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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

When Tech Teaches, What Do Teachers Do? | Tech Learning - 0 views

www.techlearning.com/...10012

teaching differentiation technology

shared by Jill Bergeron on 17 Dec 15 - No Cached
  • o when tech is doing the things teachers did, what do teachers do? Here are some ideas. Relationships: When technology provides the on demand lecture and feedback, teachers have more time to develop relationships with students.  Students want to be seen, heard, and known. Technology enables teachers to better know their students for who they are as a whole as well as their talents, interests, and areas where they want to grow. Guidance: Young people need and want guidance. Teachers can spend more time guiding and supporting students. Tutoring: When whole class instruction can be done using technology, teachers are freed up to do small group and one-on-one tutoring.  Digital Literacy: Teachers can play an important role in helping to support students in being responsible and respectful digital citizens. Learning Network Development: Connections are key and with technology we can help students safely make local and global connections.  What if we found a mentor for every student that could support them digitally and/or face-to-face. Cheerleader: Students love knowing you know their accomplishments.  More time to notice what students have accomplished. Discuss what that means and give them support.
Jill Bergeron

The Marshall Memo Admin - Issues - 0 views

marshallmemo.com/issue.php

girls sex ed body image

shared by Jill Bergeron on 17 May 17 - No Cached
  • A principal remembers how she built trust 2. Giving and receiving feedback with grace and skill 3. A Georgia district works to improve classroom observations 4. Douglas Reeves takes on five myths about grading 5. Enlisting students to comment helpfully on each others’ work 6. Unintended consequences from New York City’s discipline policies 7. The minefield that girls and young women must traverse 8. Thomas Friedman on what the new era portends for young people 9. Short item: An online social-emotional survey
  • “When schools dig in on the underlying reasons why kids violate norms, rather than reflexively and automatically punishing and sending kids away, outcomes can change quickly and dramatically. It’s especially important for everyone in a school to dig deep to decrease head-to-head conflict and understand behaviors that are often quickly labeled insubordination or disrespect.”
  • “Trust happens through thousands of small, purposeful interactions over time,” says Sarah Fiarman in this article in Principal. “[L]eaders earn trust when they keep promises, respond when teachers ask for help, and have difficult conversations with adults to ensure high-quality teaching for everyone.” Integral to all this is listening well, speaking wisely, and acknowledging one’s own biases.
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  • “This requires slowing down, checking to be sure we understand correctly, and sharing back what we hear.”
  • Meeting anger or frustration with genuine, compassionate interest builds trust.
  • Changing course based on input is a sign of integrity, not weakness.”
  • A key value she worked to communicated was about listening to dissent and changing course if necessary.
  • Fiarman found that making quick visits to classrooms every day communicated respect and made her far more knowledgeable about instruction.
  • it engenders trust when your boss can speak to the specifics of your work.”
  • for practice to be an effective tool for improvement, students need to be pushing the limits of current performance and getting continuous feedback – very difficult to orchestrate for 30 students working in their bedrooms. Second, as soon as teachers give grades for practice work, the incentive is for students to play it safe and not push into challenging or unknown territory.
  • Here are their ideas on making feedback less threatening and more productive:             • Separate coaching from evaluation.
  • “Coaching sessions should include no rubric scoring or other evaluations,”
  • Be thoughtful about receiving criticism. “The person getting the feedback has the power to decide whether it’s on target, fair, or helpful,” say the authors, “and to decide whether to use the feedback or dismiss it.”
  • When feedback rubs you the wrong way, it’s also important to dig deeper to understand what’s really going.
  • Be noisy about the importance of improving your school’s feedback culture – for students, for teachers, for parents, and for yourself.”
  • In this article in All Things PLC, consultant/author Douglas Reeves confronts these widely espoused misconceptions about grading:
  • if grades were effective motivators, homework completion, classroom engagement, and overall diligence would be sky-high. Not so!
  • “Asking such questions helps me counteract my unconscious bias,” says Fiarman. “Recognizing the pervasiveness of bias is an important first step. Acknowledging that I might make mistakes because of this bias – then actively working to counter it – builds trust.”
  • the only feedback that matters is that the work was finished on time and correctly.
  • it’s unfair and demotivating for students to have their final grade pulled down for practice work.
  • Myth #3: Grades drive future performance. True, there’s a correlation between good grades and college success, and between poor grades and dropping out of school, but Reeves questions whether grades cause success and failure.
  • While it is possible that intelligence and work ethic forge the path from kindergarten to Ivy League and Wall Street, it is also possible that zip code, tutors, and connections – all artifacts of family socioeconomic status – are the underlying causes.”
  • Teachers giving zeros for missed assignments and refusing to accept late work lets students off the hook – and starts a spiral of doom with their final grades.
  • Averaging grades through a semester punishes students for early failures versus rewarding them for using early problems to improve final performance.
  • “Rather than using the last two months of the semester to build momentum and finish strong,” says Reeves, “because of a punitive grading system, they are doomed to failure well before the semester is over. There is nothing left for them to do except cut class, be disruptive, or ultimately, quit school.”
  • “grading policies are matters of equity, with disparate impacts on students, particularly based on ethnicity and gender. Boys and minority males receive lower grades just as they are more likely to be more severely disciplined for an infraction. Girls receive higher grades for the same level of proficiency. If racial and gender disparities of this sort took place in any other area of public life, the consequences would be swift and sure.”
  • Instead, he suggests replacing each statement of fact – Punishment deters unwanted behavior – with a testable hypothesis – If I penalize students for late, incomplete, and absent homework, then student achievement will improve – and conducting real-time experiments within the school.
  • He’s found that non-evaluative comments are “easy to receive, easy to give, and easy to act on.”
  • Teaching sentence stems can be helpful: I’m not sure I understand the opening of this piece… I’m not sure why you did this; can you explain it more?
  • Be specific.
  • Prior to peer feedback, the teacher should introduce a rubric and lead the class in a group critique of an exemplar paper, focusing on suggestions that will make a difference.
  • The teacher might also display samples of feedback statements and have students break into groups and rank them from helpful to unhelpful, taking note of sentence starters and phrases they can use in their own feedback conversations.
  • Be timely. One of the greatest advantages of well-orchestrated peer feedback is that students can get comments on their work immediately, rather than waiting days, perhaps weeks, for the teacher to wade through piles of papers.
  • “Unfortunately,” Eden concludes, “by second-guessing teachers’ judgments about how to maintain order, policymakers and district administrators are likely harming the education of many millions of well-behaved students in an effort to help the misbehaving few.”
  • “[T]hey are encouraged more than ever to present themselves as ‘sexy’ – not about being attractive or beautiful, but a very narrow, commercialized idea of sexy. What’s particularly complicated is they’re sold that idea [of sexiness] as being a source of personal power. There is a complete disconnect between that image of sexiness and an understanding of their bodies, their own wants, needs, desires, and limits, what those might be, having those respected.”
  • young women “are almost conditioned, starting in middle school, to have their bodies publicly commented on by young men, [and] they don’t think they have any power to really stop it.” In schools, she says, the “everyday chipping away of girls’ self-worth by reducing them to their bodies is completely ignored.”
  • We tend to silo conversations about sex as if it is not about the same values of compassion, kindness, respect, mutuality, and caring that we want our children to embody in every other aspect of their lives.”
  • The Internet – “Unfortunately,” says Orenstein, “the first thing kids Google is porn. The average age that kids today are exposed to porn, either intentionally or not, is 11. We have to ask what it means that kids are learning about sex from that realm before they’ve even had their first kiss and how that’s shaping them, their attitudes toward sexuality, and their expectations of sex.” Parents and schools need to explicitly teach kids to apply a critical lens to what they’re seeing, and shape values that will help them safely and wisely navigate this very challenging era.
  • “If you want to be a lifelong employee anywhere today, you have to be a lifelong learner.” He quotes education-to-work expert Heather McGowan: “Stop asking a young person WHAT you want to be when you grow up. It freezes their identity into a job that may not be there. Ask them HOW you want to be when you grow up. Having an agile learning mind-set will be the new skill set of the 21st century.”
Jill Bergeron

Strengthening Student Engagement:A Framework for Culturally Responsive Teaching - 0 views

www.ascd.org/...rally-Responsive-Teaching.aspx

culturally responsive cultural competency responsive classroom responsive

shared by Jill Bergeron on 11 May 16 - Cached
  • To be effective in multicultural classrooms, teachers must relate teaching content to the cultural backgrounds of their students.
  • Engagement is the visible outcome of motivation, the natural capacity to direct energy in the pursuit of a goal. Our emotions influence our motivation. In turn, our emotions are socialized through culture—the deeply learned confluence of language, beliefs, values, and behaviors that pervades every aspect of our lives.
  • What may elicit that frustration, joy, or determination may differ across cultures, because cultures differ in their definitions of novelty, hazard, opportunity, and gratification, and in their definitions of appropriate responses. Thus, the response a student has to a learning activity reflects his or her culture.
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  • motivationally effective teaching is culturally responsive teaching.
  • Because the importance of grades and grade point averages increases as a student advances in school, it is legitimate to question whether extrinsic motivation systems are effective for significant numbers of students across cultures. We can only conclude that, as long as the educational system continues to relate motivation to learn with external rewards and punishments, culturally different students will, in large part, be excluded from engagement and success in school.
  • It is part of human nature to be curious, to be active, to initiate thought and behavior, to make meaning from experience, and to be effective at what we value. These primary sources of motivation reside in all of us, across all cultures. When students can see that what they are learning makes sense and is important, their intrinsic motivation emerges.
  • We can begin to replace the carrot and stick metaphor with the words “understand” and “elicit”; to change the concept of motivation from reward and punishment to communication and respect. We can influence the motivation of students by coming to know their perspective, by drawing forth who they naturally and culturally are, and by seeing them as unique and active. Sharing our resources with theirs, working together, we can create greater energy for learning.
  • A growing number of educational models, including constructivism and multiple intelligences theory, are based on intrinsic motivation. They see student perspective as central to teaching.
  • Unfortunately, educators must often apply these theories within educational systems dominated by extrinsic reinforcement, where grades and class rank are emphasized. And, when extrinsic rewards continue to be the primary motivators, intrinsic motivation is dampened. Those students whose socialization accommodates the extrinsic approach surge ahead, while those students—often the culturally different—whose socialization does not, fall behind. A holistic, culturally responsive pedagogy based on intrinsic motivation is needed to correct this imbalance.
  • The framework names four motivational conditions that the teacher and students continuously create or enhance. They are: Establishing inclusion—creating a learning atmosphere in which students and teachers feel respected by and connected to one another. Developing attitude—creating a favorable disposition toward the learning experience through personal relevance and choice. Enhancing meaning—creating challenging, thoughtful learning experiences that include student perspectives and values. Engendering competence—creating an understanding that students are effective in learning something they value. These conditions are essential to developing intrinsic motivation. They are sensitive to cultural differences. They work in concert as they influence students and teachers, and they happen in a moment as well as over a period of time.
  • Figure 1. Four Conditions Necessary for Culturally Responsive Teaching
  • 1. Establish Inclusion Norms: Emphasize the human purpose of what is being learned and its relationship to the students' experience. Share the ownership of knowing with all students. Collaborate and cooperate. The class assumes a hopeful view of people and their capacity to change. Treat all students equitably. Invite them to point out behaviors or practices that discriminate. Procedures: Collaborative learning approaches; cooperative learning; writing groups; peer teaching; multi-dimensional sharing; focus groups; and reframing. Structures: Ground rules, learning communities; and cooperative base groups. 2. Develop Positive Attitude Norms: Relate teaching and learning activities to students' experience or previous knowledge. Encourage students to make choices in content and assessment methods based on their experiences, values, needs, and strengths. Procedures: Clear learning goals; problem solving goals; fair and clear criteria of evaluation; relevant learning models; learning contracts; approaches based on multiple intelligences theory, pedagogical flexibility based on style, and experiential learning. Structure: Culturally responsive teacher/student/parent conferences.
  • 3. Enhance Meaning Norms: Provide challenging learning experiences involving higher order thinking and critical inquiry. Address relevant, real-world issues in an action-oriented manner. Encourage discussion of relevant experiences. Incorporate student dialect into classroom dialogue. Procedures: Critical questioning; guided reciprocal peer questioning; posing problems; decision making; investigation of definitions; historical investigations; experimental inquiry; invention; art; simulations; and case study methods. Structures: Projects and the problem-posing model. 4. Engender Competence Norms: Connect the assessment process to the students' world, frames of reference, and values. Include multiple ways to represent knowledge and skills and allow for attainment of outcomes at different points in time. Encourage self-assessment. Procedures: Feedback; contextualized assessment; authentic assessment tasks; portfolios and process-folios; tests and testing formats critiqued for bias; and self-assessment. Structures: Narrative evaluations; credit/no credit systems; and contracts for grades. Based on Wlodkowski, R. J., and M. B. Ginsberg. (1995). Diversity and Motivation: Culturally Responsive Teaching. San Francisco: Jossey-Bass.
  • Jill Bergeron on 11 May 16
     
    This article offers up four conditions teachers can create in order to foster a culturally responsive classroom.
Jill Bergeron

Math Teacher Resources | I Speak Math - 0 views

ispeakmath.org/math-teacher-resources

math teacher resources

shared by Jill Bergeron on 11 Dec 13 - No Cached
  • Jill Bergeron on 11 Dec 13
     
    Great math resources for MS math teachers. Coincidentally put together by MS math teacher.
Jill Bergeron

Closing Out vs. Fading Out: 5 Steps for Ending the Year Strong | Edutopia - 0 views

www.edutopia.org/...ut-vs-fading-out-petra-claflin

end of year new teacher

shared by Jill Bergeron on 27 May 14 - No Cached
  • If you're a teacher and not an instructional leader, you can initiate this important conversation, too.
  • make sure you acknowledge his or her specific strengths so that he or she can build on them
  • now is the time to give them complete ownership over their development so that it's meaningful for them and they're inspired to do it.
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  • clearing the path is about thinking through the details of the teachers' next steps and removing barriers so that they can visualize these steps happening and articulate how they'll happen.
  • a concrete plan to focus on as they think about next school year.
  • he or she should be the one leading the ideas for these next steps based on whatever meaningful focus areas you've identified together
  • it's too easy for the summer weeks to fly by until, all of a sudden, it's the first day back at school, and the teacher hasn't accomplished any of the summer plans that he or she intended to
  • Find out from the teachers you support what they appreciated about your support, what they wanted more of, and what they'd want to change.
  • it helps them identify what they need from a coach or evaluator, and it helps you get insight into how to better support your teachers next year.
  • closing the year strong with positive, actionable takeaways will ensure that teachers walk away feeling empowered, inspired, and ready to come back even stronger next year!
Jill Bergeron

5 Tips for Avoiding Teacher Burnout | Edutopia - 0 views

www.edutopia.org/...eacher-burnout-mary-beth-hertz

new teacher edutopia burnout

shared by Jill Bergeron on 19 May 14 - No Cached
  • Too much change stretches teachers thin and leads to burnout
  • Include teachers in conversations about changes, and make changes transparent
  • It's OK if teaching is your life as long as you have a life outside of your classroom
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  • Spend some time when you are not thinking about the classroom, and stay connected to your support group of friends and family
  • One of the easiest ways to burn out as a teacher is to get stuck in the same routine and practices year after year. Keep it fresh by reading new research on teaching, and by learning, talking, and collaborating with peers inside and outside of your school building
  • Give teachers opportunities to connect with each other about their teaching. When they don't have time or opportunities to connect, share, and plan together during the day, they start feeling isolated.
  • knowing what others are doing in their classrooms, and seeing how your work fits into the bigger picture is motivating, inspiring, and increases feelings of self-worth
  • Incorporate humor and laughter into your classroom
Jill Bergeron

Golden Rules for Engaging Students in Learning Activities | Edutopia - 0 views

www.edutopia.org/...ng-students-nicolas-pino-james

engagement collaboration differentiation teaching strategies student engagement pbl

shared by Jill Bergeron on 30 Sep 16 - No Cached
  • In aiming for full engagement, it is essential that students perceive activities as being meaningful. Research has shown that if students do not consider a learning activity worthy of their time and effort, they might not engage in a satisfactory way, or may even disengage entirely in response (Fredricks, Blumenfeld, & Paris, 2004).
  • highlighting the value of an assigned activity in personally relevant ways.
  • When students work effectively with others, their engagement may be amplified as a result (Wentzel, 2009), mostly due to experiencing a sense of connection to others during the activities (Deci & Ryan, 2000).
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  • When teachers relinquish control (without losing power) to the students, rather than promoting compliance with directives and commands, student engagement levels are likely to increase as a result (Reeve, Jang, Carrell, Jeon, & Barch, 2004). Autonomy support can be implemented by: Welcoming students' opinions and ideas into the flow of the activity Using informational, non-controlling language with students Giving students the time they need to understand and absorb an activity by themselves
  • Researchers have found that effectively performing an activity can positively impact subsequent engagement (Schunk & Mullen, 2012). To strengthen students' sense of competence in learning activities, the assigned activities could: Be only slightly beyond students' current levels of proficiency Make students demonstrate understanding throughout the activity Show peer coping models (i.e. students who struggle but eventually succeed at the activity) and peer mastery models (i.e. students who try and succeed at the activity) Include feedback that helps students to make progress
  • Teacher modeling is one effective method (i.e. the teacher shows how collaboration is done), while avoiding homogeneous groups and grouping by ability, fostering individual accountability by assigning different roles, and evaluating both the student and the group performance also support collaborative learning.
  • High-quality teacher-student relationships are another critical factor in determining student engagement, especially in the case of difficult students and those from lower socioeconomic backgrounds (Fredricks, 2014). When students form close and caring relationships with their teachers, they are fulfilling their developmental need for a connection with others and a sense of belonging in society (Scales, 1991). Teacher-student relationships can be facilitated by: Caring about students' social and emotional needs Displaying positive attitudes and enthusiasm Increasing one-on-one time with students Treating students fairly Avoiding deception or promise-breaking
  • When students pursue an activity because they want to learn and understand (i.e. mastery orientations), rather than merely obtain a good grade, look smart, please their parents, or outperform peers (i.e. performance orientations), their engagement is more likely to be full and thorough (Anderman & Patrick, 2012).
  • Jill Bergeron on 30 Sep 16
     
    This article offers six ways to think about student engagement and several ideas for how to increase it.
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.
  • 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.
  • 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.
  • 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

Why Teachers Matter More in a Flipped Classroom - jonbergmann.com - 0 views

jonbergmann.com/rsmattermoreinflippedclassroom

flipped classroom flip teaching

shared by Jill Bergeron on 09 Jan 14 - No Cached
  • I was once asked by a group of educational state representatives if the flipped classroom would allow them to hire less teachers.  
  • They had the misguided notion that teaching is the pouring out of information from one person (the teacher) into another (the student).
  • teaching is a social interaction between teacher and students and students and students.  Our students need us more than they need a video made by someone they don’t know teaching them something they may or may not want to learn about.
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  • nstead, teachers take on the role of a facilitator of learning.  They are able to work with students in small groups and have more one-on-one interactions.
  • Flipped Learning
  • We resort to lecture and didactic instruction sometimes out of necessity (I believe that there is still a time and place for the teacher to be the expert), but mostly out of insecurity. It just *feels* good to instruct and weave a compelling story for students. It *feels* like you’re doing work. It also *looks* like you’re doing work, which keeps the parents and admins happy.
Jill Bergeron

Apps That Rise to the Top: Tested and Approved By Teachers | MindShift - 0 views

blogs.kqed.org/...ested-and-approved-by-teachers

apps technology

shared by Jill Bergeron on 17 Jun 14 - No Cached
  • Jill Bergeron on 17 Jun 14
     
    There are useful apps in here for both teachers and non-teachers.
Jill Bergeron

Teacher Tools for the Critical Skills Classroom - 0 views

www.antiochne.edu/...teachertools

PBL forms project based learning scaffolding teacher tools

shared by Jill Bergeron on 04 Oct 15 - No Cached
  • Jill Bergeron on 04 Oct 15
     
    Highly adaptable forms for scaffolding PBL and assessing it. These are vague on purpose so that teachers can customize them, but they are a good starting place for teachers new to PBL.
Jill Bergeron

Teacher Appreciation-That Matters - President's Blog - 0 views

www.nais.org/...Post.aspx

PD

shared by Jill Bergeron on 15 May 14 - No Cached
  • few schools provide systematic, long-term, programs to help teachers master their craft. Pre-service training is brief, mentoring is spotty, one-time workshops abound. Independent schools have often made a virtue of giving teachers a classroom and wishing them well—autonomy to the able, too often "sink or swim."
  • The goal must be to provide ongoing professional development that moves an entire faculty forward, consistent with the school's vision and core values.
  • New teachers, whether experienced or not, participate in a three-year program—yes, three years—of thoughtfully scaffolded skills matched to the school's chosen direction for teaching and learning. Some topics reinforce the school's traditional strengths; others reflect the major strains of innovation
  • Jill Bergeron on 15 May 14
     
    Why it's important to consistently offer our teachers quality PD.
Jill Bergeron

What Reflects a Great School? Not Test Scores - Education Week - 0 views

www.edweek.org/...09routman.h34.html

Leadership education reform character PD

shared by Jill Bergeron on 22 Oct 14 - No Cached
  • Enduring achievement gains require not only applying content and concepts worth knowing, but also ensuring that learning is occurring in a healthy, thriving culture as well
  • Is the principal visible in classrooms and noticing and commenting on teachers' and students' strengths?
  • Joy in learning is essential to a healthy and productive school culture; fear and joy cannot coexist.
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  • And—not to be minimized—are teachers and students enjoying instruction and learning?
  • People who are anxious with worry, concerned for their safety, or treated disrespectfully do not take risks or work well with others, nor do they perform their best work.
  • Successful principals and other education leaders deliberately model and take trust-building steps with and for their school communities every day.
  • They listen without judgment, are open to divergent viewpoints, communicate clearly and respectfully, and are humble in their actions and demeanor.
  • They celebrate teachers' strengths before evaluating them. They give feedback that is useful and actionable.
  • A caring, well-organized, and well-managed environment helps promote a sense of well-being and optimism
  • Research has clearly shown that teachers become more effective, efficient, and joyful when they have time to plan, observe, problem-solve, coach, and learn together.
  • Successful principals foster a collaborative atmosphere by creating time for classroom teachers and specialists to
  • The most effective principals and education leaders also take their own professional learning seriously and become highly knowledgeable so they can ably guide and coach teachers.
Jill Bergeron

Self-Assessments » TELL Project - 0 views

www.tellproject.org/...self-assessments

self-assessment foreign language Spanish

shared by Jill Bergeron on 30 Nov 15 - No Cached
  • Jill Bergeron on 30 Nov 15
     
    "Part of the strength of the TELL Project is its built-in ability for teachers to self-determine how well they currently meet the criteria defined in the Teacher Effectiveness for Language Learning Framework, relative to the growth they would like to make. To assist teachers in this aspect of reflective practice, TELL makes available self-assessment documents that allows an educator to pause and consider their current practice to identify possible areas of professional growth."
Jill Bergeron

Inquiry Project Learning Stations by Room 213 | Teachers Pay Teachers - 0 views

www.teacherspayteachers.com/...ject-Learning-Stations-2463763

project based learning pbl

shared by Jill Bergeron on 22 Aug 16 - No Cached
  • Jill Bergeron on 22 Aug 16
     
    This is a Teachers Pay Teachers resource but one that seems to be strong.
Jill Bergeron

To Help Students Learn, Engage the Emotions - The New York Times - 0 views

well.blogs.nytimes.com/...ents-learn-engage-the-emotions

SEL emotions diversity

shared by Jill Bergeron on 09 May 16 - No Cached
  • Emotion is where learning begins, or, as is often the case, where it ends. Put simply, “It is literally neurobiologically impossible to think deeply about things that you don’t care about,” she said.
  • Great teachers understand that the best, most durable learning happens when content sparks interest, when it is relevant to a child’s life, and when the students form an emotional bond with either the subject at hand or the teacher in front of them. Meaningful learning happens when teachers are able to create an emotional connection to what might otherwise remain abstract concepts, ideas or skills.
  • When teachers take the time to learn about their students’ likes, dislikes and personal interests, whether it’s racial issues brewing at their school, their after-school job, or their dreams and goals, learning improves.
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  • The emotional connection that can result when teachers make learning personally relevant to students is what differentiates superficial, rote, topical assimilation of material from a superlative education marked by deep mastery and durable learning.
  • Jill Bergeron on 09 May 16
     
    Connecting to students emotionally helps improve learning.
Jill Bergeron

Tyler DeWitt: Hey science teachers -- make it fun | TED Talk | TED.com - 0 views

www.ted.com/...y_science_teachers_make_it_fun

TED science

shared by Jill Bergeron on 04 Oct 16 - No Cached
  • Jill Bergeron on 04 Oct 16
     
    "High school science teacher Tyler DeWitt was ecstatic about his new lesson plan on bacteria (how cool!) - and devastated when his students hated it. The problem was the textbook: it was impossible to understand. He delivers a rousing call for science teachers to ditch the jargon and extreme precision, and instead make science sing through stories and demonstrations."
Jill Bergeron

The Backchannel: Giving Every Student a Voice in the Blended Mobile Classroom | Edutopia - 0 views

www.edutopia.org/...blended-classroom-beth-holland

differentiation backchannel edutopia blended learning

shared by Jill Bergeron on 27 May 14 - No Cached
  • A backchannel (3) -- a digital conversation that runs concurrently with a face-to-face activity -- provides students with an outlet to engage in conversation.
  • TodaysMeet (4) would have let teachers create private chat rooms so that students could ask questions or leave comments during class. A Padlet (5) wall might have fueled students to share their ideas as text, images, videos, and links posted to a digital bulletin board. The open response questions available in a student response system like Socrative (6) or InfuseLearning (7) could have become discussion prompts to give each student an opportunity to share his or her ideas before engaging in class discussion.
  • They create a blended environment where teachers and students engage in both physical and online conversations so that learning is no longer confined to a single means of communication or even an arbitrary class period. Backchannels don't replace class discussions -- they extend them.
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  • To inspire questioning and wondering, Meghan Zigmond (10) put her first grade students in groups and allowed them to use a Padlet wall (11) to capture their questions as they read Douglas Florian's Comets, Stars, The Moon, and Mars: Space Poems and Paintings
  • She used Socrative to capture her fifth graders' questions and answers throughout the presentation, giving them an immediate channel for their thoughts.
  • The backchannel gave every student an opportunity to express his or her views and to listen to voices that otherwise may not have been heard.
  • A backchannel creates ubiquitous opportunities (18). In a blended environment, students and teachers can communicate through multiple modalities, allow their thoughts to develop over time, and engage in authentic learning.
  • Jill Bergeron on 27 May 14
     
    This article provides three good tech tools for teachers who want to try a back channel chat and nearly a half dozen ideas for incorporating this type of technology into the curriculum. There are even suggestions for how to use it with students as young as 6 years old.
Jill Bergeron

Are Your Students Distracted by Screens? Here's A Powerful Antidote - Edudemic - 0 views

www.edudemic.com/distracted-by-screens

lesson plans new teacher screens distraction technology

shared by Jill Bergeron on 28 May 14 - No Cached
  • Many teachers I encounter have decided that they need to crack down on — if not entirely eradicate — screen distractions in their classrooms. (A minority of teachers accept it as a form of 21st century doodling.)
  • If the activity is engaging and challenging, there is an authentic audience, and prescribed time limits, students won’t mess around.
  • The more time I spend “teaching” teachers something from the front of the room, the more inclined they are to check email, Facebook, or whatever.
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  • Add in the possibility that they they’ll have to present to the entire class, or post their creation online, and they’re even more focused
  • the activities are challenging and expectations high
  • it’s more like: “This is hard. And I’m not going to show you how to do it. But I expect what you create will be excellent.
  • Tell students you’re going to present their work at a conference, or submit it to a state publication, and then watch the heightened focus in their eyes
  • Teacher lectures impart useful information and explanations, and they can be lively and engaging.
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