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Jill Bergeron

365 things to make you go "Hmmm..." | Thinking skills resources | Sparky Teaching - 0 views

www.sparkyteaching.com/...hmmm.php

journaling writing

shared by Jill Bergeron on 09 Dec 13 - No Cached
  • Jill Bergeron on 09 Dec 13
     
    Some good journaling prompts here. Especially if your students are using a blog for journaling.
Gayle Cole

Design-Based Learning : Cal Poly Pomona - 1 views

www.csupomona.edu/~dnelson

STEAM design design based learning PD CalArts Pasadena design thinking

shared by Gayle Cole on 15 Oct 13 - No Cached
  • Gayle Cole on 15 Oct 13
     
    suggested by Ashley Laird
Jill Bergeron

SmartBlog on Education - Bullying prevention from the ground up - SmartBrief, Inc. Smar... - 0 views

smartblogs.com/...-prevention-from-the-ground-up

bullying bullying prevention character

shared by Jill Bergeron on 09 Oct 13 - No Cached
  • Policies, programs, protocols, etc., can be useful tools for people to use, but they don’t change people — only people can change people.
  • Bullying prevention should not just be about stopping a negative behavior; it should be about how the members of the school community treat each other.
  • Although it is tempting to mandate change by implementing a program to feel like something is being done about the problem of bullying, schools that do so are like the surgeon who said the operation was a success but whose patient died.
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  • If people can’t see their culture, they will not be able to change it.
  • Directly telling educators that their school culture/climate needs to change is probably the best way of insuring that it won’t.
  • Chances are that many teachers and students imitate the leader’s way of getting things done
  • If students believe they won’t be caught (the great majority of the time they won’t), they don’t worry about consequences. If students impulsively bully students in retaliation for being bullied, they aren’t thinking beyond the moment anyway.
  • Rather than simply telling people what NOT to do, bullying prevention “reframed” can invite and inspire all members of the school community to work together to create the type of school that they want and need.
  • he more students are involved in the process of shaping the school culture and climate, the more they will feel a sense of ownership for their school.
  • he best way for staff to influence student behavior is to model the change they want to see
Jill Bergeron

Art Makes You Smart - NYTimes.com - 0 views

www.nytimes.com/...art-makes-you-smart.html

art art appreciation research

shared by Jill Bergeron on 18 Dec 13 - No Cached
  • A few years ago, however, we had a rare opportunity to explore such relationships when the Crystal Bridges Museum of American Art opened in Bentonville, Ark. Through a large-scale, random-assignment study of school tours to the museum, we were able to determine that strong causal relationships do in fact exist between arts education and a range of desirable outcomes.
  • Students who, by lottery, were selected to visit the museum on a field trip demonstrated stronger critical thinking skills, displayed higher levels of social tolerance, exhibited greater historical empathy and developed a taste for art museums and cultural institutions.
  • Students in the treatment group were 18 percent more likely to attend the exhibit than students in the control group.
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  • Moreover, most of the benefits we observed are significantly larger for minority students, low-income students and students from rural schools — typically two to three times larger than for white, middle-class, suburban students — owing perhaps to the fact that the tour was the first time they had visited an art museum.
  • Clearly, however, we can conclude that visiting an art museum exposes students to a diversity of ideas that challenge them with different perspectives on the human condition. Expanding access to art, whether through programs in schools or through visits to area museums and galleries, should be a central part of any school’s curriculum. <img src="http://meter-svc.nytimes.com/meter.gif"/> Brian Kisida is a senior research associate and Jay P. Greene is a professor of education reform at the University of Arkansas. Daniel H. Bowen is a postdoctoral fellow at the Kinder Institute of Rice University.
  • Jill Bergeron on 18 Dec 13
     
    Summary of a study on causal relationship between visiting an art museum and having greater appreciation for the human condition.
Jill Bergeron

Plagiarism vs. Collaboration on Education's Digital Frontier - 0 views

plpnetwork.com/...on-educations-digital-frontier

collaboration technology Google_Drive Google edtech

shared by Jill Bergeron on 18 Dec 13 - No Cached
  • It’s an open secret in the education community. As we go about integrating technology into our schools, we are increasing the risk and potential for plagiarism in our tradition-minded classrooms.
  • But when does collaboration cross the line into plagiarism, out in the digital frontier of education?
  • At the same time, many of us want to put up barriers and halt any collaboration at other times (during assessments, for example). When collaboration takes place during assessment, we deem it plagiarism or cheating, and technology is often identified as the instrument that tempts students into such behavior.
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  • hould we ever stymie collaboration among our students? We live in a collaborative world. It is rare in a job, let alone life, that individuals work in complete isolation – with lack of assistance or contributions from anyone else. Perhaps as educators, it’s time to reassess how we want students to work.
  • what if we incorporated collaboration into our lessons and our assessments?
  • Using tools such as Google Drive, students can more easily collaborate across distances and with conflicting schedules. Better yet for me as their teacher, I can actually view their collaborative efforts using the “revision history” function of Google Drive (Go to File → See Revision History). This allows me to see who contributed what and when. This way, I can track not only quality, but quantity.
  • We have all heard students complain that a member of the group has “contributed nothing.” Now there is a method to verify and follow up this complaint.
  • If you can Google the answer, how good is the question?
  • Perhaps instead of focusing our concerns on technology as a wonderful aid to plagiarizers, we should focus on its ability to foster creativity and collaboration, and then ask ourselves (we are the clever adults here) how we can incorporate those elements into our formalized assessments.
  • Unfortunately, yes, there will always be those students who want to cut corners, find the easy way, and cheat to get out of having to do the hard work. (See my post on combating plagiarism.) But a significant majority of students are inherently inquisitive: they want to learn and do better by engaging and thinking, not memorizing and fact checking. It’s up to us to appeal to that inquisitiveness.
Jill Bergeron

The 'mindset' mindset: What we miss by focusing on kids' attitudes - The Washington Post - 0 views

www.washingtonpost.com/...-by-focusing-on-kids-attitudes

shared by Jill Bergeron on 25 Aug 15 - No Cached
  • But the first problem with this seductively simple script change is that praising children for their effort carries problems of its own, as several studies have confirmed: It can communicate that they’re really not very capable and therefore unlikely to succeed at future tasks. (“If you’re complimenting me just for trying hard, I must really be a loser.”)
    • Jill Bergeron
      Jill Bergeron on 25 Aug 15
       
      A blanket formula for talking to others about success and failure is bound to fail. I think there needs to be a sensitivity shown to each person in a situation where they need motivation.
Jill Bergeron

Albert Einstein - The Quantum Theory - Documentary 2014 - YouTube - 0 views

www.youtube.com/watch

einstein documentary thinking character

shared by Jill Bergeron on 18 Jul 15 - No Cached
  • Jill Bergeron on 18 Jul 15
     
    The documentary is about Einstein but it really talks about how he developed as a thinker.
Gayle Cole

Digital History | Promises and Perils of Digital History - 0 views

chnm.gmu.edu/...introduction

shared by Gayle Cole on 08 Sep 15 - Cached
  • Gertrude Himmelfarb offered what she called a “neo-Luddite” dissent about “the new technology’s impact on learning and scholarship.” “Like postmodernism,” she complained, “the Internet does not distinguish between the true and the false, the important and the trivial, the enduring and the ephemeral. . . . Every source appearing on the screen has the same weight and credibility as every other; no authority is ‘privileged’ over any other.”
  • “A dismal new era of higher education has dawned,” he wrote in a paper called “Digital Diploma Mills: The Automation of Higher Education.” “In future years we will look upon the wired remains of our once great democratic higher education system and wonder how we let it happen.”3
  • In the past two decades, new media and new technologies have challenged historians to rethink the ways that they research, write, present, and teach about the past. Almost every historian regards a computer as basic equipment; colleagues view those who write their books and articles without the assistance of word processing software as objects of curiosity.
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  • Just ten years ago, we would not have imagined the need for “a guide to gathering, preserving, and presenting the past on the web.” Indeed, few of us knew the web existed. Even the editors of Wired ignored it in their inaugural issue.4 Ten years ago, we would have been objects of curiosity, if not derision, if we had proposed such a project.
  • The first advantage of digital media for historians is storage capacity—digital media can condense unparalleled amounts of data into small spaces.
  • The most profound effect, however, may be on tomorrow’s historians. The rapidly dropping price of data storage has led computer scientists like Michael Lesk (a cyber-enthusiast to be sure) to claim that in the future, “there will be enough disk space and tape storage in the world to store everything people write, say, perform, or photograph.” In other words, why delete anything from the current historical record if it costs so little save it? How might our history writing be different if all historical evidence were available?
  • a second and even more important advantage—accessibility.
  • Our web server at the Center for History and New Media (CHNM) gets about three-quarters of a million hits a day, but on September 11, 2002 (when people looking to commemorate the attacks of the previous year descended in droves on the September 11 Digital Archive that we organized in collaboration with the American Social History Project), we handled eight million hits—a more than ten-fold increase with no additional costs
  • But the flexibility of digital data lies not just in the ability to encompass different media. It also resides in the ability of the same data to assume multiple guises instantaneously. Although language translation software is still primitive, we are moving toward a time when words in one tongue can be automatically translated into another—perhaps not perfectly but effectively enough.
  • Flexibility transforms the experience of consuming history, but digital media—because of their openness and diversity—also alters the conditions and circumstances of producing history. The computer networks that have come together in the World Wide Web are not only more open to a global audience of history readers than any other previous medium, they are also more open to history authors. A 2004 study found that almost half of the Internet users in the United States have created online content by building websites, creating blogs, and posting and sharing files.
  • quantitative advantages—we can do more, reach more people, store more data, give readers more varied sources; we can get more historical materials into classrooms, give students more access to formerly cloistered documents, hear from more perspectives.
  • amlet on the Holodeck, her book on the future of narrative in cyberspace
  • o consider these “expressive” qualities we need to think, for example, about the manipulability of digital media—the possibility of manipulating historical data with electronic tools as a way of finding things that were not previously evident. At the moment, the most powerful of those tools for historians is the simplest—the ability to search through vast quantities of text for particular strings of words. The word search capabilities of JSTOR, the online database of 460 scholarly periodicals, makes possible a kind of intellectual history that cannot be done as readily in print sources.
  • Digital media also differ from many other older media in their interactivity—a product of the web being, unlike broadcast television, a two-way medium, in which every point of consumption can also be a point of production. This interactivity enables multiple forms of historical dialogue—among professionals, between professionals and nonprofessionals, between teachers and students, among students, among people reminiscing about the past—that were possible before but which are not only simpler but potentially richer and more intensive in the digital medium. Many history websites offer opportunities for dialogue and feedback. The level of response has varied widely, but the experience so far suggests how we might transform historical practice—the web becomes a place for new forms of collaboration, new modes of debate, and new modes of collecting evidence about the past. At least potentially, digital media transform the traditional, one-way reader/writer, producer/consumer relationship. Public historians, in particular, have long sought for ways to “share authority” with their audiences; the web offers an ideal medium for that sharing and collaboration.16
  • inally, we note the hypertextuality, or nonlinearity, of digital media—the ease of moving through narratives or data in undirected and multiple ways.
  • the problems of quality and authenticity emerge
  • Moreover, in general, the web is more likely to be right than wrong.
  • Consider, for example, the famous “photograph” of Lee Harvey Oswald and Jack Ruby playing rock music together in a Dallas basement. Such fake photographs have a long history; Stalin’s photo retouchers, for example, spent considerable time airbrushing Trotsky out of the historical record. But the transformation of the original Bob Jackson photo of Ruby shooting Oswald into “In-A-Gadda-Da-Oswald” did not require a skilled craftsman. George Mahlberg created it with Photoshop in forty minutes and it quickly spread across the World Wide Web, popping up in multiple contexts that erase the credit of the “original” counterfeiter.20
  • Is there some way to police the boundaries of historical quality and authenticity on the web? Could we stop a thousand historical flowers—amateur, professional, commercial, crackpot—from blooming on the web? Would we want to? Of course, issues of quality, authenticity, and authority pre-date the Internet. But digital media undercut an existing structure of trust and authority and we, as historians and citizens, have yet to establish a new structure of historical legitimation and authority. When you move your history online, you are entering a less structured and controlled environment than the history monograph, the scholarly journal, the history museum, or the history classroom. That can have both positive and unsettling implications.
  • Digital enthusiasts assume that the online environment is intrinsically more “interactive” than one-way, passive media like television. But digital technology could, in fact, foster a new couch potatoÐlike passivity. Efforts to create nuanced interactive history projects sometimes become quixotic when the producers confront the fact that computers are good at yes and no and right and wrong, whereas historians prefer words like “maybe,” “perhaps,” and “it is more complicated than that.” Thus the most common form of historical interactivity on the web is the multiple-choice test. But the high-budget version is little better. Take, for example, the History Channel’s website Modern Marvel’s Boys’ Toys, which is a combination of watching the cable channel and playing a video game. The true interactivity here comes when you click on the “shop” button. As legal scholar Lawrence Lessig has written pessimistically: “There are two futures in front of us, the one we are taking and the one we could have. The one we are taking is easy to describe. Take the Net, mix it with the fanciest TV, add a simple way to buy things, and that’s pretty much it.” At the same time, some wonder whether we really want to foster “interactivity” at all, arguing that it fails to provide the critical experience of understanding, of getting inside the thoughts and experiences of others. The literary critic Harold Bloom, for example, argues that whereas linear fiction allows us to experience more by granting us access to the lives and thoughts of those different from ourselves, interactivity only permits us to experience more of ourselves.25
  • Another concern stems more from the production than the consumption side. Will amateur and academic historians be able to compete with well-funded commercial operators—like the History Channel—for attention on the Net?
Jill Bergeron

13 Reasons Teachers Should Use Diigo - 0 views

blog.simplek12.com/...sons-teachers-should-use-diigo

diigo socialbookmarking

shared by Jill Bergeron on 27 May 14 - No Cached
  • Diigo provides a free, efficient, effective and reliable way to save and organize your favorite websites, online articles, blog posts, images and other media found online.
  • Diigo provides a lists feature that allows you to share carefully selected bookmarked websites with your students.
  • Adding bookmarks to lists is easy. When you save the bookmark, you are able to allocate it to any list you have already created, or create a new list as you go.
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  • Diigo has tools that encourage students to collaborate with others to analyze, critique, and evaluate websites.
  • Diigo provides opportunities for students to apply higher level thinking skills while researching and gathering information.
  • Diigo allows you to gain access to the ‘collective intelligence’ of the internet.
  • Use Diigo to provide visual access to websites you have collected using the built-in program ‘webslides’.
  • Use Diigo’s advanced tools to link its power to blogs and RSS. Lists of similar websites that you have created can easily be posted onto a blog by using the ‘post to blog’ button.
  • Use Diigo tools to enhance professional reading and save time creating summaries of online posts.
  • Access your information from any computer, or even your iPhone or iPad!
Jill Bergeron

50 End-of-School-Year, Self-Probing Questions for Educators - Getting Smart by John Har... - 1 views

gettingsmart.com/...lf-probing-questions-educators

new teacher end of year

shared by Jill Bergeron on 27 May 14 - No Cached
  • Did I refer to the class as our class or my class?
  • 8. If our class were a company, would it be out-of-business now?
  • 9. Did students create and experience a great class or simply take a class and get credit?
  • ...15 more annotations...
  • 15. Did I take advantage of spontaneous learning opportunities when students’ interests had obviously shifted, or did I maintain an inflexible mindset and vow to never deviate from an archaic lesson plan?
  • 17. Was our class set up to promote creativity and collaboration or memorization and silence?
  • 19. Were 21st Century skills embedded within daily assignments?
  • 22. Did I gain professional wisdom by speaking to my collegial mentor?
  • 25. Did I avoid professional negativity by declining to gossip at work?
  • 24. Was the technology in my classroom used in an authentic manner? (Shannon Reed)
  • 26. Did I manage my stress level by enjoying time with my family and friends, by exercising several times a week, by zoning out while engaged in a hobby, and by simply chilling out every once in a while?
  • 28. Did I laugh often with students and colleagues?
  • 31. Did I allow students to co-write their own project-based, learning contracts?
  • 34. How many colleagues did I observe in-action in their classrooms this past school year?
  • did I remember the names of all co-workers?
  • 39. How balanced were the assignments this year in terms of requiring creativity, practical thinking, and analysis? (Adam Johnson)
  • 40. Did I participate in a professional learning community outside of my school via Twitter?
  • 46. Did I consistently blog as a form of professional self-reflection?
  • 47. Am I a stronger teacher today than when I first stepped into the classroom at the beginning of the school year?
Jill Bergeron

Simulations Can Change the Course of History . . . Classes | Edutopia - 0 views

www.edutopia.org/...-history-classes-matt-levinson

simulations game_based_learning edutopia

shared by Jill Bergeron on 27 May 14 - No Cached
  • With each unit of study, I made sure to incorporate an active simulation, ranging from mock press conferences and trials to murder mysteries and dinner parties, from spy dilemmas to mock Survivor games.
  • When a student adopted that character's thinking and point of view in one of the simulations, passion and purpose soared.
  • Even the quietest, most introverted student, given the opportunity to play a personality from history, can step up and into the opportunity to speak from that person's perspective
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  • Set up the environment so that students will be speaking and debating with each other in the roles of their historical characters and around a framing problem or issue
  • Bring in a variety of sources for students to analyze and research.
  • Social media is a wonderful connector for these kinds of simulations, with students setting up Edmodo, Schoology, or Facebook pages for their characters in a simulation, figuring out friend groups, posting photos, and speaking from their character's point of view.
Jill Bergeron

4 Free Web Tools for Student Portfolios | Edutopia - 0 views

www.edutopia.org/...student-portfolios-dave-guymon

portfolios digital portfolio

shared by Jill Bergeron on 27 May 14 - No Cached
    • Jill Bergeron
      Jill Bergeron on 27 May 14
       
      Weebly does the same things as Google Sites, but it looks way better.
    • Jill Bergeron
      Jill Bergeron on 27 May 14
       
      Weebly does the same thing as Google Sites and it looks tons better.
  • think of Evernote as the Swiss Army knife of organization
  • Evernote allows students to write, take photos, record audio, upload content and more with the ability to tag items, create notebooks for organization and share content socially.
  • ...8 more annotations...
  • Evernote doesn't give teachers any way to moderate its use by students.
  • Evernote isn't publicly viewable, either.
  • what Three Ring offers that Evernote doesn't is teacher-created class accounts. In other words, teachers initiate the use of Three Ring in the classroom by creating classrooms within the teacher account and adding students to each class
  • Three Ring
  • students can create and upload content from their own devices and tag, search and share their portfolios
  • Three Ring even allows parents to view their students' accounts once linked by the teacher
  • This is the effect of good portfolios. They craft a narrative of learning, growth and achievement over time.
  • If your school is fueled by Google Apps for Education, then using Google Sites (3) to create student portfolios, or "Googlios," makes perfect sense.
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

The Secret to Raising Smart Kids - Scientific American - 0 views

www.scientificamerican.com/...-secret-to-raising-smart-kids1

mindset motivation SEL

shared by Jill Bergeron on 12 Jan 15 - No Cached
  • more than 35 years of scientific investigation suggests that an overemphasis on intellect or talent leaves people vulnerable to failure, fearful of challenges and unwilling to remedy their shortcomings.
  • our studies show that teaching people to have a “growth mind-set,” which encourages a focus on “process” (consisting of personal effort and effective strategies) rather than on intelligence or talent, helps make them into high achievers in school and in life.
  • Why do some students give up when they encounter difficulty, whereas others who are no more skilled continue to strive and learn? One answer, I soon discovered, lay in people's beliefs about why they had failed.
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  • These experiments were an early indication that a focus on effort can help resolve helplessness and engender success.
  • The helpless ones believe that intelligence is a fixed trait: you have only a certain amount, and that's that. I call this a “fixed mind-set.”
  • The mastery-oriented children, on the other hand, think intelligence is malleable and can be developed through education and hard work. They want to learn above all else.
  • Jill Bergeron on 12 Jan 15
     
    Carol Dweck's article emphasizing mindset and praise.
Jennifer Smith

Dipsticks: Efficient Ways to Check for Understanding | Edutopia - 1 views

www.edutopia.org/...-for-understanding-todd-finley

classroom management critical thinking assessment

shared by Jennifer Smith on 31 Jul 14 - No Cached
  • Jennifer Smith on 31 Jul 14
     
    Some of these are easy to implement.
Jill Bergeron

Report: Teachers Better at Using Tech than Digital Native Students -- THE Journal - 0 views

thejournal.com/...n-digital-native-students.aspx

shared by Jill Bergeron on 17 Nov 14 - No Cached
  • "School-age students may be fluent in using entertainment or communication technologies, but they need guidance to learn how to use these technologies to solve sophisticated thinking problems," Wang noted. "The school setting is the only institution that might create the needs to shape and facilitate students' technology experience. Once teachers introduce students to a new technology to support learning, they quickly learn how to use it."
    • Jill Bergeron
      Jill Bergeron on 17 Nov 14
       
      Teachers still need to teach students how to use technology to solve problems.
Jill Bergeron

The Skills Students Need to Survive and Thrive | Getting Smart - 0 views

gettingsmart.com/...s-students-need-survive-thrive

21st century skills

shared by Jill Bergeron on 01 Dec 14 - No Cached
  • The Skills All Students Need
  • Communication. Demonstrate strong writing, speaking, and listening skills. These skills are game changers for employees with strong technical skills, since their work often impacts members of other teams, technical and non-technical, across the company. Critical thinking. Assess a situation and determine whether or not to ask for help, seek additional information, or forge ahead. Recognize when to “pull the cord” and stop the bus. Ownership. When taking on a project, own it from start to finish. Be reliable and know what needs to be done to complete the task, project, or initiative, whether alone or as a member of a team. Leadership. Act as leader, with or without the title. Recognize that leadership lies in how you behave and how you conduct yourself as much as it does in the title that you hold. Creative problem solving. Enjoy solving problems and doing so in creative ways, especially when resources may be constrained, time short, and expectations high. Self-directed learning. Own professional learning and stay up-to-date on new trends in the field. Participate in ongoing learning through online and in-person options, and be willing to share what you’ve learned with colleagues. Curiosity. Get stumped, but never get overwhelmed. When stuck, turn to personal and professional learning networks to problem solve. Failure is a part of the learning process. Collaboration. Contribute to larger projects and meet game-changing goals. View collaboration as a key part of the job, especially when it comes to achieving outcomes. High threshold for uncertainty. Be comfortable with the uncertainty that often accompanies problem solving, innovative and creative work. Uncertainty is what drives leaders to seek answers and solve problems. Recognize that setbacks and dead-ends are part of the process.
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