Skip to main content

Home/ Groups/ Chandler School
Rss Feed
Sort By: Most Recent | Popular Filter: All | Bookmarks | Topics Simple Middle
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.
Jill Bergeron

Courses | Coursera - 0 views

www.coursera.org/courses

pd professional development online pd

shared by Jill Bergeron on 10 Jun 14 - No Cached
  • Jill Bergeron on 10 Jun 14
     
    Here are some GREAT professional development courses you can take over the summer!
Jill Bergeron

Raising a Moral Child - NYTimes.com - 0 views

www.nytimes.com/...raising-a-moral-child.html

SEL nytimes morals ethics

shared by Jill Bergeron on 10 Jun 14 - No Cached
  • For example, research suggests that when parents praise effort rather than ability, children develop a stronger work ethic and become more motivated.
  • Surveys reveal that in the United States, parents from European, Asian, Hispanic and African ethnic groups all place far greater importance on caring than achievement
  • Genetic twin studies suggest that anywhere from a quarter to more than half of our propensity to be giving and caring is inherited
  • ...22 more annotations...
  • By age 2, children experience some moral emotions — feelings triggered by right and wrong. To reinforce caring as the right behavior, research indicates, praise is more effective than rewards.
  • Rewards run the risk of leading children to be kind only when a carrot is offered, whereas praise communicates that sharing is intrinsically worthwhile for its own sake
  • The researchers randomly assigned the children to receive different types of praise. For some of the children, they praised the action: “It was good that you gave some of your marbles to those poor children. Yes, that was a nice and helpful thing to do.” For others, they praised the character behind the action: “I guess you’re the kind of person who likes to help others whenever you can. Yes, you are a very nice and helpful person.”
  • A couple of weeks later, when faced with more opportunities to give and share, the children were much more generous after their character had been praised than after their actions had been.
  • Praising their character helped them internalize it as part of their identities.
  • The children learned who they were from observing their own actions: I am a helpful person.
  • If we want our children to care about others, we need to teach them to feel guilt rather than shame when they misbehave.
  • When our actions become a reflection of our character, we lean more heavily toward the moral and generous choices.
  • Tying generosity to character appears to matter most around age 8, when children may be starting to crystallize notions of identity.
  • it was 22 to 29 percent more effective to encourage them to “be a helper.”
  • Shame makes children feel small and worthless, and they respond either by lashing out at the target or escaping the situation altogether.
  • guilt is a negative judgment about an action, which can be repaired by good behavior
  • When children feel guilt, they tend to experience remorse and regret, empathize with the person they have harmed, and aim to make it right.
  • The ashamed toddlers were avoiders; the guilty toddlers were amenders.
  • When children cause harm, they typically feel one of two moral emotions: shame or guilt. Despite the common belief that these emotions are interchangeable, research led by the psychologist June Price Tangney reveals that they have very different causes and consequences.
  • shame emerges when parents express anger, withdraw their love, or try to assert their power through threats of punishment: Children may begin to believe that they are bad people. Fearing this effect, some parents fail to exercise discipline at all, which can hinder the development of strong moral standards
  • The most effective response to bad behavior is to express disappointment.
  • parents raise caring children by expressing disappointment and explaining why the behavior was wrong, how it affected others, and how they can rectify the situation. This enables children to develop standards for judging their actions, feelings of empathy and responsibility for others, and a sense of moral identity, which are conducive to becoming a helpful person.
  • You’re a good person, even if you did a bad thing, and I know you can do better.”
  • Children learn generosity not by listening to what their role models say, but by observing what they do
  • If you don’t model generosity, preaching it may not help in the short run, and in the long run, preaching is less effective than giving while saying nothing at all
  • when it comes to producing moral children, we need to remember that action also shapes character.
Jill Bergeron

In the Classroom: Helping Children Speak about Death and Loss | Edutopia - 0 views

www.edutopia.org/...about-death-loss-maurice-elias

edutopia death SEL

shared by Jill Bergeron on 10 Jun 14 - No Cached
  • We live in a culture that does not always encourage or support expressions of loss and, frankly, expects people "to get over" grief fairly quickly
  • For example, in language arts, students can be told that they will be writing about someone they remember and they can focus on what they miss about that person or how they remember that person in their lives now
  • In the visual and performing arts, a similar assignment to make the focus of students' products someone they miss or remember.
  • ...3 more annotations...
  • Of course, students will need to discuss their feelings and perspectives and decide how to represent the emotions and memories involved in a joint product
  • Among the formats successful for this purpose are songwriting, choreography, and artistic renditions such as painting, sculpture, collage, and graphic art.
  • Other formats that cross over disciplines include comic books/graphic novels and documentary making
  • Jill Bergeron on 10 Jun 14
     
    Lesson ideas for working with students who are suffering loss in their lives.
« First ‹ Previous 1001 - 1020 of 2291 Next › Last »
Showing 20▼ items per page