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Contents contributed and discussions participated by Jill Bergeron

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Jill Bergeron

School-Wide Twitter Chats | Edutopia - 1 views

www.edutopia.org/...de-twitter-chats-stephen-baker

edutopia Twitter digital citizenship

shared by Jill Bergeron on 09 Aug 14 - No Cached
  • Jill Bergeron on 09 Aug 14
     
    This article features how-to info and suggestions on using Twitter in the classroom. Would be a good place to put digital citizenship into full gear.
Jill Bergeron

Hit the Mark with Digital Media Exit Cards | Edutopia - 0 views

www.edutopia.org/...media-exit-cards-matt-levinson

digital media differentiation exit ticket technology Edutopia

shared by Jill Bergeron on 05 Aug 14 - No Cached
  • Jill Bergeron on 05 Aug 14
     
    Capture learning in small bits by having students use digital media as quick exit tickets.
Jill Bergeron

Best of History Web Sites - 1 views

www.besthistorysites.net

history socialstudies

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

Over-Practicing Makes Perfect | TIME.com - 0 views

ideas.time.com/...nt-just-practice-over-practice

practice learning

shared by Jill Bergeron on 17 Jun 14 - No Cached
  • The brain can get by on less energy when you overlearn a task
  • Decades of research have shown that superior performance requires practicing beyond the point of mastery.
  • Whenever we learn to make a new movement, Ahmed explains, we form and then update an internal model—a “sensorimotor map”—which our nervous system uses to predict our muscles’ motions and the resistance they will encounter. As that internal model is refined over time, we’re able to cut down on unnecessary movements and eliminate wasted energy.
  • ...3 more annotations...
  • Energy expenditures continued to decrease even after the decline in muscle activity had stabilized
  • even after participants had fine-tuned their muscle movements, the neural processes controlling the movements continued to grow more efficient. The brain uses up energy, too, and through overlearning it can get by on less. These gains in mental efficiency free up resources for other tasks:
  • Less effort in one domain means more energy available to others.
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

KidsHealth - the Web's most visited site about children's health - 0 views

kidshealth.org/

parenting health PE kidshealth

shared by Jill Bergeron on 14 Jun 14 - Cached
  • Jill Bergeron on 14 Jun 14
     
    A thorough resource for PE and health education.
Jill Bergeron

A Learning Secret: Don't Take Notes with a Laptop - Scientific American - 0 views

www.scientificamerican.com/...don-t-take-notes-with-a-laptop

laptop notes notetaking

shared by Jill Bergeron on 10 Jun 14 - No Cached
  • students who write out their notes on paper actually learn more. 
  • those who wrote out their notes by hand had a stronger conceptual understanding and were more successful in applying and integrating the material than those who used took notes with their laptops.
  • taking notes by hand forces the brain to engage in some heavy “mental lifting,” and these efforts foster comprehension and retention.  By contrast, when typing students can easily produce a written record of the lecture without processing its meaning
  • ...7 more annotations...
  • high verbatim note content was associated with lower retention of the lecture material
  • transcription fails to promote a meaningful understanding or application of the information
  • Because students can use these posted materials to access lecture content with a mere click, there is no need to organize, synthesize or summarize in their own words.
  • those who took longhand notes outperformed laptop participants.  Because longhand notes contain students’ own words and handwriting, they may serve as more effective memory cues by recreating the context (e.g., thought processes, emotions, conclusions) as well as content (e.g., individual facts) from the original learning session.
  • evidence suggests that when college students use laptops, they spend 40% of class time using applications unrelated to coursework, are more likely to fall off task, and are less satisfied with their education
  • even when technology allows us to do more in less time, it does not always foster learning.  Learning involves more than the receipt and the regurgitation of information
  • When it comes to taking notes, students need fewer gigs, more brain power.
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