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Extensions, Add Ons and Apps, Oh My! How to Utilize Google in Your Classroom | EdSurge ... - 0 views

www.edsurge.com/...ilize-google-in-your-classroom flip teaching tech tools tech integration formative assessment extensions add ons apps
shared by Jill Bergeron on 01 Mar 16 - No Cached
  • Jill Bergeron on 01 Mar 16
     
    Several great tools listed here for teachers to try in their classrooms. Newsela is great for humanities and the Easy BIb Add-On can be used in any class. Several video editing tools as well. "Easy Bib Bibliography Creator is an add-on that creates a guide within Google docs that allows you to search for books, journals, and websites to automatically generate citations in order to properly format them in MLA, Chicago and APA for a bibliography or a work cited page. (Show this one to your students writing research papers!)"
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Organizing Your School As A List Of Courses Doesn't Work For Learners - 0 views

www.forbes.com/...urses-doesnt-work-for-learners
shared by smontevirgen on 09 Apr 19 - No Cached
  • smontevirgen on 09 Apr 19
     
    This was an incredible look at the structure of education and a look at redesign/restructure the entire idea of education. A selected excerpt: How would school be structured differently if we really wanted to cultivate youth leadership? Despite serving students with a distribution of skills, grade levels are the dominant architecture of K-8 schools and for the last 20 years, there has been a particular fixation with grade level proficiencies which has reinforced whole group learning in grade cohorts.
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The Educational Hashtag and Twitter Chat Database | Shake Up Learning - 0 views

www.shakeuplearning.com/...educational-hashtag-database twitter hashtags PLN pd professional development
shared by Jill Bergeron on 10 May 17 - No Cached
  • Jill Bergeron on 10 May 17
     
    This page includes a list of Twitter hashtags related to education and when the online meet-ups occur.
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How to Tap Memory Systems to Deepen Learning - MindShift - 0 views

www.kqed.org/...ory-systems-to-deepen-learning
shared by Scott Nancarrow on 29 Jun 21 - No Cached
  • When teachers have a better understanding of the brain’s memory systems, they can help students develop stronger study habits and engage them in deep learning. 
  • In classrooms, some students absorb and master these skills faster than others. Oakley calls these “race car learners” who zoom to the finish line. In contrast “other students have hiker brains,” says Oakley. “They get to the finish line, but more slowly.”
  • It’s also why many students struggle at following multi-step directions. It’s not a lack of focus. Their working memory simply does not have the capacity to “keep in mind” something like a five-step process –  unless they’ve practiced those steps so many times that it has become a routine that doesn’t require active thought. That’s why skilled teachers spend so much time at the beginning of the year establishing classroom procedures and thinking routines. These practiced routines can free up working memory space for students to learn novel material.
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  • Because many students don’t understand their working memory, they study ineffectively, she says. They read over their notes or stare at a list of vocabulary words and think “I’ve got it.” And they do have it in their brain – while they have their notes in front of them. But working memory is short term. Hiker students, in particular, need concrete strategies for moving material into long-term storage. 
  • Active learning is when “the student themself is grappling with the material,” says Oakley. “This really builds our procedural links in long-term memory. While you can be actively learning while you are staring at the professor, you can’t do that for very long.”
  • Offering brain breaks: Breaks are crucial to long-term memory formation. When students relax mentally, even for a minute or two, it gives their brain time to consolidate new learning.
  • Use the Jot-Recall Technique: Pause while teaching and help students check whether they’ve moved the material from working into long-term memory. Take one minute and have them jot down important ideas from class, jot down a sketch to visually represent their learning, or jot down key ideas from previous classes that relates to the topic at hand.
  • Teach Students How to Engage in Active Recall: Remember the student who looks at the vocabulary list and thinks they have it memorized? Teach students to regularly put away their notes or shut their book and see what they can recall.
  • Engage in Think-Pair-Share: Activities such as think-pair-share ask students to engage individually, engage with a partner and then engage with the class. In effect, they are interacting with the information three times in quick succession, helping strengthen their neural pathways.
  • Practice Interleaving: Interleaving involves mixing up practice problems instead of working on nearly identical activities over and over again.  This builds in active recall practice and cognitive flexibility as students have to consciously decide what information or procedure to apply to a given problem.
  • “The best way to make rapid progress is to make things tougher on yourself,” says Oakley, drawing on the concept of “desirable difficulties”,
  • And for those students who already feel like learning is a constant struggle? Remind them that speed isn’t smarts.
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Post List[NASA Education Express] - 0 views

blogs.nasa.gov/...viewpostlist.jsp STEM Education twitter
shared by Gayle Cole on 15 Oct 12 - No Cached
  • Gayle Cole on 15 Oct 12
     
    .NASAedu has #STEM resources for students/teachers at all levels. Current offerings in #Education Express: http://t.co/4PTeDknU
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Nathan Heller: Is College Moving Online? : The New Yorker - 0 views

www.newyorker.com/...130520fa_fact_heller MOOCs online learning HigherEd
shared by Gayle Cole on 04 Jun 13 - No Cached
  • Harvard’s first massive open online courses, or MOOCs—a new type of college class based on Internet lecture videos. A MOOC is “massive” because it’s designed to enroll tens of thousands of students. It’s “open” because, in theory, anybody with an Internet connection can sign up. “Online” refers not just to the delivery mode but to the style of communication: much, if not all, of it is on the Web. And “course,” of course, means that assessment is involved—assignments, tests, an ultimate credential. When you take MOOCs, you’re expected to keep pace. Your work gets regular evaluation. In the end, you’ll pass or fail or, like the vast majority of enrollees, just stop showing up.
  • in California, a senate bill, introduced this winter, would require the state’s public colleges to give credit for approved online courses. (Eighty-five per cent of the state’s community colleges currently have course waiting lists.) Following a trial run at San José State University which yielded higher-than-usual pass rates, eleven schools in the California State University system moved to incorporate MOOCs into their curricula.
  • the faculty at Amherst voted against joining a MOOC program.
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  • “There is no pedagogical problem in our department that JusticeX solves,” the letter said.
  • Gayle Cole on 04 Jun 13
     
    shared by John Finch
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Edmodo vs Blogging - 0 views

mgleeson.edublogs.org/...edmodo-vs-blogging edmodo blogging
shared by Gayle Cole on 23 Jan 13 - No Cached
  • Grade 6 embraced Edmodo from the start and used it in many ways,
  • class blogs have started to surface ( still limited to class member only access) and this has started to blur the lines between Edmodo and the class blogs. Our ICT Leader recently attended a network meeting and other leaders there questioned the purpose of Edmodo if they were already blogging
  • how to make a convincing argument for both Edmodo and blogging being transformative teaching and learning tools
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  • Edmodo as an all encompassing classroom management/teaching and learning/collaboration system.
  • My favorite feature of Edmodo and a big difference between itself and blogging. I’ve written a few posts on how I’ve used groups to organize my lessons with different small groups.
  • It’s simply a feature blogging doesn’t offer
  • convenience and ease of creating groups for different subjects or smaller groups within that group so that specific groups of children can collaborate and discuss.It takes no time to set the groups up and they can be altered at any time.
  • the simplicity of the Edmodo discussion wins me over compared to blogging. Simply add a note explaining the topic of the discussion, which can include images, videos, embedded links to other web tools, links to other sites, click Add and the discussion begins. All it takes is to hit the Reply button and the discussion is in full swing. The one feature I would like Edmodo to add is the ability to reply to a specific comment like you can in blogs. It can be a bit cumbersome having to write a reply to someone who wrote something 10 comments back.
  • sharing files is very easy with Edmodo
  • the polls and quizzes on Edmodo can be created much more quickly, albeit only by the teacher
  • Extrinsic motivation through Badges - Not everyone’s cup of tea, but if you like to use stickers or awards, Edmodo has its own reward system called badges. You can create your own (but it’s a lot easier to just grab badges already created by other Edmodo teachers – I’ve collected 190 of them from my connections) and to encourage or acknowledge student effort or work, you can simply select their name in your class list, select a badge and award it to the students
  • a good way to collate a whole bunch of comments for your student reports without doing any more work than giving that badge toa student.
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Readlists - 0 views

readlists.com ebook readility lists
shared by Gayle Cole on 29 Oct 12 - No Cached
  • Gayle Cole on 29 Oct 12
     
    Suggested by John at InTELA
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RSA Animates - YouTube - 0 views

www.youtube.com/watch school differentiation mindset praise process
shared by Scott Nancarrow on 07 Sep 16 - No Cached
  • Scott Nancarrow on 07 Sep 16
     
    10 minute animated Carol Dweck video about growth/fixed mindsets and how praising process yields different results from praising intelligence.
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Why making, coding, and online learning are the real trends to watch | eSchool News - 0 views

www.eschoolnews.com/...ine-learning-real-trends-watch coding making AI
shared by Jill Bergeron on 20 Sep 16 - No Cached
  • By contrast, the report’s short-term developments, online learning and makerspaces, have a distinct yesterday’s news vibe about them. But make no mistake, they still hold some of the biggest long-term promise in the report.
  • six trends, six challenges, and six so-called important developments.
  • Take online learning and makerspaces for example, which are now expected to find their way into even more classrooms during the next year.
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  • In the next year, coding as literacy and students as creators are listed as two major drivers. Are the panelists trying to tell us that some combination of physical-digital making is likely in our short-term future?
  • It’s not hard to envision individual elements, such as makerspaces or even coding, losing steam over the next few years as new technologies and trendy teaching styles enter the conversation. But it’s much harder to imagine student creation disappearing entirely.
  • Certainly coding and content creation are currently driving tech adoption in schools, and will likely continue to do so for the foreseeable future. Assuming that holds true, collaborative and deeper learning (the trends expected to drive tech adoption for the next three to five years) appear a natural progression as schools look to capitalize on the creative mindsets they’ve helped foster.
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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.
  • In the growth mindset, we understand that good people can make mistakes. Mistakes do not define us.
  • 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. 
  • 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.”
  • 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.
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The Value of Guided Projects in Makerspaces | Renovated Learning - 0 views

renovatedlearning.com/...ue-guided-projects-makerspaces projects maker makerspace makered maker movement pbl
shared by Jill Bergeron on 26 Jan 16 - No Cached
  • Working through guided projects can help students to develop the skills that they need to further explore creatively.  It’s true that some students can just figure it out, but most need that gentle push to get them started.
  • Following patterns to the letter when I first got started helped me to learn the skills that I needed to be creative in my knitting.
  • The problem comes when all we ever do are guided projects.  Sylvia Martinez and Gary Stager warn against the “20 identical birdhouses” style class projects, where there is zero creativity involved.  It’s very easy to fall into the trap of focusing too much on standards, rubrics and guided projects and zapping all the fun and creativity out, turning a makerspace into nothing more than another classroom.  It’s tempting for many educators to just print out a list of instructions, sit students down in front of a “maker kit” and check their e-mail while students work through the steps one by one.  This is obviously not what we want in our makerspaces.
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  • Providing some limitations, guidelines, restrictions can actually make us more creative, as we have to figure out how to make things work with what we’re given.
  • Giving them a little bit of guidance and limitation still providing plenty of room for creativity and imagination.
  • We have to find a balance between open-ended, free range exploration and guided learning in our makerspaces.  It can be tricky to figure out sometimes, but it’s worth putting the effort in.  A well-crafted design challenge can inspire amazing creativity.  Free-range learning gives students opportunities for imaginative play.  Both are crucial for creating an environment where students can discover, learn and grow.
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Managing Email Effectively - Time Management Training From Mind Tools - 0 views

www.mindtools.com/...managing-email.htm email time management
shared by Jill Bergeron on 08 Feb 17 - No Cached
  • check email only at set points during the day.
  • reserve time to read and respond to email after a long period of focused work, or at the time of day when your energy and creativity are at their lowest (this means that you can do higher value work at other times).
  • if the email will take less than two minutes to read and reply to, then take care of it right now, even if it's not a high priority.
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  • For emails that will take longer than two minutes to read or respond to, schedule time on your calendar, or add this as an action on your To-Do List , to do later. Most email programs allow you to highlight, flag, or star messages that need a response, so utilize this handy feature whenever you can.
  • Gmail, allow you to establish "Rules" that sort email into a particular folder as soon as it comes in.
  • If you regularly receive email such as newsletters, blogs and article feeds, you could re-route these to another email address, or use rules, so that they're instantly delivered to a particular folder.
  • For instance, if certain team members regularly send you long, drawn-out emails, let them know. Tell them gently but firmly that because of the demand on your time, you'd appreciate emails no longer than a paragraph or two. Anything longer than that should warrant a phone call. Alternatively, they could drop by your office for a discussion.
  • Jill Bergeron on 08 Feb 17
     
    Tips for managing the barrage of email.
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Digital Citizenship Week: 6 Resources for Educators | Edutopia - 0 views

www.edutopia.org/...tizenship-resources-matt-davis digital citizenship edutopia
shared by Jill Bergeron on 10 Jan 14 - No Cached
  • Understanding YouTube and Digital Citizenship (6): YouTube’s online curriculum for secondary students is a perfect resource for Digital Citizenship Week. Teachers will find ten lessons, all of which take between 20-50 minutes to teach, and they cover extremely relevant topics like managing online reputation and protecting privacy online.
  • Digital Citizenship Learning Center from CyberWise (7): CyberWise produced an extensive list of digital citizenship resources, including videos, games and toolkits from a variety of sources.
  • Jill Bergeron on 10 Jan 14
     
    Links to digital citizenship resources.
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Creativity Becomes an Academic Discipline - NYTimes.com - 0 views

www.nytimes.com/...es-an-academic-discipline.html creativity teaching education
shared by Jill Bergeron on 11 Feb 14 - No Cached
  • Traditional academic disciplines still matter, but as content knowledge evolves at lightning speed, educators are talking more and more about “process skills,” strategies to reframe challenges and extrapolate and transform information, and to accept and deal with ambiguity.
  • Creative studies is popping up on course lists and as a credential.
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