Making the ConnectionMaking the Connection

Brain Research and Poverty IssuesBrain Research and Poverty Issues

“The best way to predict the future is to invent it.”

Alan Kay

Core Beliefs/ValuesCore Beliefs/Values

PossessionsPoverty Middle Class Wealth

People Money One-of-a-kind objects

Driving Force

Survival, relationships, entertainment

Work, achievement

Financial, political, social connections

Family Structure

Tends to be maternal

Tends to be paternal

Depends on who has the money

LanguageLanguage

Poverty Casual Register or Oral Tradition Storytelling Language is about survival Language is simple - doesn’t include a lot of

abstract concepts

Poverty Casual Register or Oral Tradition Storytelling Language is about survival Language is simple - doesn’t include a lot of

abstract concepts

LanguageLanguage

Middle Class Formal Register or Written Tradition Language is about negotiation Contains many abstract concepts

Middle Class Formal Register or Written Tradition Language is about negotiation Contains many abstract concepts

How do we negotiate our world?How do we negotiate our world?

Perceptions 5 senses Survival is first priority

Language Make sense and meaning from what we hear

and read

Perceptions 5 senses Survival is first priority

Language Make sense and meaning from what we hear

and read

DecisionsDecisions

Like should I remember this? Based on the lens we

have on the world - Does it make sense and does it have meaning (TO ME)

Like should I remember this? Based on the lens we

have on the world - Does it make sense and does it have meaning (TO ME)

Energy HogEnergy Hog

The brain uses more energy than any other organ — it is always looking for ways to conserve.

Remembering takes energy — what we remember has priorities.

The brain uses more energy than any other organ — it is always looking for ways to conserve.

Remembering takes energy — what we remember has priorities.

Remembering PrioritiesRemembering Priorities

First - Survival information Second - Information attached to emotion Third - Other stuff (learning)

First - Survival information Second - Information attached to emotion Third - Other stuff (learning)

Circling back to languageCircling back to language

Students from poverty homes hear about 1/3 less words by the time they get to school than a child from a professional household.

A child from poverty has fewer neural connections.

Students from poverty homes hear about 1/3 less words by the time they get to school than a child from a professional household.

A child from poverty has fewer neural connections.

What can I do with fewer connections and lack of

vocabulary?

What can I do with fewer connections and lack of

vocabulary?

Don’t assume that children understand your language.

Pre-teach all vocabulary. Forms and functions of language. Scaffold concepts. Check for understanding constantly. Make connections.

Don’t assume that children understand your language.

Pre-teach all vocabulary. Forms and functions of language. Scaffold concepts. Check for understanding constantly. Make connections.

Don’t Assume…Don’t Assume…

Teaching would be easier if we all came with the same experiences and view of the world. We don’t.

Poverty children will decide if they like us and will learn from us in the first 10 minutes of class based on our non-verbal communication.

Teaching would be easier if we all came with the same experiences and view of the world. We don’t.

Poverty children will decide if they like us and will learn from us in the first 10 minutes of class based on our non-verbal communication.

Don’t Assume…Don’t Assume…

Our language patterns and complexity will determine, to some extent, what students will understand and how they will make meaning.

Formal language or written tradition is pretty boring and may turn some students off.

Our language patterns and complexity will determine, to some extent, what students will understand and how they will make meaning.

Formal language or written tradition is pretty boring and may turn some students off.

Pre-Teach ALL VocabularyPre-Teach ALL Vocabulary

Robert Marzano -“Direct instruction that relies on ‘rote memorization of definitions’ generally is ineffective… Instead, students need to be engaged in a process where they elaborate on a newly learned vocabulary term and generate imagery representations of its meaning.”

Robert Marzano -“Direct instruction that relies on ‘rote memorization of definitions’ generally is ineffective… Instead, students need to be engaged in a process where they elaborate on a newly learned vocabulary term and generate imagery representations of its meaning.”

VisualizeVisualize

Draw/describe your picture of (see, hear, feel, smell, taste): Negotiation Consequences Homework Success

Draw/describe your picture of (see, hear, feel, smell, taste): Negotiation Consequences Homework Success

ScaffoldingScaffolding

High expectations for ALL students is critical.

We must pre-assess all students to know which step to start on.

High expectations for ALL students is critical.

We must pre-assess all students to know which step to start on.

Check for UnderstandingCheck for Understanding

In general, we spend too much time grading papers to give students grades and not enough time checking for student understanding and learning.

We need to reframe what we do!

In general, we spend too much time grading papers to give students grades and not enough time checking for student understanding and learning.

We need to reframe what we do!

Make ConnectionsMake Connections

Students only learn from teachers they respect and feel safe with.

Teachers must be need-satisfying Love and belonging Fun Power Freedom Safe

Students only learn from teachers they respect and feel safe with.

Teachers must be need-satisfying Love and belonging Fun Power Freedom Safe

What is ImportantWhat is Important

Understand the world your students come from (avoid judgment)

Be aware of your own values and beliefs Understand the role of language Build sense and meaning into your

lessons (meaning is the most important)

Understand the world your students come from (avoid judgment)

Be aware of your own values and beliefs Understand the role of language Build sense and meaning into your

lessons (meaning is the most important)

Teach Coping StrategiesTeach Coping Strategies

Assume your students don’t understand any abstract concepts. Use graphic organizers

Make as many connections for learning as possible (learning is global)

Be as active as possible for learning

Assume your students don’t understand any abstract concepts. Use graphic organizers

Make as many connections for learning as possible (learning is global)

Be as active as possible for learning

Teach Coping StrategiesTeach Coping Strategies

Know where you are going Ask yourself, “If my students didn’t speak

English, what words would I need to pre-teach.”

Know where you are going Ask yourself, “If my students didn’t speak

English, what words would I need to pre-teach.”

Teach Coping StrategiesTeach Coping Strategies

Procedures - Two sets of rules One set for home and one for school

If…then… If you hit him, then…?

Reframing If you believed you could make choices, what would

they be? Metaphor

Let’s look at it this way

Procedures - Two sets of rules One set for home and one for school

If…then… If you hit him, then…?

Reframing If you believed you could make choices, what would

they be? Metaphor

Let’s look at it this way

Teach Coping StrategiesTeach Coping Strategies

Teach “replacement behaviors” Our brain likes routines - don’t take much

energy - autopilot - Much of our behavior is habit

We must teach replacement behaviors and then practice them - make the new behaviors habits.

Teach “replacement behaviors” Our brain likes routines - don’t take much

energy - autopilot - Much of our behavior is habit

We must teach replacement behaviors and then practice them - make the new behaviors habits.

Voice MattersVoice Matters

Child voice - whining and blaming

Parent voice - authoritarian

Adult voice - respectful

Child voice - whining and blaming

Parent voice - authoritarian

Adult voice - respectful

Child VoiceChild Voice

Quit picking on me You don’t love/like me You want me to leave Nobody loves/likes me I hate you It’s your fault Don’t blame me She, he, … did it You make me mad

Quit picking on me You don’t love/like me You want me to leave Nobody loves/likes me I hate you It’s your fault Don’t blame me She, he, … did it You make me mad

Parent VoiceParent Voice

You should/shouldn’t do that It’s wrong/right to do ___________ That is stupid, immature, out of line, ridiculous Life’s not fair. Get busy. You are good, bad, beautiful, and etc. You do as I say If you weren’t so _______, this wouldn’t

happen to you.

You should/shouldn’t do that It’s wrong/right to do ___________ That is stupid, immature, out of line, ridiculous Life’s not fair. Get busy. You are good, bad, beautiful, and etc. You do as I say If you weren’t so _______, this wouldn’t

happen to you.

Adult VoiceAdult Voice

In what ways could this be resolved? I would like to recommend… What are the choices in this situation? For me to be comfortable, I need the following

things to occur. These are the consequences of that

choice/action

In what ways could this be resolved? I would like to recommend… What are the choices in this situation? For me to be comfortable, I need the following

things to occur. These are the consequences of that

choice/action

Don’t bore meDon’t bore me

Pre-adolescents can focus for 5 to 10 minutes on one topic

Adolescents and adults can focus or 10 to 20 minutes on topic

First and last -

Pre-adolescents can focus for 5 to 10 minutes on one topic

Adolescents and adults can focus or 10 to 20 minutes on topic

First and last -

SummarySummary

Make language accessible Differentiate instruction Build relationships Teach coping skills Be respectful Be conscious of cultural differences

Make language accessible Differentiate instruction Build relationships Teach coping skills Be respectful Be conscious of cultural differences