Instruction and Improving Achievement
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Instruction and Improving Achievement

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Instruction and Improving Achievement Instruction and Improving Achievement Presentation Transcript

  • Instruction and
    Improving achievement
    A Framework for Understanding Poverty:Chapter Eight
  • Intelligence Tests and Assessments
    Culturally biased content
    Measure acquired knowledge, not intelligence
    Not accurate assessments of what a student can achieve
  • Teaching and Learning
    Learning can not occur if a student does not have the cognitive skills to understand
    Students need the “software” to process and store information
    They need the ability to access that stored information.
  • Learning Structures
  • Cognitive Strategies
    Mediation builds cognitive strategies
    Stimulus – do not walk in puddle
    Meaning – your shoes will get wet
    Strategy - walk around puddle
  • If students have the strategies for learning:
    They would:
    Use planning behaviors
    Control impulsivity
    Use evaluative behaviors
    Explore data systematically
    Use specific language
    This would improve discipline, achievement, and their use of the strategies.
  • Student Eye Movement as An Indicator
    If gaze is looking upward, then the person is accessing information they processed visually
    If gaze is forward, the person is accessing information processed through hearing
    If gaze is directed downward, the person is having internal dialogue or emotions
    A teacher can use this information to draw the student out by asking: “what are you seeing, remember hearing, thinking?”
  • Instructional Interventions
    Graphic Organizers
    Tools to help students identify, label, sort information
    Tree charts
    Character maps
    Etc.
    System for analyzing/sorting text
    Goal setting and self-talk
    Associate what student knows with what he is learning
  • Instructional Interventions, cont.
    Kinesthic learning – hands on
    Rubrics for student self-critique
    Language structure and patterns – for instance: Project Read – multi-sensory
    Students make questions about the text themselves
    Main points – sorting cues
    Mental models
  • Guiding Lights of Instruction
    Insistence
    Expectations
    Support