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The Poverty Project - 0 views

geekedforlife.com/?p=48 project math history social studies collaboration pbl
shared by Jill Bergeron on 24 Oct 14 - No Cached
  • Jill Bergeron on 24 Oct 14
     
    Lesson plan combines financial literacy and legislation surrounding poverty.
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Design Thinking and PBL | Edutopia - 0 views

www.edutopia.org/...-thinking-and-pbl-beth-holland Edutopia pbl design innovation design thinking project based learning
shared by Jill Bergeron on 28 Feb 16 - No Cached
  • Imagine innovation as a three-legged stool. Many schools have changed the environment leg, but not the other two legs: the behaviors and beliefs of the teachers, administrators, and students.
  • Lately, I have heard teachers and school leaders express a common frustration: "We are _______ years into a _______ initiative, and nothing seems to have changed." Despite redesigning learning spaces, adding technology, or even flipping instruction, they still struggle to innovate or positively change the classroom experience. Imagine innovation as a three-legged stool. Many schools have changed the environment leg, but not the other two legs: the behaviors and beliefs of the teachers, administrators, and students.
  • If we look at the science of improvement, systematic change occurs between the contexts of justification (what we know) and discovery (the process of innovation).
  • ...7 more annotations...
  • Encouraging students to engage in inquiry, explore real-world contexts, and share their learning lies at the heart of PBL. As an instructional framework, it allows teachers to achieve these goals while still meeting curriculum requirements.
  • He used PBL to: Guide his students' problem solving Support their collaboration and critical thinking Provide voice and choice in how they demonstrated their learning Empower them to realize that their contributions to the community make a tangible difference
  • However, viewing PBL as a process rather than a product means that teachers can fit it within existing curricular objectives, as exemplified by Jodie Deinhammer.
  • According to the Stanford d-School process guide, design thinking begins with empathy: What do your students consider important? Which topics spark their curiosity? How might they want to engage with this specific content? How might they choose to demonstrate their learning?
  • In the next phase of design thinking, you define a problem. In school terms, this could be a curricular unit, a set of skills, or a broader community challenge.
  • With the problem articulated, start generating ideas. During the ideate phase, the goal is breadth because the answer may not be readily apparent. Many of these ideas then turn into prototypes, simplified versions of potential solutions.
  • This gives you the freedom to experiment without concerns about failing with students. When ready, produce the final lesson, unit, activity, or even a complete PBL experience.
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Recognizing and Overcoming False Growth Mindset | Edutopia - 0 views

www.edutopia.org/...lse-growth-mindset-carol-dweck growth mindset mindset Edutopia dweck
shared by Jill Bergeron on 15 Jan 16 - No Cached
  • A growth mindset is the belief that you can develop your talents and abilities through hard work, good strategies, and help from others. It stands in opposition to a fixed mindset, which is the belief that talents and abilities are unalterable traits, ones that can never be improved.
  • We typically teach students a growth mindset through online programs that demonstrate how the brain changes with learning (how the neurons grow stronger connections when students work on hard things and stick with them) and how to apply this to their schoolwork.
  • "Great effort" became the consolation prize for children who weren't learning. So the very students who most needed to learn about developing their abilities were instead receiving praise for their ineffective effort.
  • ...4 more annotations...
  • Teachers need to tell the truth. They can acknowledge laudable effort, but they also need to acknowledge when students are not learning effectively, and then work with them to find new learning strategies. (By the way, exhorting students to try hard is another ineffective practice that does not teach a growth mindset.)
  • Skilled educators set high standards for students but then help them understand how to embark on the path to meeting those standards. It's not a hollow promise.
  • In the safety of these classrooms, students can begin to leave behind their fixed mindset and try out the idea that they can develop their abilities. We see this happening when teachers give students: Meaningful work Honest and helpful feedback Advice on future learning strategies Opportunities to revise their work and show their learning
  • In order to work toward more of a growth mindset, we need to observe ourselves and find our triggers. Just spend several weeks noticing when you enter a more threatened, defensive state. Don't judge yourself. Don't fight it. Just observe. Then, as Susan Mackie advises, give your fixed mindset persona a name. Talk to it, calling it by name, when it shows up. Over time, try to recruit it to collaborate on your challenging goals instead of letting it undermine you with doubts and fears.
  • Jill Bergeron on 15 Jan 16
     
    This article describes what constitutes a growth mindset and what contributes to a false growth mindset. Dweck also offers advice on how to avoid the pitfalls of a false growth mindset.
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Group Work That Works | Edutopia - 0 views

www.edutopia.org/...group-work-works
shared by Scott Nancarrow on 24 Jan 19 - No Cached
  • The most effective creative process alternates between time in groups, collaboration, interaction, and conversation... [and] times of solitude, where something different happens cognitively in your brain,
  • Unequal participation is perhaps the most common complaint about group work.
  • a handful of practices that educators use to promote equal participation. These involve setting out clear expectations for group work, increasing accountability among participants, and nurturing a productive group work dynamic.
  • ...10 more annotations...
  • Norms
  • sign a group contract
  • creating a classroom contract
  • roles must be both meaningful and interdependent.
  • ummarizer, questioner, and clarifier
  • randomizing teams
  • public sharing
  • Rich tasks: Making sure that a project is challenging and compelling is critical. A rich task is a problem that has multiple pathways to the solution and that one person would have difficulty solving on their own.
  • be mindful that introverted students often simply need time to recharge.
  • if you want to grade group work, he recommends making all academic assessments within group work individual assessments.
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ISTE Goals for Students 2016 - 0 views

www.iste.org/...for-students-2016 ISTE2016 iste innovation STEAM Stem maker
shared by Jill Bergeron on 21 Aug 16 - No Cached
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Birmingham Covington: Building a Student-Centered School | Edutopia - 0 views

www.edutopia.org/...ilding-student-centered-school Edutopia student-centered 21st century skills innovation critical thinking problem solving
shared by Jill Bergeron on 21 Apr 17 - No Cached
  • Teachers at the school often say they’re “teaching kids to teach themselves” and rarely answer questions directly; instead they ask students to consider other sources of information first.
  • mixing age groups accelerates learning.
  • “When you get kids collaborating together, they become more resourceful and they see themselves as experts,”
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  • Birmingham Covington’s unique bee project, like much of the coursework prioritized at the school, was driven by student interest.
  • “Science literacy is teaching our kids to be curious about the world around them, with the problems they identify,”
  • “Kids need to learn teamwork-based skills because every other class in any other subject that they have—third through eighth grade—requires them to work in different sized groups accomplishing different tasks,” Heckman explains.
  • The school’s voluntary Teacher Labs—facilitated by an instructional coach and organized around a clear, written protocol—enable teachers to reflect on their craft with support from their peers. Through the labs, small groups of teachers observe each other’s classes and then offer constructive feedback around a stated objective.
  • They put these skills to use in Thinkering Studio, an elective class where they design their own independent learning projects, and Engage, a class focused on design thinking—a system of solving problems that follows the steps of inquiry, ideation, prototyping, and testing.
  • In Engage, teachers Roy McCloud and Mathew Brown guide students to work on various self-directed, team-oriented projects like designing a new sport for third graders or building a roller coaster. Their support and feedback direct students toward the right resources while encouraging them to dig deeper: Did students ask the right questions? Did they get the right information? Did they go to other groups for feedback?
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