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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

What's Worth Learning in School? | Harvard Graduate School of Education - 0 views

www.gse.harvard.edu/...whats-worth-learning-school

balance learning teaching

shared by Jill Bergeron on 28 Jan 15 - No Cached
  • Educators, Perkins says, need to embrace these same insights. They need to start asking themselves what he considers to be one of the most important questions in education: What's worth learning in school?
  • These days, he says we teach a lot that isn’t going to matter, in a significant way, in students’ lives. There’s also much we aren’t teaching that would be a better return on investment. As a result, as educators, “we have a somewhat quiet crisis of content,” Perkins writes, “quiet not for utter lack of voices but because other concerns in education tend to muffle them.” These other concerns are what he calls rival learning agendas: information, achievement, and expertise.
  • The information in textbooks is not necessarily what you need or would like to have at your fingertips.” Instead, even though most people would say that education should prepare you for life, much of what is offered in schools doesn’t work in that direction, Perkins says. Educators are “fixated” on building up students’ reservoirs of knowledge, often because we default to what has always been done.
  • ...9 more annotations...
  • “Conventional curriculum is chained to the bicycle rack,” he says. “It sits solidly in the minds of parents: ‘I learned that. Why aren’t my children learning it?’
  • Curriculum suffers from something of a crowded garage effect: It generally seems safer and easier to keep the old bicycle around than to throw it out.”
  • Just as educators are pushing students to build a huge reservoir of knowledge, they are also focused on having students master material, sometimes at the expense of relevance.
  • Unfortunately, if someone questions whether this expertise serves students well and instead suggests more life-relevant topics, Perkins says the common reaction is: “We’re sacrificing rigor!”
  • Instead of building during the first 12 years of schooling toward expertise in an advanced topic like calculus that hardly ever comes up in our lives, Perkins says students can instead become “expert amateurs” in something like statistics — a rigorous topic that is also used in daily life. In fact, expert amateurism works great, he says, in most of what we do in our lives
  • There’s no list of 1,000 things we must know or teach. Perkins says there would be no way to create a definitive list because there are lots of things worth learning at any given time or for a specialized career or even simply because we enjoy learning.
  • With high-stakes testing, he says, there’s a fixation on “summative” versus “formative” assessment — evaluating students’ mastery of material with exams and final projects (achievements) versus providing ongoing feedback that can improve learning.
  • “The fixation on the heap of information in the textbooks is itself part of the problem because the world we are educating learners for is something of a moving target,” he says.
  • Perkins says he’s not surprised that so many people have trouble naming things they learned early on that still have meaning today or that disengaged students are raising their hands, asking why they need to know something.
Gayle Cole

Why I Gave Up Flipped Instruction - 0 views

plpnetwork.com/...flip-love-affair

flipped instruction flipping inspiration reform

shared by Gayle Cole on 10 Oct 12 - No Cached
  • the flip wasn’t the same economic and political entity then that it is now
  • my brief love affair with the flip has ended. It simply didn’t produce the tranformative learning experience I knew I wanted for my students .
  • The flipped classroom essentially reverses traditional teaching. Instead of lectures occurring in the classroom and assignments being done at home, the opposite occurs.
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  • I imagined the flip as a stepping stone to a fully realized inquiry/PBL classroom.
  • progression from a teacher-centred classroom to a student-centred one.
  • my students began to do lots of their their own research. Sometimes this resulted in them teaching each other. Sometimes they created a project with the knowledge they were acquiring. But the bottom line was that their learning had a purpose that was apparent to them, beyond simply passing the unit exam.
  • . My goal as a teacher shifted from information-giver and gatekeeper to someone who was determined to work myself out of a job by the time my students graduated.
  • I would never resurrect it. Here’s why:
  • Mostly I talked about inquiry learning and student choice.
  • “If you think it’s only about the videos, then you have a really shallow definition of what this could be. The real power is when students take responsibility for their own learning.”
  • When we shifted to a student-centred classroom, my students took control of their learning, and I quit lecturing. I haven’t lectured in almost two years.
  •   It’s been stated that “At its most basic level, the flipped classroom gives students more control over their educations, allowing them to start and stop or rewind important lectures to focus on key points.”  To me, this isn’t giving students control over their education, although it may be creating new markets for content-oriented videos and related materials.
  • What are you going to learn? How are you going to learn it? How are you going to show me your learning? This became our mantra — our framework for learning.  This is what it means to give students “control over their education.”
  • My students chose the resources that helped them learn best. Throughout the 8 weeks, students sent me the ones they considered “best of the best,” and they were added to our online textbook. And it really was “ours.”
  • Others needed to hunker down to really grasp them. My students differentiated their own instruction.
  • I talked to every student every day. I could look at their work, have them articulate their thinking process, and see where they were struggling.
  • cognitive dissonance, and when they do, we talk about that in the context of their brain development.
  • , they needed to construct theories as to how stoichiometry works, rather than watching a video and memorizing the equation.
  • Alfie Kohn states, a learning environment that promotes constructing knowledge “treats students as meaning makers and offers carefully calibrated challenges that help them to develop increasingly sophisticated theories. The point is for them to understand ideas from the inside out.”
  • my students created flexible groups, depending on what they were working on. They found peers who were working on the same concept they were, so that they could help each other. Sometimes they realized who they couldn’t work with on a particular day, and found a different group of peers to work with instead.
  • For the first time, none of my students were left behind. Everyone learned Chemistry. Everyone
Gayle Cole

Interactive Social Studies Textbooks & Curriculum for K-12 Schools | TCI - 2 views

www.teachtci.com

SocialStudies curriculum tci history Social_Studies

shared by Gayle Cole on 15 Oct 13 - Cached
  • Jill Bergeron on 21 Oct 13
     
    We use this in seventh and eighth grade social studies.
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