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Jill Bergeron

How play could save US education - Tech Insider - 0 views

www.techinsider.io/ow-to-save-us-education-2016-4

play recess play-based

shared by Jill Bergeron on 06 May 16 - No Cached
  • The main findings: The more play a school gives its student body, the greater rewards kids see in their character development, academic achievement, safety, and overall health.
  • According to Vialet, structure is a child's best friend when it comes to play. While kids may have a built-in urge to run around and get dirty, playing with other kids is a social experience, which means it has to be learned.
  • A 2013 study of the Playworks model from Stanford University found it led to 43% less bullying, 20% higher feelings of student safety, 43% more physical activity, and 34% less time transitioning from recess back to the classroom. A number of other studies suggest recess can also lead to better grades in school, regardless of the form it takes.
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  • An absence of recess could simply mark the absence of creativity in schools more generally.
  • Jill Bergeron on 06 May 16
     
    This article describes the research that supports the value of play in schools.
Scott Nancarrow

When Success Sours - Stanford Magazine - Medium - 1 views

medium.com/...hen-success-sours-4079050e9f2c

Growth mindset

shared by Scott Nancarrow on 28 Nov 16 - No Cached
  • Dweck’s stardom has come with a harsh side effect: In the minds of many, “growth mindset” mutated almost beyond recognition. As she recently put it in her characteristically delicate way, “I slowly became aware that not all educators understood the concept fully.” As a result, Dweck has been reaching out to educational audiences in person and in print to dispel some troubling myths.
Jill Bergeron

Stanford Design Thinking Methods - 0 views

dschool.stanford.edu/use-our-methods

design thinking designthinking education d.school

shared by Jill Bergeron on 11 Feb 16 - No Cached
  • Jill Bergeron on 11 Feb 16
     
    These methods provide a more concrete idea about how to facilitate design thinking.
Jill Bergeron

Design Thinking and PBL | Edutopia - 0 views

www.edutopia.org/...-thinking-and-pbl-beth-holland

Edutopia pbl design innovation design thinking project based learning

shared by Jill Bergeron on 28 Feb 16 - No Cached
  • Imagine innovation as a three-legged stool. Many schools have changed the environment leg, but not the other two legs: the behaviors and beliefs of the teachers, administrators, and students.
  • Lately, I have heard teachers and school leaders express a common frustration: "We are _______ years into a _______ initiative, and nothing seems to have changed." Despite redesigning learning spaces, adding technology, or even flipping instruction, they still struggle to innovate or positively change the classroom experience. Imagine innovation as a three-legged stool. Many schools have changed the environment leg, but not the other two legs: the behaviors and beliefs of the teachers, administrators, and students.
  • If we look at the science of improvement, systematic change occurs between the contexts of justification (what we know) and discovery (the process of innovation).
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  • Encouraging students to engage in inquiry, explore real-world contexts, and share their learning lies at the heart of PBL. As an instructional framework, it allows teachers to achieve these goals while still meeting curriculum requirements.
  • He used PBL to: Guide his students' problem solving Support their collaboration and critical thinking Provide voice and choice in how they demonstrated their learning Empower them to realize that their contributions to the community make a tangible difference
  • However, viewing PBL as a process rather than a product means that teachers can fit it within existing curricular objectives, as exemplified by Jodie Deinhammer.
  • According to the Stanford d-School process guide, design thinking begins with empathy: What do your students consider important? Which topics spark their curiosity? How might they want to engage with this specific content? How might they choose to demonstrate their learning?
  • In the next phase of design thinking, you define a problem. In school terms, this could be a curricular unit, a set of skills, or a broader community challenge.
  • With the problem articulated, start generating ideas. During the ideate phase, the goal is breadth because the answer may not be readily apparent. Many of these ideas then turn into prototypes, simplified versions of potential solutions.
  • This gives you the freedom to experiment without concerns about failing with students. When ready, produce the final lesson, unit, activity, or even a complete PBL experience.
Jill Bergeron

Why Cliques Form at Some High Schools and Not Others - The Atlantic - 0 views

www.theatlantic.com/...382570

diversity cliques

shared by Jill Bergeron on 25 Nov 14 - No Cached
    • Jill Bergeron
      Jill Bergeron on 25 Nov 14
       
      Amid diversity, students seek out similarities.
  • Most high schools segregate by "type," whether it's age, class, ethnic background, or volume of face makeup.
  • The way high schools are designed—their size, their level of diversity, and the way they treat students—can either drive students to segregate based on things like household income and race, or force them to build relationships that are more about their high school life than their socioeconomic backgrounds.
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  • In short, the natural instinct for teenagers to separate themselves into clusters and hierarchies is weakened when schools force kids to partner with peers they wouldn't otherwise want to be around to see first-hand the benefits of unlikely friendships.
  • "Larger schools that offer more choice and variety are the most likely to form hierarchies and cliques and self-segregation,” said McFarland, a professor of education at Stanford Graduate School of Education. "In smaller schools, and in smaller classrooms, you force people to interact, and they are less hierarchical, less cliquish, and less self-segregated.”
  • Schools that grouped students by academics and created other ways to force kids with different backgrounds to cooperate (whether in clubs or on sports teams) were less ruled by segregation and hierarchy. "In classrooms with assigned seating, you’re forced to sit next to someone whom you wouldn’t otherwise interact, and that tends to break down the tendency to segregate by background,” McFarland said.
Jill Bergeron

Tinkering Spaces: How Equity Means More Than Access | MindShift | KQED News - 0 views

ww2.kqed.org/...-equity-means-more-than-access

diversity tinkering making makered

shared by Jill Bergeron on 09 May 16 - No Cached
  • Existing inequities play out when adults engage with kids around tinkering or making. And, while makerspaces are a unique kind of learning space, many of the techniques thoughtful educators are using to improve their interactions with students could be used in other venues.
  • Sewing has been one of the most successful projects in the program Escudé helps run at the Boys and Girls Club in San Francisco’s Visitacion Valley neighborhood. Kids shared their family histories of sewing and even invited grandparents to participate and share. The activity was framed as intellectual thought and valued as equal to any other tinkering task. The success of this activity came from giving students the space to share themselves and build relationships with one another and the facilitators, not because they were using the most recent technology or because they were building robots.
  • it’s a cultural assumption that kids would think taking apart toys would be fun.
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  • often, maker educators assume that because they’ve offered students freedom and choice, the space is automatically equitable. She says being intentional about how adults interact with kids in these spaces is more important than self-direction.
  • It would be easy to assume that the student was off task or didn’t want to do the activity, but instead of assuming the worst about the student, the facilitator went over and started asking her questions that centered around agency and how she’d like to be involved. This gentle support helped the girl figure out how to start the activity.
  • They also focus on race and gender patterns around who is using which tools and the kinds of projects different kids are drawn towards. “There were some patterns around which students get intervened on more often and which students have projects taken out of their hands and fixed more often,” Vossoughi said. The video reviews help them notice these patterns and correct them.
  • A huge part of trying to bring equity to every moment of tinkering is to see students as full of strengths from their home community, their families, and their experiences. “Kids are brilliant and it’s our responsibility to notice their brilliance and deepen it,” Vossoughi said. This perspective has allowed kids who don’t fit into traditional ideas about what it means to be smart, or academic, thrive in the tinkering space.
  • Jill Bergeron on 09 May 16
     
    This article highlights the ways in which teachers can be mindful of inherent biases when they are engaging students in maker and tinkering activities.
Jill Bergeron

Meaningful Making - 1 views

fablearn.stanford.edu/...ang-Meaningful_Making_book.pdf

maker makerspace STEAM Stem

shared by Jill Bergeron on 11 Apr 16 - No Cached
  • Jill Bergeron on 11 Apr 16
     
    This is a collection of projects and ideas about making.
Jill Bergeron

The Marshall Memo Admin - Issues - 0 views

www.marshallmemo.com/issue.php

marshall mindset math middle school math middle school student-centered teen behavior instructional rounds observations movement student engagement collaboration teaching strategies staff retreat retreats

shared by Jill Bergeron on 30 Sep 16 - No Cached
  • 1. Growth mindset thinking makes its uncertain way into schools 2. A middle-school teacher tries to shift to student-centered math 3. Harnessing adolescent rebelliousness 4. “Firewalks” in a California high school 5. The potential of instructional rounds 6. Fidgeters of the world, unite! 7. Keys to a successful staff retreat 8. Teaching about the election
  • However, 85 percent of teachers said they wanted more professional development to use growth mindset insights most effectively. While the central ideas are intuitive to many educators, it takes time and collaboration for them to filter down to daily classroom practice.
  • Because training is so spotty, there are also some key growth-mindset practices that are not being emphasized enough in classrooms, including: -   Having students evaluate their own work; -   Using on-the-spot and interim assessments; -   Having students revise their work; -   Encouraging multiple strategies for learning; -   Peer-to-peer learning.
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  • Beaubien and her colleagues at the Stanford Project for Education Research That Scales (PERTS – https://www.perts.net) are offering online growth mindset training modules for teachers and encouraging grassroots efforts to spread effective practices.
  • Limit initiatives to those that support the big goal. “As we try to change and grow our practice, whether self-driven or motivated by policy or district-level change,” she says, “we will encounter more ideas than we can possibly implement in a year or even our whole career. It pays to focus on a smaller set of objectives, and for a while, selectively choose initiatives that fit those goals.”
  • Collaboration is key.
  • Within her school, she co-taught, observed colleagues, discussed goals (big and small), monitored students’ progress, and (with some trepidation) invited other teachers to observe her teaching and give feedback.
  • she visited other Connected Math schools and watched lesson videos at http://www.connectedmath.msu.edu and http://www.teachingchannel.org.
  • “The brains of adolescents are notoriously more receptive to short-term rewards and peer approval,” says Amanda Ripley in this New York Times article, “which can lead to risky behavior.” But young people are also very attuned to autonomy and social justice. “There are two adolescent imperatives,” says Rob Riordan of High Tech High in California: “To resist authority and to contribute to community.” Might it be possible to take advantage of these characteristics to bend teenage rebelliousness toward wholesome ends?
  • “What’s really exciting about this study and other work like it is that if you can appeal to kids’ sense of wanting to not be duped, you empower them to take a stand,” says Ronald Dahl (University of California/Berkeley). “If they are motivated, you can change their behavior profoundly.”
  • A big unanswered question is whether the positive behavioral shifts in the experiments will last more than a few hours; after all, almost no obesity prevention programs for adolescents result in long-term weight loss and there is a powerful consumer culture pushing young people in the other direction.
  • What inspires you? Do you have any regrets from the first two years of high school? How have you shown leadership? What are your college plans? What career do you want to pursue? Where do you think you will be in five years? What’s your favorite class? At the end of the ritual, the audience says whether each student is ready to move on. Not every student gets the nod.
  • Rounds are brief observations of a sampling of classrooms within a school by groups of teachers, administrators, or both. Ideally, rounds should foster: -   A common language about and understanding of high-quality teaching; -   A collaborative learning culture versus a culture of compliance; -   A more coherent approach to improving instruction.
  • The purpose needs to be clear, observations need to be carried out in a climate of trust, and everyone involved needs to understand how the observations connect to other improvement efforts.”
  • In short, social networks are themselves a resource that administrators can use to support the development of social capital.
  • In this New York Times article, Gretchen Reynolds has advice for teachers who tell fidgeting students to just sit still: let them tap their toes and jiggle their legs. Why? Because fidgeting is good for their health.
  • he has some advice for those who organize retreats:             • A clear and legitimate rationale.
  • “Retreats go poorly,” says Kramer, “when the reason for the retreat does not match the organization’s true needs.”
  • A better approach would have been to work with key stakeholders to develop the agenda, get buy-in, and engage everyone in an open and task-oriented fashion.
  • No hidden agendas – If trust is an issue in an organization, it’s essential that the conveners are honest about how a retreat will be handled and everything is above board.
  • High-quality facilitation – An effective leader keeps the trains running on time and is efficient, practical, and easy to work with.
  • They work best when every participant has a vested interest in what is being discussed and understands how the outcomes of the session will affect them and their work.”
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

Teach Kids to Use the Four-Letter Word | Edutopia - 0 views

www.edutopia.org/...-grit-4-letter-word-joe-hirsch

grit character character education edutopia SEL

shared by Jill Bergeron on 17 Jan 14 - No Cached
  • Today's classrooms are notorious for handing students the basic skills to live in the world while denying them the strength of character to transform it.
  • By shifting the focus of our feedback to effort as opposed to outcome, we leave students with the feeling that their best is yet to come.
  • Duckworth’s research is heir to the work of Stanford psychologist Carol Dweck (2) on mindsets. Believing that we can succeed even after suffering repeated setbacks (what Dweck calls a "growth mindset") can actually re-wire our brains -- and rewrite our fortunes.
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  • Angela Duckworth (1), an associate professor of psychology at the University of Pennsylvania, studied (among others) the performance of West Point cadets during basic training. She discovered that the most powerful predictor of success -- acceptance into the academy -- was grit. Duckworth calls grit "the tendency to sustain interest in and effort toward very long-term goals."
  • Every Friday, my students cap a week of learning with self-rating journal entries like "Something New I Learned" or "This Week's Memorable Moment." To test their grit, I've added a new prompt: "Something I Struggled With."
  • Finally, create a forum for class-wide discussion about grit at community meetings. These are scheduled, relaxed opportunities for students to sound off on issues affecting their class and their world
Jill Bergeron

Resources | FabLearn Fellows - 0 views

fablearn.stanford.edu/...resources

project based learning maker makerspace makered

shared by Jill Bergeron on 08 Mar 16 - No Cached
  • Jill Bergeron on 08 Mar 16
     
    Maker programming resources as well as documentation on newer tools like 3D printers, CNC milling machines and laser cutters.
Jill Bergeron

Students Are Making a 'Surprising' Rebound From Pandemic Closures. But Some May Never C... - 0 views

www.nytimes.com/...ic-learning-loss-recovery.html

learning lag equity wealth gap covi pandemic

shared by Jill Bergeron on 07 Feb 24 - No Cached
  • Elementary and middle-school students have made up significant ground since pandemic school closings in 2020 — but they are nowhere close to being fully caught up, according to the first detailed national study of how much U.S. students are recovering.
  • Overall in math, a subject where learning loss has been greatest, students have made up about a third of what they lost. In reading, they have made up a quarter, according to the new analysis of standardized test score data led by researchers at Stanford and Harvard.
  • Still, the gap between students from rich and poor communities — already huge before the pandemic — has widened.
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  • because poor districts had lost more ground, their progress was not nearly enough to outpace wealthier districts, widening the gulf between them.
  • “We seemed to have lost the urgency in this crisis,” said Karyn Lewis, who has studied pandemic learning declines for NWEA, a research and student assessment group. “It is problematic for the average kid.
  • “But it’s an unevenly felt recovery,” Professor Reardon said, “so the worry there is that means inequality is getting baked in.”
  • When looking at data available in 15 states, researchers found that in a given district — poor or rich — children across backgrounds lost similar ground, but students from richer families recovered faster.
  • Even when schools offered interventions to help students catch up, lower-income families might have been less able to rearrange schedules or transportation to ensure their children attended. (This is one reason experts advise scheduling tutoring during the school day, not after.)
  • Take Massachusetts, which has some of the nation’s best math and reading scores, but wide inequality. The recovery there was led by wealthier districts. Test scores for students in poor districts have shown little improvement, and in some cases, kept falling, leaving Massachusetts with one of the largest increases in the achievement gap.
  • In states like Kentucky and Tennessee that have traditionally had more middling test scores, but with less inequality, poor students have recovered remarkably well.
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