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Jill Bergeron

Philadelphia Museum of Art - School & Teachers : Teacher Resources - 0 views

www.philamuseum.org/...resources.html

art lesson plans art integration math social studies English science

shared by Jill Bergeron on 06 Feb 15 - No Cached
  • Jill Bergeron on 06 Feb 15
     
    Art integration lessons for every discipline.
Jill Bergeron

Blended and Online Assessment Taxonomy Design - 0 views

www.fulltiltahead.com/...nt-taxonomy-design-infographic

assessment blended learning

shared by Jill Bergeron on 05 Feb 15 - No Cached
  • Jill Bergeron on 05 Feb 15
     
    Offers assessments based on educational goals.
Jill Bergeron

Annenberg Classroom - 0 views

www.annenbergclassroom.org/

government civics socialstudies history politics

shared by Jill Bergeron on 05 Feb 15 - Cached
  • Jill Bergeron on 05 Feb 15
     
    Civics lessons for students.
Jill Bergeron

CueThink - 0 views

www.cuethink.com

math iPad apps

shared by Jill Bergeron on 05 Feb 15 - No Cached
  • Jill Bergeron on 05 Feb 15
     
    Billed as an innovative iPad application to improve critical thinking skills and math communication of students in grades 4-12.
Jill Bergeron

Using Google Classroom to Differentiate Assignments | Teacher Tech - 0 views

www.alicekeeler.com/...m-to-differentiate-assignments

differentiation googleclassroom assignments google classroom gafe

shared by Jill Bergeron on 02 Feb 15 - No Cached
  • Jill Bergeron on 02 Feb 15
     
    This might take a couple of read throughs, but it's worth it because Alice makes some great points.
Jill Bergeron

Wide Angle . Video Bank | Thirteen Ed Online - 0 views

www.thirteen.org/...video_bank_location.html

history world cultures world history social studies videos middle east Africa Asia

shared by Jill Bergeron on 30 Jan 15 - No Cached
  • Jill Bergeron on 30 Jan 15
     
    Videos and lesson plans related to modern global people and issues.
Jill Bergeron

What Differentiated Instruction Is--And Is Not: The Definition Of Differentiated Instru... - 0 views

www.teachthought.com/...-of-differentiated-instruction

differentiated instruction differentiated differentiation

shared by Jill Bergeron on 30 Jan 15 - No Cached
  • However, when an entire class moves forward to study new skills and concepts without any individual adjustments in time or support, some students are doomed to fail.
    • Jill Bergeron
      Jill Bergeron on 30 Jan 15
       
      Differentiation means that teachers allow for differing amounts of time and support for individual students in order to help them make forward progress. Not every student needs to end up at the same place bc they may have started at a different beginning.
    • Jill Bergeron
      Jill Bergeron on 30 Jan 15
       
      Differentiation means that teachers allow for differing amounts of time and support for individual students in order to help them make forward progress. Not every student needs to end up at the same place bc they may have started at a different beginning.
  • What Differentiated Instruction Is–And Is Not: The Definition Of Differentiated Instruction
    • Jill Bergeron
      Jill Bergeron on 30 Jan 15
       
      These descriptions are still too vague for many teachers.  There needs to be more concrete language put to differentiation.
    • Jill Bergeron
      Jill Bergeron on 30 Jan 15
       
      These descriptions are still too vague for many teachers.  There needs to be more concrete language put to differentiation.
Jill Bergeron

Printable Link Sheet - Google Docs - 0 views

docs.google.com/...edit

math

shared by Jill Bergeron on 28 Jan 15 - No Cached
  • Jill Bergeron on 28 Jan 15
     
    Lots of math resources here.
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.
Jill Bergeron

Main Findings | Pew Research Center's Internet & American Life Project - 0 views

www.pewinternet.org/...main-findings-5

media use screen time report pew internet

shared by Jill Bergeron on 28 Jan 15 - No Cached
  • Jill Bergeron on 28 Jan 15
     
    Teens and Technology 2013 Report
Jill Bergeron

5 App and Mobile Use Guides for Parents | Edutopia - 0 views

www.edutopia.org/...esources-using-apps-matt-davis

parents apps parenting parent CATIE common sense

shared by Jill Bergeron on 26 Jan 15 - No Cached
  • 75 percent of children 8 years old or younger had access to a "smart" mobile device at home
  • For teens, mobile use is near ubiquitous; almost 80 percent own a cell phone and three-quarters use mobile devices to access the internet, according to findings from a 2013 Pew Research survey.
  • Jill Bergeron on 26 Jan 15
     
    Resources for parenting with technology.
Jill Bergeron

Using Pre-Needs Assessment for Effective PD | Edutopia - 0 views

www.edutopia.org/...ment-effective-pd-lisa-johnson

edutopia pd professional development differentiation

shared by Jill Bergeron on 27 Jan 15 - No Cached
  • To prepare a one-size-fits-all (or most) session does everyone a disservice.
  • the three tools and tactics featured in this post will provide an effective means to gauge the needs of your audience and chart your course to effectively support them.
  • Before fine-tuning content for a particular session, I start out with a Google Form and a list of suggested topics (e.g. Google for Research, Nearpod, Kahoot, Student Projects with iPad, Workflow with eBackpack) that I perceive to be campus or department needs.
    • Jill Bergeron
      Jill Bergeron on 27 Jan 15
       
      Find out what skills your teachers are bringing to your workshops.
  • ...2 more annotations...
  • The information gleaned from this survey allows me to carefully craft a personalized learning experience for our attendees by steering clear of familiar apps, providing a deeper focus on a particular skill, or discovering solutions for grouping attendees to achieve optimal collaboration within the day.
  • As educators, we frown upon one-size-fits-all education and preach personalized learning, yet we still deliver canned in-services and seminars time and time again, never addressing the needs of a specific audience of learners
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