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By Noris Aguayo & Dr. Cele Oldham. Strategies & Resources to Support the Under-Resourced Learner. Community Builder- Self Symbols. Part I Write your name in the center of a piece of paper and circle it. - PowerPoint PPT Presentation
Citation preview
Strategies & Resources to Support the
Under-Resourced Learner
By Noris Aguayo &
Dr. Cele Oldham
Community Builder- Self Symbols
Part I1. Write your name in the center
of a piece of paper and circle it.
2. Create a Bubble Map for yourself using adjectives that describe skills that you possess. (2 minutes) Choose words that you feel most describe you and your strengths
3. Come up with a gesture, using only yourself, to express it’s meaning
Name
Adjective
Adjective
Adjective
Adjective
Adjective
Community Builder- Self Symbols
Part II1. As a whole group, each person will have three
opportunities to act out their gesture. 2. The first time around the circle, each person will
say their word and demonstrate their gesture3. The second time you will demonstrate the gesture
only4. The third time, you will demonstrate your gesture
and the symbol of any other person in the group
Shifting GearsBubble Map- Self Symbols Activity
Supporting the Under-Resourced Learner
I DO
•Define Under-Resourced Learners and types of resources
•Introduce the academic strategies using a strength based approach
WE DO
•Examine a case study, identify missing resources and create a list of interventions
•Engage in instructional strategies using a strength based approach
YOU
DO
•Recognize the needs/resources for Under-Resources Learners
•Be prepared to identify school and community resources utilizing a process that aligns with student needs
Jan
uary
23
, 2
01
4 Learning Goal: Participants will become aware of resources and
strategies that support Under-Resourced learners.
Ob
jecti
ve
Today participants will identify characteristics and align academic strategies and resources
to support Under-Resourced Learners.
NEXT STEPS:Use a School and Community Resource
Tool to identify available school and community resources.
Benchmarks:Marzano: Domain 1
DQ8- Establishing and Maintaining Effective RelationshipsDQ9- Communicating High Expectations for all Students.
How might the strategies experienced in this session foster learning and deepen
relationships with students?
How do we revolutionize the way we teach, lead, and learn for 21st century success in the C² Ready classroom?
Sum-It-UpEssential Question:
Common Language• Under-Resourced
Learners• Mental Models• Mutual Respect
• Formal Register• Casual Register• Hidden Rules
Learning Goal: Participants will become aware of resources and strategies that support Under-Resourced Learners
4- Innovating
3-Applying
2-Developing
1-Beginning
0-Not Using
In addition to the criteria of
Applying, I have
enhanced knowledge of
characteristics, academic
strategies, and resources to
support Under-Resourced Learners.
Consistent understanding
of characteristics,
academic strategies, and
resources to support Under-
Resourced Learners.
Moderate understanding
of characteristics
of Under-Resourced
Learners and how to align
some academic strategies and resources to
support them.
Little Understanding
of how to identify
characteristics of Under-Resourced
Learners and how to align
academic strategies and resources to
support them.
No Understanding
of how to identify
characteristics of Under-Resourced
Learners and how to align
academic strategies and resources to
support them.
Lake County Schools
Vision Statement A dynamic, progressive and collaborative learning community
embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.
Mission Statement The mission of the Lake County Schools is to provide every student
with individual opportunities to excel.
Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.
Academic Services 2013-2014
21st Century Skills Tony Wagner, The Global Achievement Gap
1. Critical Thinking and Problem Solving2. Collaboration and Leadership3. Agility and Adaptability4. Initiative and Entrepreneurialism5. Effective Oral and Written Communication6. Accessing and Analyzing Information7. Curiosity and Imagination
Academic Services 2013-2014
Anticipation Guide
BeforeAgree/
DisagreeStatements
AfterAgree/
DisagreeSupport
All language in the world consists of 5 different registers
Cognitive capacity cannot be taught.
Resources refer to having the money to purchase goods and services.
A relationship of mutual respect can be compared to a bank account.
Teachers should teach to remediate the weaknesses for academic performance.
Take out your anticipation guide and write agree or disagree under the ‘Before’ column. We will revisit this sheet.
Comparison Data
Year Enrollment Free/Reduced Lunch
Free/ReducedPercentage
2005-2006 34,758 14,439 41.54%
Year Enrollment F/R Lunch
F/RPercentage
2013-2014 37,661 22,813 60.57%
Stand up, Hand up, Pair up What does it mean to
be an Under-Resourced Learner?
1. Walk around the classroom with your hand up. High five a
person that is not sitting at your table.
2. The person with the shortest hair answers the question first. 3. When both partners have answered the question, lift your
hand up again and find a different partner
Under-Resourced Learner Defined
“Not having the resources to address a particular situation or negotiate a particular environment.”
Dr. Ruby Payne
Myth: Remediation is the focus of students who come from povertyTruth: Students are often labeled at risk when they are school dependent
Types of Resources
Financial Having money to purchase goods and services
Language Being able to speak and use formal register in writing and speech
Emotional Being able to choose and control emotional responses
Mental Having abilities and skills in reading, writing, computing, to deal with daily life.
Spiritual Believing in divine purpose and guidance
Physical Having physical health and mobility
Support Systems Having friends, family and back-up resources
Relationships/Role Models
Access to adults who are appropriate and nurturing
Knowledge of the Hidden Rules
Knowing the unspoken cues and habits of a group
Scenario Protocol- Think Pair Share
Take 2 minutes to read and analyze the scenario provided individually
With a partner, use the Resource Analysis for Individual Student and decide whether or not the student has the resource by writing yes or no under the column provided
Support your answer with an explanation What resources would you identify to support this
student?
Scenario
Julianna is a 16-year-old girl who lives with her mother and stepfather. The stepfather is verbally abusive and has chemical dependency issues. Mom tends to take sides with the stepfather, and both expect Julianna to hand over some money from her part-time job to help with expenses. Julianna knows the money is being spent on anything but expenses, but she helps out just the same. She is frustrated at the way she and her mother are treated, but if she speaks out, she knows she will be punished by being grounded. Julianna has a grandfather who lives three hours away, and he is very supportive. Her teacher is sarcastic and unaware of her family situation. She does have a church that she attends, and a member of the congregation is supportive. She loves her job, and the manager really likes her. She is a C/D student and is very seldom absent from school.
“No significant learning occurs, without a significant relationship.”
Dr. James Comer, Yale University
A significant relationship is build on mutual
respect.
Round Robin
1. Take 30 seconds to ponder the question2. The person with the shiniest shoes will speak first
3. Going clockwise, take turns responding to the question
How do you recognize relationships of mutual respect?
SupportThe direct teaching of process and
mental models.
High Expectations
Constitute the approach of “I
know you can do it, and you will.”
No excuses!
InsistenceThe motivation and insistence
that comes from the relationship.
Under-Resourced Learners: 8 Strategies to
Boost Student Achievement, Ruby Payne
2008
Three Elements of Mutual Respect
Insistence, expectations, and support need to be guiding lights in our decisions about instruction.
All learning is double-coded, both mentally and emotionally. How you feel about something is part of the learning and your openness to learning. Most learning is in essence emotional. Virtually all learning starts with a significant relationship.
–Stanley Greenspan and Beryl Benderly
How does a relationship of mutual respect compare to a
bank account?
Dialogue Writing1. Take 30 seconds to ponder this question2. You will have one minute to journal write an answer3. Switch journals with your face partner4. Read your partner’s journal entry and write a response (This could include a
comment or question)
How does a relationship of mutual respect compare to a bank account?
Deposits Withdrawals Seek first to understand Seek first to be understood
Keeping promises Breaking promises
Kindness, courtesies Unkindness, discourtesies
Clarifying expectations Violating expectations
Loyalty to the absent Disloyalty, Duplicity
Apologies Pride, Conceit, Arrogance
Open to feedback Rejecting feedback
Steven Covey
How do you recognize relationships of mutual respect?
Generally, in relationships of ______ _______ ,three things are present: ______, insistence, and high ________. Support is the ______ teaching of process and mental models. _______ is the motivation and persistence that comes from the __________. High expectations is the approach of “I know you can do it and you will.” Seek first to _________, not to be __________. _____ ______ is taught and ________ ________is learned.
mutual respectsupport expectations
direct Insistence
relationship
understand
understood
mutual respect
Mutual respect
mutual respect
Language Add a small circle to
the center of your sheet and include the idea provided.
Take 30 seconds to add what you currently know about the importance of language around the outside of the inner circle.
Continue to add new ideas throughout this section of the presentation.
Add your outer circle at the end of this section.
The importanc
e of language
Frame of Reference: How do you know?
Language is how we make meaning. It’s how we negotiate and navigate our environment.
"If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.“
Nelson Mandela
FROZEN
FORMAL
CONSULTATIVE
CASUAL
INTIMATE
Five Registers of Language
25
26
REGISTER EXPLANATION
FORMAL Characterized by a 1200-1600 working word vocabulary.The standard sentence syntax and word choice of work and school. Has complete sentences and specific word choice.
CASUAL Language between friends, characterized by a 400- to 800-working word vocabulary. Sentence syntax often incomplete. Word choice general and not specific. Conversation dependent upon nonverbal assists.
Adapted from Martin Joos
Hidden Rules
Hidden rules are the “unspoken cues and habits of a group.” These rules become part of your belief system and
guide how you behave. Relationships can be broken when you do not know
the hidden rules. Hidden rules can limit your interaction with people
who are different from you. If you fall mostly in the middle class, the
assumption is that everyone knows these things. Middle class language is the language of schools.
27
Add any final thoughts to your map
Draw an outer circle around the ideas you included
Draw a square around your circle and in your frame of reference, include how you know these ideas.
The importanc
e of language
Communication
Meaningful learning
Frame of Reference: How do you know?
CultureHow I see the world
How the world sees
me
Negotiation
Conflict Resolution
Shades of Meaning
Instructional Strategies to Support Under-Resourced Learners
Yvette Jackson, Ed.D,Executive Officer of the National Urban Alliance
Explicit Strategy Instruction Frame
Today I am going to teach you how to use_______________.________________ is used for _____________________. (Function)
It is _______________________________________________________. (Gives them information about the strategy)
an Anticipation GuideAn Anticipation
Guideactivating thinking
a strategy that builds background knowledge and revealsmisconceptions
Thinking Maps is a visual language for meaningful learning
Thinking MapsThinking Maps are specific cognitive processes which provides a common visual language for meaningful learning and empower students with transferable patterns.
Identifying Student’s strengths with Thinking MapsActivating strengths through affirmations
High Operational Practice Equals Pedagogy of Confidence, Ivette Jackson
Process to Identify Personal Strengths
Name
Adjective
Adjective
Adjective
Adjective
Adjective
Name
StrengthStrength
Supporting Details
Frame of Reference: How will these categories help you achieve your future career goals?
Bubble Map Tree Map
Supporting Details
Supporting Details
Supporting Details
Mental Models
Mental models are how the mind holds abstract information that has no sensory representation.
Five Models to Use for Sorting
Hand LadderCar Cross Hamburg
er
Use each finger to sort topics or
descriptive details.
Label sequential
steps
Used to sort and
remember
Problem
Setting
Goal
Compare and
contrast
Top bun is person’s position,
bottom bun is conclusion.
Middle layers are pieces of
supporting evidence.
Lodi Unified Schools, Morada Middle School, Stockton, CA 2004-2005
Magnet SummariesHelp students to construct meaningful summaries in
their own words.
1. Within a reading passage, pick out one or two magnet words that are key concepts, and write them in the center of index card .
2. Select four key supporting details that expand the concept and place them on the four corners of the card.
3. Combine the words into a summary sentence.
Magnet Summary Examples
Combine these words into a one sentence summary. Be prepared to share.
Resources and Strategies to
Support Under-Resourced Learners
Key Supporting
Detail
Key Supporting
Detail
Key Supporting Detail
Key Supporting
Detail
Summary Passport
Partners sit, in chairs, “shoulder to shoulder”, facing opposite directions with their magnet summaries.
The person with the closest birthday shares magnet summary first (partner A).
Partner B listens silently and responds with a question or comment.
Switch roles and repeat.
Anticipation Guide
BeforeAgree/
Disagree StatementsAfter
Agree/Disagree
Support
All language in the world consists of 5 different registers.
Cognitive capacity cannot be taught.
Resources refer to having the money to purchase goods and services.
A relationship of mutual respect can be compared to a bank account.
Teachers should teach to remediate the weaknesses for academic performance.
True
False
False
True
False
Sum it Up:Reflect on Learning
Quick Write:How might the strategies experienced in this session
foster learning for Under-Resourced learners and deepen relationships of mutual respect?
“When you change the way you look at things, the things you look at change.” (Wayne Dyer, 2002)
Take AwaySchool Resource Analysis
Use a community resource analysis form to identify available school and community resources for your school site.
Next Steps
Create an action plan for school and community resources that are lacking to align with student needs.
Participant ScaleLearning Goal: Participants will become aware of resources and strategies that
support Under-Resourced Learners
4- Innovating
3-Applying
2-Developing
1-Beginning
0-Not Using
In addition to the criteria
of Applying,
I have enhanced
knowledge of
characteristics, academic
strategies, and resources
to support Under-
Resourced Learners.
Consistent understanding
of characteristics,
academic strategies, and
resources to support
Under-Resourced
Learners.
Moderate understanding
of characteristics of
Under-Resourced
Learners and how to align
some academic
strategies and resources
to support them.
Little Understanding of
how to identify
characteristics of Under-
Resourced Learners and
how to align academic
strategies and resources
to support them.
No Understanding of how
to identify characteristics
of Under-Resourced
Learners and how to align
academic strategies and
resources to support
them.
I liked _______________________________________________________________. Next time, I would like to learn more about___________________________________.