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Jill Bergeron

Project-Based Learning Google Apps Smash - 0 views

sites.google.com/...home

PBL project based learning google apps google

shared by Jill Bergeron on 16 Jul 15 - No Cached
  • Jill Bergeron on 16 Jul 15
     
    Resources for PBL
Jill Bergeron

15 Amazing Sites With Breathtaking Free Stock Photos - BootstrapBay - 0 views

bootstrapbay.com/...free-stock-photos

photos photography free images creative commons

shared by Jill Bergeron on 20 May 15 - No Cached
  • Many of these photographs are free from copyright restrictions or licensed under creative commons public domain dedication. This means you can copy, modify, distribute and perform the work, even for commercial purposes, all without asking permission. However, some photos may require attribution. We’ve done our best to identify which license they fall under but we still advise you to do your own research and determine how these images can be used.
Jill Bergeron

Best of History Web Sites - 1 views

www.besthistorysites.net

history socialstudies

shared by Jill Bergeron on 05 Aug 14 - Cached
  • Jill Bergeron on 05 Aug 14
     
    Websites are listed by category on the left side bar.
Jill Bergeron

Guide to Creating and Inventing in the Classroom - 0 views

www.k12blueprint.com/...deToMaking_v2_GLOBAL_WEB_0.pdf

maker maker movement innovation tinkering

shared by Jill Bergeron on 03 Dec 15 - No Cached
  • Jill Bergeron on 03 Dec 15
     
    Written by Gary Stager with several ideas for projects in LS classrooms.
smontevirgen

Organizing Your School As A List Of Courses Doesn't Work For Learners - 0 views

www.forbes.com/...urses-doesnt-work-for-learners

shared by smontevirgen on 09 Apr 19 - No Cached
  • smontevirgen on 09 Apr 19
     
    This was an incredible look at the structure of education and a look at redesign/restructure the entire idea of education. A selected excerpt: How would school be structured differently if we really wanted to cultivate youth leadership? Despite serving students with a distribution of skills, grade levels are the dominant architecture of K-8 schools and for the last 20 years, there has been a particular fixation with grade level proficiencies which has reinforced whole group learning in grade cohorts.
Scott Nancarrow

How to Tap Memory Systems to Deepen Learning - MindShift - 0 views

www.kqed.org/...ory-systems-to-deepen-learning

shared by Scott Nancarrow on 29 Jun 21 - No Cached
  • When teachers have a better understanding of the brain’s memory systems, they can help students develop stronger study habits and engage them in deep learning. 
  • In classrooms, some students absorb and master these skills faster than others. Oakley calls these “race car learners” who zoom to the finish line. In contrast “other students have hiker brains,” says Oakley. “They get to the finish line, but more slowly.”
  • It’s also why many students struggle at following multi-step directions. It’s not a lack of focus. Their working memory simply does not have the capacity to “keep in mind” something like a five-step process –  unless they’ve practiced those steps so many times that it has become a routine that doesn’t require active thought. That’s why skilled teachers spend so much time at the beginning of the year establishing classroom procedures and thinking routines. These practiced routines can free up working memory space for students to learn novel material.
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  • Because many students don’t understand their working memory, they study ineffectively, she says. They read over their notes or stare at a list of vocabulary words and think “I’ve got it.” And they do have it in their brain – while they have their notes in front of them. But working memory is short term. Hiker students, in particular, need concrete strategies for moving material into long-term storage. 
  • Active learning is when “the student themself is grappling with the material,” says Oakley. “This really builds our procedural links in long-term memory. While you can be actively learning while you are staring at the professor, you can’t do that for very long.”
  • Offering brain breaks: Breaks are crucial to long-term memory formation. When students relax mentally, even for a minute or two, it gives their brain time to consolidate new learning.
  • Use the Jot-Recall Technique: Pause while teaching and help students check whether they’ve moved the material from working into long-term memory. Take one minute and have them jot down important ideas from class, jot down a sketch to visually represent their learning, or jot down key ideas from previous classes that relates to the topic at hand.
  • Teach Students How to Engage in Active Recall: Remember the student who looks at the vocabulary list and thinks they have it memorized? Teach students to regularly put away their notes or shut their book and see what they can recall.
  • Engage in Think-Pair-Share: Activities such as think-pair-share ask students to engage individually, engage with a partner and then engage with the class. In effect, they are interacting with the information three times in quick succession, helping strengthen their neural pathways.
  • Practice Interleaving: Interleaving involves mixing up practice problems instead of working on nearly identical activities over and over again.  This builds in active recall practice and cognitive flexibility as students have to consciously decide what information or procedure to apply to a given problem.
  • “The best way to make rapid progress is to make things tougher on yourself,” says Oakley, drawing on the concept of “desirable difficulties”,
  • And for those students who already feel like learning is a constant struggle? Remind them that speed isn’t smarts.
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