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Jill Bergeron

The Value of Guided Projects in Makerspaces | Renovated Learning - 0 views

renovatedlearning.com/...ue-guided-projects-makerspaces

projects maker makerspace makered maker movement pbl

shared by Jill Bergeron on 26 Jan 16 - No Cached
  • Working through guided projects can help students to develop the skills that they need to further explore creatively.  It’s true that some students can just figure it out, but most need that gentle push to get them started.
  • Following patterns to the letter when I first got started helped me to learn the skills that I needed to be creative in my knitting.
  • The problem comes when all we ever do are guided projects.  Sylvia Martinez and Gary Stager warn against the “20 identical birdhouses” style class projects, where there is zero creativity involved.  It’s very easy to fall into the trap of focusing too much on standards, rubrics and guided projects and zapping all the fun and creativity out, turning a makerspace into nothing more than another classroom.  It’s tempting for many educators to just print out a list of instructions, sit students down in front of a “maker kit” and check their e-mail while students work through the steps one by one.  This is obviously not what we want in our makerspaces.
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  • Providing some limitations, guidelines, restrictions can actually make us more creative, as we have to figure out how to make things work with what we’re given.
  • Giving them a little bit of guidance and limitation still providing plenty of room for creativity and imagination.
  • We have to find a balance between open-ended, free range exploration and guided learning in our makerspaces.  It can be tricky to figure out sometimes, but it’s worth putting the effort in.  A well-crafted design challenge can inspire amazing creativity.  Free-range learning gives students opportunities for imaginative play.  Both are crucial for creating an environment where students can discover, learn and grow.
Gayle Cole

My Daughter's Homework Is Killing Me - Karl Taro Greenfeld - The Atlantic - 0 views

www.theatlantic.com/...309514

Homework balance

shared by Gayle Cole on 24 Oct 13 - No Cached
  • Memorization, not rationalization
  • from Pacific Palisades, California,
  • October 2013 My Daughter’s Homework Is Killing Me What happens when a father, alarmed by his 13-year-old daughter's nightly workload, tries to do her homework for a week Karl Taro Greenfeld Sep 18 2013, 8:24 PM ET
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  • We have 11 algebra equations.
  • We also have to read 79 pages of Angela’s Ashes and find “three important and powerful quotes from the section with 1–2 sentence analyses of its [sic] significance.
  • Gayle Cole on 24 Oct 13
     
    Jennifer Smith shared
Jill Bergeron

The Art of Facilitating Teacher Teams | Edutopia - 0 views

www.edutopia.org/...ng-teacher-teams-elena-aguilar

facilitation meetings edutopia

shared by Jill Bergeron on 24 Nov 14 - No Cached
  • Note that I'm using the term "facilitator" to mean the person who plans and designs agendas as well as who guides a team through processes outlined on an agenda
  • The purpose of the meeting and desired outcomes are articulated and connected to the school's vision, mission, and big goals
  • a variety of structures or protocols to meet the desired outcomes.
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  • we know that great attention must be paid to how a meeting is designed.
  • We want to ensure that all will voices will be heard and will have equal access to decision-making and input.
  • planning reflects an awareness of how power dynamics and systemic oppression may manifest in this group and seeks to interrupt these dynamics
  • Frame the purpose and desired outcomes for the meeting and review agenda.
  • Use a variety of questioning strategies to probe thinking and elicit new ideas
  • Articulate the role participants will play in the meeting
  • Name any decision-making points and processes that will be used Identify the structures or activities that will be used in this meeting and how they'll connect to the desired outcomes
  • Articulate expectations for behavior or procedures
  • Determine structures to hold members accountable (self-monitoring and reflection, use of process observer, use of a team process rubric)
  • Use a variety of listening strategies including paraphrasing and active listening
  • anticipates the emotional, cognitive and energy needs of the participants
  • encourage conflict about ideas verses interpersonal or inter-team conflict)
  • Use data gathered in the moment to modify and inform facilitation
  • Protect time for reflection and feedback within the established time
  • Hold team members accountable to agreements, goals, structures, and protocols
  • use various strategies to help a group a recover from a breakdown
  • Read the group's emotional and energetic state and adjust accordingly
  • Hold the expectation that members will learn, think creatively, and push each others' thinking
  • Show up as a grounded, calm presence that believes in the capacity of team members
  • Jill Bergeron on 24 Nov 14
     
    Three domains mentioned about how to facilitate teacher team meetings.
Jill Bergeron

The Electronic Portfolio Development Process - 0 views

electronicportfolios.com/...EPDevProcess.html

digital_portfolio eportfolio portfolio digital portfolio rubric

shared by Jill Bergeron on 22 Jan 15 - Cached
  • Jill Bergeron on 22 Jan 15
     
    Resources to support and evaluate digital portfolios.
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