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Jill Bergeron

When Kids Engage In "Making," Are They Learning Anything? « Annie Murphy Paul - 0 views

anniemurphypaul.com/...ing-are-they-learning-anything

makerspace making maker

shared by Jill Bergeron on 18 May 15 - No Cached
  • In all, self-directed maker activities may have students expending a lot of time and effort—and scarce cognitive resources—on activities that don’t help them learn.
  • cognitive load researchers caution that learning and creating are distinct undertakings, each of which competes with the other for limited mental reserves.
  • The best way to ensure learning, these researchers maintain, is to provide direct instruction: clear, straightforward explanation, offered before any making has begun.
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  • Kapur has found that presenting problems in this seemingly backwards order helps those students learn more deeply and flexibly than subjects who receive direct instruction. Indeed, the teams that generated the greatest number of suboptimal solutions—or failed—learned the most from the exercise.
  • Learners pay especially close attention when the instructor reveals the correct solution, because they have now thought deeply about the problem but have failed themselves to come up with the correct solution.
  • Some tasks, like those concerning basic knowledge or skills, are better suited to direct instruction.
  • We should tell student makers exactly how to perform straightforward tasks, so that they can devote cognitive resources to more complex operations.
  • By applying cognitive load theory to making, we can “unbundle” learning and creating—at least at first—so as to reduce cognitive overload.
  • Instead of asking learners to learn and make at the same time, these two activities can be separated and then pursued sequentially.
  • Once students begin making, we can carefully scaffold their mental activity, allowing them to explore and make choices but always within a framework that supports accurate and effective learning. The scaffolding lightens learners’ cognitive load until they can take over more mental tasks themselves.
  • Fixed stations have “low barriers to entry,” says Fleming; students can walk into the library and immediately engage in the activities set up there, without any instruction or guidance. Fleming’s fixed stations include LEGOs and a take-apart technology area, where students can disassemble old computers and other machines to investigate how they work.
  • Flexible stations, by contrast, are periodically changed, and they involve much more structured guidance from Fleming, who might lead students step by step through an activity, modeling what to do as she goes.
  • “Before I ordered a single piece of equipment [for the maker space], I did a thorough survey of students’ existing interests,” says Fleming. “I also looked for ways that the maker space could supplement areas in which the academic curriculum was thin, or make available to all students activities that had previously been open to only a select group.”
  • Jill Bergeron on 18 May 15
     
    Two approaches to making- direct instruction and independent learning. Both have psychological studies backing them.
Jill Bergeron

Technology in the Classroom: Embrace the Bumpy Ride! - 0 views

plpnetwork.com/...y-classroom-embrace-bumpy-ride

tech integration edtech

shared by Jill Bergeron on 03 Feb 14 - No Cached
  • Don’t view technology as just one more thing to add to your day.
  • If technology is something that you try to add after you have planned your reading, writing and math, you are destined to fail at “integrating” technology.
  • use technology when it allows you to do something in a better way than you have done before or to do something that was formerly impossible to do.
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  • You can select a tool or app that will give your students an online audience for their learning and connect them with other classrooms and experts around the world. That tool may be as different as a classroom blog or Twitter or Skype.
  • My days with technology do NOT all run smoothly. Sometimes there are many stops and starts.
  • Sometimes a tool that I rely on will not work for some reason or other.
  • things don’t always run smoothly when I am teaching without technology either.
  • For anything that will become a learning routine in my early years classroom, whether it involves technology or not, I model, model, model it and then we practice it together until the students can do it independently.
  • Flexibility and a backup plan are important ingredients in any classroom, but particularly in a space that includes the use of technology.
  • My suggestion for people who are hesitant to use technology in significant ways is to start with one thing. Think of one way technology could enhance or deepen the learning in your classroom and then just try it. If you fumble and falter for a bit, keep trying.
  • To my six-year-old students, and in fact to all students in school today, computers, tablets, smart phones, interactive boards, etc. are not technology. They just are. It’s their teachers and parents who consider these items to be something new or unusual.
  • These tools have the power to become the stuff of teaching and learning if we will let them. Don’t think of them as technology. They are just part of the fabric of life around us. Students need to be shown how to use them to learn.
Jill Bergeron

Make the Most of the Maker Movement | Edutopia - 0 views

www.edutopia.org/...most-maker-movement-suzie-boss

maker edutopia makerspace maker movement

shared by Jill Bergeron on 08 Dec 14 - No Cached
  • To realize the opportunity that the maker movement offers education, students need room for self-directed learning and interdisciplinary problem solving.
  • While setting up spaces for hands-on tinkering, schools also need to make mental space for creativity, risk taking, and learning from failure. Those qualities are central to maker culture, but still rare in too many school settings.
  • More important than gaining access to expensive tools is learning how to turn raw ideas into prototypes that can be tested, refined, and improved through feedback.
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  • Students who gravitate toward an engineering or STEM approach to problem solving may get fresh ideas from watching artists work out solutions (and visa versa). Collaboration is more likely to happen when thinking and tinkering take place in the open.
  • If you're interested in seeing a school makerspace in action, check out this curated list from Bob Pearlman
  • Encourage students to tell the stories behind their ideas and describe the process that took them from inspiration to finished product.
  • parents team up with their children for monthly Maker Saturdays.
  • Maker Education Initiative maintains a resource library, including sample projects.
  • Jill Bergeron on 08 Dec 14
     
    Resources about in this article which emphasizes skills over stuff when it comes to making.
Jill Bergeron

Directing Learning with Google Custom Search - Google Drive - 0 views

docs.google.com/...edit

Google edtech search engine search google search

shared by Jill Bergeron on 10 Dec 13 - No Cached
  • Jill Bergeron on 10 Dec 13
     
    How to build your own search engine using Google. Great for LS teachers who want to limit the sites their students can visit but also give the children an opportunity to learn how to search.
Jill Bergeron

G-learning: 7 ways of using Google Drive with a classroom PC and projector - 0 views

glearningblog.blogspot.com/...f-using-google-drive-with.html

Google_Drive gafe Google

shared by Jill Bergeron on 10 Dec 13 - No Cached
  • Jill Bergeron on 10 Dec 13
     
    Helpful ways for schools without a 1:1 laptop program to use Google Drive for teaching and learning.
Jill Bergeron

Report: Teachers Better at Using Tech than Digital Native Students -- THE Journal - 0 views

thejournal.com/...n-digital-native-students.aspx

edtech tech integration report education technology

shared by Jill Bergeron on 17 Nov 14 - No Cached
  • According to a recent study of middle school science students and teachers, the teachers tended to have greater technology use.
  • Do school-age students fit the digital native profile? Do school-age students surpass their teachers in terms of technology use? What roles do teachers play in shaping students' technology experiences inside the classroom?
  • "In many ways," the researchers wrote, "it is determined by the requirements teachers place on their students to make use of new technologies and the ways teachers integrate new technologies in their teaching."
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  • "School-age students may be fluent in using entertainment or communication technologies, but they need guidance to learn how to use these technologies to solve sophisticated thinking problems," Wang noted. "The school setting is the only institution that might create the needs to shape and facilitate students' technology experience. Once teachers introduce students to a new technology to support learning, they quickly learn how to use it."
Gayle Cole

Age of Distraction: Why It's Crucial for Students to Learn to Focus | MindShift - 0 views

blogs.kqed.org/...for-students-to-learn-to-focus

distraction attention focus

shared by Gayle Cole on 10 Dec 13 - No Cached
  • Gayle Cole on 10 Dec 13
     
    from Jill Bergeron
Gayle Cole

Professional development by you, for you. - 0 views

lynhilt.com/nal-development-by-you-for-you

professional development unconference leadership CATIE Lyn Hilt

shared by Gayle Cole on 13 Dec 13 - No Cached
  • November 2010
  • Building-level administrators have to be given the autonomy to plan, implement and facilitate learning for their teachers in a way that empowers their teachers as learners.
  • Don’t unique individuals deserve individualized professional development?
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  • I simply reflected upon the ideas shared by Daniel Pink in his book, Drive, and brought the day known as a Fed-Ex day to our little school.
  • Yes, I know Dan Pink isn’t an educator. I get it. There are plenty of skeptics out there when it comes to incorporating the ideas shared by Pink in Drive with the work we do in education. I don’t see any fault in finding inspiration from those outside of education and adapting the ideas to make them work for you, your teachers, and your students. The key is that you have identified your needs, you provide autonomy to your learners,  you support their learning along the way, and you assess the effectiveness of your efforts. The FedEx day certainly isn’t going to look the same in the school as it does in the busines
Jill Bergeron

SPS Google Docs and Drive 21 Day Challenge - 0 views

21daysofdrive.blogspot.com

Google google docs drive gafe GAFEImplementation

shared by Jill Bergeron on 16 Apr 14 - No Cached
  • Jill Bergeron on 16 Apr 14
     
    21 Day Challenge to jumpstart learning of Google.
Jill Bergeron

Maker Ed: Projects & Learning Approaches - 0 views

makered.org/...projects-learning

maker maker movement projects makerspace technology

shared by Jill Bergeron on 07 Oct 14 - No Cached
  • Jill Bergeron on 07 Oct 14
     
    Maker Ed has sourced project ideas from schools, clubs, nonprofits and independent websites.
Jill Bergeron

MAKER-CENTERED LEARNING AND THE DEVELOPMENT OF SELF: PRELIMINARY FINDINGS OF THE AGENCY... - 0 views

DIIGO_FILE_HOME/3hfgf/pokb

makerspace maker maker movement

shared by Jill Bergeron on 05 May 15 - No Cached
  • A sensitivity to the designed dimension of objects and systems,
  • The second part of the sentence mentions both the inclination and the capacity to make (or remake) things.
  • students often fail to develop the habits of mind we as educators aim to inculcate, not because they cannot do something, and not because they don’t want to, but mainly because they do not notice opportunities to do so. In other words,they lack a sensitivityto notice opportunities to do things.
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  • the most salientbenefits of maker-centered learning for young people have to do with developing a sense of self and a sense of community that empower them to engage with and shape the designed dimension of their world.
Jill Bergeron

Curiosity Hacked - 0 views

www.curiosityhacked.org/...summer2015.html

pd maker professional development maker movement

shared by Jill Bergeron on 11 May 15 - No Cached
  • Jill Bergeron on 11 May 15
     
    "CURIOSITY HACKED EDUCATOR WORKSHOP JUNE 15TH - 17TH OR JUNE 29TH - JULY 1ST ($30) Educators can spend three days with us, learning about our approach to creating/supporting a more learner-centered classroom through mentorship, hands-on making, and hacking to integrate skill building into existing curriculum. Participants will be gaining new skills and get training on equipment to enhance their own visions as well as those of their students. This workshop is free (thanks to a generous grant) and CH will offer a Professional Development certificate, space is limited. Fee confirms your seat and lunch included. Register!"
Gayle Cole

Seminal Videos for Makers of All Ages | Invent To Learn - 1 views

www.inventtolearn.com/-videos-for-makers-of-all-ages

Invent to Learn videos PD inspiration maker movement

shared by Gayle Cole on 22 Jul 14 - No Cached
  • Gayle Cole on 22 Jul 14
     
    BTS Inservice
Jill Bergeron

Google Forms & Assessments - 0 views

sites.google.com/...johneickformsassessments

assessments gafe Google Google_Drive google docs forms googleforms exit ticket

shared by Jill Bergeron on 24 Oct 14 - No Cached
  • Jill Bergeron on 24 Oct 14
     
    Learn how to embed photos and videos while forming adaptive assessments for students.
Jill Bergeron

Findings - Project RED - 0 views

www.projectred.org/...findings.html

1:1 Project RED tech integration edtech

shared by Jill Bergeron on 17 Jan 14 - No Cached
  • Change management leadership by principal: Leaders provide time for teacher professional learning and collaboration at least monthly.
  • Online formative assessments: Assessments are done at least weekly.
  • Virtual field trips: With more frequent use, virtual trips are more powerful. The best schools do these at least monthly.
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  • schools need to invest in the re- engineering of schools, not just technology itself
  • respondents say that schools with a 1:1 student-computer ratio outperform non-1:1 schools on both academic and financial benefits.
Gayle Cole

Making Space for Innovation | A Drive to Learn - 0 views

mattarguello.wordpress.com/...making-space-for-innovation

maker spaces maker movement

shared by Gayle Cole on 12 Jan 14 - No Cached
  • Gayle Cole on 12 Jan 14
     
    CEE
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