Skip to main content

Home/ ChandlerTechTeam/ Contents contributed and discussions participated by Jill Bergeron

Contents contributed and discussions participated by Jill Bergeron

Simple Middle Filter: All | Bookmarks | Topics
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.
  • ...10 more annotations...
  • 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

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!"
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.
  • ...1 more annotation...
  • 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

Why Don't Makers Have Higher Social Status? | TechCrunch - 0 views

techcrunch.com/...maker-social-status

maker maker movement social status

shared by Jill Bergeron on 02 Apr 15 - No Cached
  • The creative economy is supposedly taking over, and we are commanded by pundits to nurture our children’s creative talents so that we can help them race against automation in the labor markets. Then we look at American high schools, and find a focus on anything but making. Shop classes, art studios, electronics labs, and student newspapers are disappearing, and higher-level computer science is no longer offered in the Advanced Placement curriculum.
  • When there is space for creativity in school curriculums, teachers and administrators are positive and supportive, but that support seems to completely wither away when a student suddenly desires to do what they love as their job.
Jill Bergeron

Try these 5 undiscovered Google Drive tricks | PCWorld - 0 views

www.pcworld.com/...ogle-drive-into-high-gear.html

google gafe Google Drive google docs Google_Drive

shared by Jill Bergeron on 30 Mar 15 - No Cached
  • Google Drive has an “offline” mode that lets you create, view, or edit documents in these situations.
  • A little known feature of Google Drive is its web clipboard, which lets you copy and paste data across Docs, Sheets, and Slides. Unlike your operating system’s clipboard, it can hold multiple items at once, and because it’s associated with your Google account, its contents are accessible across all your devices.
  • Jill Bergeron on 30 Mar 15
     
    Work offline is a good setting to know about as well as linking within a doc.
Jill Bergeron

ePals Challenges | - ePals Global Community - 0 views

challenges.epals.com

Inventor makered inventions real world learning

shared by Jill Bergeron on 23 Mar 15 - No Cached
  • Jill Bergeron on 23 Mar 15
     
    Think about a real world problem and come up with a solution.
Jill Bergeron

Official YouTube Blog: Introducing the newest member of our family, the YouTube Kids ap... - 0 views

youtube-global.blogspot.com/...youtube-kids.html

apps youtube parenting

shared by Jill Bergeron on 24 Feb 15 - No Cached
  • Jill Bergeron on 24 Feb 15
     
    YouTube Kids is an app with videos that are family focused. There are also parental controls that can limit the sound and amount of screen time.
Jill Bergeron

Google Classroom Hacks - TeachingForward - 0 views

teachingforward.net/...google-classroom-hacks

googleclassroom gafe google drive google classroom

shared by Jill Bergeron on 04 Feb 15 - No Cached
  • Jill Bergeron on 04 Feb 15
     
    Four topics in here for working around current limits in Google Classroom.
Jill Bergeron

(Rethinking) Makerspaces - @joycevalenza NeverEndingSearch - 0 views

blogs.slj.com/...rethinking-makerspaces

makerspace joycevalenza makerspaces maker makered maker movement

shared by Jill Bergeron on 28 Jan 15 - No Cached
  • A Makerspace is not a one-size-fits-all kind of space.
  • What are teachers already doing? What is already there, and how can we add to and augment it?
  • When students have to spend all their time fulfilling an external agenda, they don’t have a chance to learn how to create their own agenda. Teaching kids only what adults think they need to know can take up all the time kids need to explore what it is that they care about.
  • ...4 more annotations...
  • Makerspaces in schools should connect to student’s authentic interests, or the experiences children have had.
  • But in the process of following their own interests, they’re going to develop a lot of other skills.
  • School does some things well, but what I love about the library is that when I enter, I set the agenda.
  • I am excited about Making in schools — it can be really great.  But if the agenda for what needs to be Made is coming from outside the Maker, then that could be problematic.
  • Jill Bergeron on 28 Jan 15
     
    How to think about making especially in terms of a library.
1 - 20 of 113 Next › Last »
Showing 20▼ items per page