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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!"
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Ms. Whitney - PBL - 0 views

www.mers.k12.nj.us/...default.php roller coasters STEAM fourth grade
shared by Gayle Cole on 21 Sep 15 - No Cached
  • Gayle Cole on 21 Sep 15
     
    "ROLLER"
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GCATeachers - Virtual Field Trips - 0 views

gcateachers.wikispaces.com/Virtual+Field+Trips field trips virtual field trips
shared by Gayle Cole on 05 Sep 15 - No Cached
  • Gayle Cole on 05 Sep 15
     
    "Disne"
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Adding to My Classroom Innovation Toolkit | The Future of K-12 Education - 0 views

www.grantlichtman.com/y-classroom-innovation-toolkit elc14 twitter innovation STEAM
shared by Gayle Cole on 03 Aug 15 - No Cached
  • Gayle Cole on 03 Aug 15
     
    Adding 2 classroom innovation toolkit http://t.co/FfidD2kNGM HT @boadams1 @claychristensen @Jeffrey_Dyer @HalGregersen @ewanmcintosh #elc14
  • Gayle Cole on 03 Aug 15
     
    Adding 2 classroom innovation toolkit http://t.co/FfidD2kNGM HT @boadams1 @claychristensen @Jeffrey_Dyer @HalGregersen @ewanmcintosh #elc14
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Remainders - 0 views

www.facebook.com/remainderspas maker Pasadena crafts tools STEAM
shared by Gayle Cole on 21 May 15 - No Cached
  • Gayle Cole on 21 May 15
     
    Hatsue is a member
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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.
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(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.
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  • 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.
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BBC News - Finland: Typing takes over as handwriting lessons end - 0 views

www.bbc.com/...s-news-from-elsewhere-30146160 handwriting keyboarding
shared by Jill Bergeron on 01 Dec 14 - No Cached
  • From autumn 2016, students won't have to learn cursive handwriting or calligraphy, but will instead be taught typing skills, the report says. "Fluent typing skills are an important national competence,
  • she points out that handwriting helps children to develop fine motor skills and brain function, and suggests handwriting classes could be replaced by handicrafts and drawing.
  • "Handwriting is a totally useless skill. Maybe not as useless as compulsory Swedish, but coming pretty close to it."
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    • Jill Bergeron
      Jill Bergeron on 01 Dec 14
       
      Love the last line of this article!
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Beyond Minecraft: Games That Inspire Building and Exploration | MindShift - 0 views

blogs.kqed.org/...spire-building-and-exploration gaming minecraft gamification physics
shared by Jill Bergeron on 17 Nov 14 - No Cached
  • Jill Bergeron on 17 Nov 14
     
    Five gaming options for teaching principles of science and math.
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