is not in and of itself religious indoctrination.” That’s because evolution is not a religion. “How could a religion have no beliefs about the supernatural? No rituals? No moral commandments?”
  • ask students to learn about evolution without insisting that they believe it.
  • Students learn new ideas by linking them to what they already know.
  • “It turns out children are better able to cope if they understand what they’re going through is normal, that it affects everyone, and that it will pass,” comments Adam Gamoran of the William T. Grant Foundation. “How we think about a stressful situation influences how we feel and how we perform.” Studies like this, he says, “show how deeply intertwined are cognition and emotion.”
  • use of Twitter in his middle-school science classroom
  • Connecting students to reputable, relevant scientific people and organizations in real time
  • Twitter as authentic audience – Students constantly tweet ideas, assignments, projects, suggestions, and photographs to each other, broadening the reach of their thinking.
  • Twitter as embedded literacy – Students get plenty of practice with succinct writing as they share analyses and observations.
  • Managing students’ encounters with objectionable material from the outside world, including occasional use of profanity and sexually suggestive follower requests.
  • Comparing services – Proportional reasoning, equations, creating and analyzing graphs, and number sense; -   Planning a budget – Organizing and representing information and number sense; -   Determining the costs and payoffs of higher education – Percentages, compound interest, and rates; -   Playing the Stock Market Game – Ratios, proportional reasoning, reading and analyzing reports and graphs, and algebraic thinking (e.g., gains and losses).
  • “The term generally refers to using a wide variety of hands-on activities (such as building, computer programming, and even sewing) to support academic learning and the development of a mindset that values playfulness and experimentation, growth and iteration, and collaboration and community. Typically, ‘making’ involves attempting to solve a particular problem, creating a physical or digital artifact, and sharing that product with a larger audience. Often, such work is guided by the notion that process is more important than results.”
  • Jill Bergeron on 26 Apr 16
     
    ""Researchers Probe Equity, Design Principles in Maker Ed." by Benjamin Herold in Education Week, April 20, 2016 (Vol. 35, #28, p. 8-9), www.edweek.org"
Jill Bergeron

Turning the Tide: Inspiring Concern For Others And The Common Good Through College Admi... - 0 views

mcc.gse.harvard.edu/collegeadmissions

admissions college empathy service learning equity

shared by Jill Bergeron on 25 Apr 16 - No Cached
  • Turning the Tide: Inspiring Concern for Others and the Common Good through College Admissions marks the first time in history that a broad coalition of college admissions offices have joined forces to collectively encourage high school students to focus on meaningful ethical and intellectual engagement. The report includes concrete recommendations to reshape the college admissions process and promote greater ethical engagement among aspiring students, reduce excessive achievement pressure, and level the playing field for economically disadvantaged students. It is the first step in a two-year campaign that seeks to substantially reshape the existing college admissions process.
  • Jill Bergeron on 25 Apr 16
     
    "Turning the Tide: Inspiring Concern for Others and the Common Good through College Admissions marks the first time in history that a broad coalition of college admissions offices have joined forces to collectively encourage high school students to focus on meaningful ethical and intellectual engagement. The report includes concrete recommendations to reshape the college admissions process and promote greater ethical engagement among aspiring students, reduce excessive achievement pressure, and level the playing field for economically disadvantaged students. It is the first step in a two-year campaign that seeks to substantially reshape the existing college admissions process. "
Jill Bergeron

Main Findings | Pew Research Center's Internet & American Life Project - 0 views

www.pewinternet.org/...main-findings-5

media use screen time report pew internet

shared by Jill Bergeron on 28 Jan 15 - No Cached
  • Jill Bergeron on 28 Jan 15
     
    Teens and Technology 2013 Report
Scott Nancarrow

Bullying in Schools Plagues Neurodivergent Students: ADDitude Survey - 0 views

www.additudemag.com/neurodivergent-students-report

bullying

shared by Scott Nancarrow on 02 Nov 22 - No Cached
  • Advertisement ADHD Parenting Friendships & Activities Friends at School Bullying Is the Norm. So Is an Inadequate Response. Bullying plagues a majority of neurodivergent students at school, on social media, and/or on the bus. When asked about the school’s response to incidents of bullying, 72% of ADDitude readers surveyed said they were dissatisfied and only 12% said the bullies faced any punishment. By ADDitude Editors Verified Updated on October 28, 2022 Email Save Save
  • Bullying Prevention Strategies
  • For Educators and School Staff
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  • e
  • vigilant.
  • B
  • Respond quickly and consistently to bullying. Always try to stop bullying on the spot, as it can stop bullying behavior over time. Do not ignore the situation and assume that the issue will resolve on its own. Avoid forcing the bully and victim to “work it out” on the spot. Get medical attention or police help if warranted.
  • Incorporate bullying prevention activities in lessons. Get creative. Students can learn how to respond to bullying, how to report it (including cyberbullying) to teachers and staff, and the role they play in fostering a culture of safety, inclusion, and respect at school.
  • Conduct school-wide bullying assessments and evaluation prevention efforts. Refine plans as necessary.
  • Bullying generally happens in areas where supervision is limited – playgrounds, crowded hallways, lunchrooms, school buses, etc. Monitor these hot spots.
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

Adobe Spark | Videos, images and stories made in minutes - 0 views

spark.adobe.com

adobe tech tools design Graphics presentations interactive posters

shared by Jill Bergeron on 03 Jun 16 - No Cached
  • Jill Bergeron on 03 Jun 16
     
    Adobe Spark Page is a tool for students to create a publish pages for the web. They can add text, images, links and video and customize the format. This is perfect for publishing reports, step by step guides or newsletters.
Jill Bergeron

Study: Smartphones could cripple learning for these students - eCampus News | eCampus News - 0 views

www.ecampusnews.com/...study-smartphones-students-773

study smartphones iphone distraction mobile technology

shared by Jill Bergeron on 18 Jul 15 - No Cached
  • Jill Bergeron on 18 Jul 15
     
    Students self-reported that their iPhones did not help them to do well in school rather served as a distraction instead of a hand up.
Jill Bergeron

Project Tomorrow | Speak Up - 1 views

www.tomorrow.org/...014_FlippedLearningReport.html

flip teaching flipped classroom flipped

shared by Jill Bergeron on 25 Mar 14 - No Cached
  • Speak Up 2013 flipped learning findings include: One out of six math and science teachers are implementing a flipped learning model using videos that they have created or sourced online.         16 percent of teachers say they are regularly creating videos of their lessons or lectures to students to watch.    45 percent of librarians and media specialists are regularly creating videos and similar rich media as part of their professional practice.  37 percent of librarians are helping to build teacher capacity by supporting teachers’ skills in using and creating  video and rich media for classroom use. While, almost one-fifth of current teachers have “learning how to flip my classroom” on their wish list for professional development this year,  41 percent of administrators say pre-service teachers should learn how to set up a flipped learning class model before getting a teaching credential. 66 percent of principals said pre-service teachers should learn how to create and use videos and other digital media within their teacher preparation programs.   75 percent of middle and high school students agree that flipped learning would be a good way for them to learn, with 32 percent of those students strongly agreeing with that idea.
  • Jill Bergeron on 25 Mar 14
     
    Flip teaching report indicates a positive learning trend.
Jill Bergeron

Report: Teachers Better at Using Tech than Digital Native Students -- THE Journal - 0 views

thejournal.com/...n-digital-native-students.aspx

shared by Jill Bergeron on 17 Nov 14 - No Cached
  • "School-age students may be fluent in using entertainment or communication technologies, but they need guidance to learn how to use these technologies to solve sophisticated thinking problems," Wang noted. "The school setting is the only institution that might create the needs to shape and facilitate students' technology experience. Once teachers introduce students to a new technology to support learning, they quickly learn how to use it."
    • Jill Bergeron
      Jill Bergeron on 17 Nov 14
       
      Teachers still need to teach students how to use technology to solve problems.
Jill Bergeron

Effects of screentime on the health and well-being of children and adolescents: a syste... - 0 views

www.ncbi.nlm.nih.gov/...PMC6326346

screen time distance learning health

shared by Jill Bergeron on 16 Aug 20 - No Cached
  • Only Hoare et al  20 reported on associations with anxiety, and found moderate evidence for a positive association between screentime duration and severity of anxiety symptoms.
  • adolescents using screens in a moderate way showed the lowest prevalence of depressive symptoms.
  • HRQOL as a formal measured construct was examined by Wu et al, 22 who reported consistent evidence that greater screentime was associated with lower measured HRQOL in 11/13 cross-sectional and 4/4 longitudinal studies. A meta-analysis of 2 studies found that ≥2–2.5 hours/day of screentime was associated with significantly lower HRQOL (pooled mean difference in HRQOL score 2.71 (95% CI 1.59 to 3.38) points) than those with <2–2.5 hours/day.
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  • There is moderately strong evidence for an association between screentime and depressive symptoms. This association is for overall screentime but there is very limited evidence from only one review for an association with social media screentime. There is moderate evidence for a dose-response effect, with weak evidence for a threshold of ≥2 hours daily screentime for the association with depressive symptoms.There is moderate evidence for an association of screentime with lower HRQOL, with weak evidence for a threshold of ≥2 hours daily screentime.
  • There is weak evidence that screentime is associated with poor sleep outcomes including delay in sleep onset, reduced total sleep time and daytime tiredness.
  • There was moderately strong evidence for an association between screentime and depressive symptoms, although evidence for social media screentime and depression was weak.
  • Evidence that screentime was associated with poorer quality of life was moderate,
  • We found no convincing evidence of health benefits from screentime. Yet some argue strongly that digital media have potential significant health, social and cognitive benefits and that harms are overstated.
Gayle Cole

Educational Leadership:Promoting Respectful Schools:Bullying-And the Power of Peers - 0 views

www.ascd.org/...%94And-the-Power-of-Peers.aspx

bullying

shared by Gayle Cole on 18 May 13 - No Cached
  • In a disturbing number of cases, aggressive boys harass girls (Berger & Rodkin, 2009; Rodkin & Berger, 2008; Veenstra et al., 2007). Sixty percent of 5th to 7th grade girls whom Olweus (1993) reported as being harassed said that they were bullied by boys
  • A colleague and I have referred to socially connected bullies as "hidden in plain sight" (Rodkin & Karimpour, 2008) because they are more socially prominent than marginalized bullies, yet less likely to be recognized as bullies or at risk. Because socially connected bullies affiliate with a wide variety of peers, there is an unhealthy potential for widespread acceptance of bullying in some classrooms and schools. This is what Debra Pepler and colleagues call the theater of bullying (Pepler, Craig, & O'Connell, 2010), which encompasses not only the bully-victim dyad, but also children who encourage and reinforce bullies (or become bullies themselves); others who silently witness harassment and abuse; and still others who intervene to support children being harassed (see also Salmivalli et al., 2010).
  • One good friend can make a crucial difference to children who are harassed. Victims who are friends with a nonvictimized peer are less likely to internalize problems as a result of the victimization—for example, being sad, depressed, or anxious
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  • . Peers who do intervene in bullying can make a real difference. These defenders may be successful in more than 50 percent of such attempts, but unfortunately they stand up in fewer than 20 percent of bullying incidents
  • Victimization was lowest in groups with a democratic atmosphere, where relationships with group leaders were more egalitarian and cohesive.
  • interventions that involve peers, such as using students as peer mediators or engaging bystanders to disapprove of bullying and support victims of harassment, were associated with increases in victimization!
  • Some of the most innovative, intensive, grassroots uses of peer relationships to reduce bullying, such as the You Have the Power! program in Montgomery County, Maryland, have not been scientifically evaluated. The final verdict awaits on some promising programs that take advantage of peer relationships to combat bullying, such as the Finnish program KiVa (Salmivalli et al., 2010), which has a strong emphasis on influencing onlookers to support the victim rather than encourage the bully, and the Steps to Respect program (Frey et al., 2010), which works at the elementary school level.
  • . A strong step educators could take would be to periodically ask students about bullying and their social relationships. (See "What Teachers Can Do")
  • Consider what bullying accomplishes for a bully. Does the bully want to gain status? Does the bully use aggression to control others?
  • School staff members vary widely in their knowledge of students' relationships and tend to undere
  • Antibullying interventions can be successful, but there are significant caveats.1  Some bullies would benefit from services that go beyond bullying-reduction programs. Some programs work well in Europe, but not as well in the United States.2  Most antibullying programs have not been rigorously evaluated, so be an informed consumer when investigating claims of success. Even with a well-developed antibullying curriculum, understanding students' relationships at your school is crucial.
  • Implement an intellectually challenging character education or socioemotional learning curriculum. Teach students how to achieve their goals by being assertive rather than aggressive. Always resolve conflicts with civility among and between staff and students. Involve families.
Gayle Cole

Nathan Heller: Is College Moving Online? : The New Yorker - 0 views

www.newyorker.com/...130520fa_fact_heller

MOOCs online learning HigherEd

shared by Gayle Cole on 04 Jun 13 - No Cached
  • Harvard’s first massive open online courses, or MOOCs—a new type of college class based on Internet lecture videos. A MOOC is “massive” because it’s designed to enroll tens of thousands of students. It’s “open” because, in theory, anybody with an Internet connection can sign up. “Online” refers not just to the delivery mode but to the style of communication: much, if not all, of it is on the Web. And “course,” of course, means that assessment is involved—assignments, tests, an ultimate credential. When you take MOOCs, you’re expected to keep pace. Your work gets regular evaluation. In the end, you’ll pass or fail or, like the vast majority of enrollees, just stop showing up.
  • in California, a senate bill, introduced this winter, would require the state’s public colleges to give credit for approved online courses. (Eighty-five per cent of the state’s community colleges currently have course waiting lists.) Following a trial run at San José State University which yielded higher-than-usual pass rates, eleven schools in the California State University system moved to incorporate MOOCs into their curricula.
  • the faculty at Amherst voted against joining a MOOC program.
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  • “There is no pedagogical problem in our department that JusticeX solves,” the letter said.
  • Gayle Cole on 04 Jun 13
     
    shared by John Finch
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