Instruction and Improving AchievementPresentation 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.
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