Pumping Up Disadvantaged Students
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Pumping Up Disadvantaged Students

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Isler- Pumping Up Disadvantaged Students

Isler- Pumping Up Disadvantaged Students

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Pumping Up Disadvantaged Students Pumping Up Disadvantaged Students Presentation Transcript

  • Dr. Tesha Deans Isler Middle School Conference
  • By the end of the session you will learn how to: Incorporate chants, songs, raps, and movements into the Common Core Engage any disadvantaged learner and make instruction rigorous and relevant
  • Teaching and Learning Coach Thinking Maps Trainer for Harold Isler Destiny Isler 5th Grade Teacher Wayne County 1 child Curriculum Facilitator Human Resources Title 1 Disadvantaged Students Cheerleader Outgoing NC Teaching Fellow Tesha High heels Rap, Songs, Chants UNCG Love to dance and read Earned Doctorate in Educational Leadership Christian Thelma Smith
  • hatW ew earnl ithw leasurep ew evern orgetf.
  • What we learn with pleasure, we never forget. Alfred Mercier
  • lleT em dna ll”I tegrof. wohS em, dna I yam ton rebmemer. evlovnI em, dna ll”I dnatsrednu.
  • Tell me, and I'll forget. Show me, and I may not remember. Involve me, and I'll understand. ~Native American Saying
  • “Rigor is creating an environment in which each student is expected to learn at high levels; each student is supported so he or she can learn at high levels; and each student demonstrates learning at high levels”. (http://www.eyeoneducation.com)
  • 47% of dropouts said classes weren’t interesting. 43% had missed too many days of school and couldn’t catch up. 69% were not motivated to work hard. 66% would have worked harder if more had been demanded of them. (http://www.eyeoneducation.com)
  • Engaging instructional strategies are essential, but also make sure you are challenging students. True rigor is the result of weaving together the elements of curriculum, instruction, and assessment in a way that maximizes the learning of each student. Teachers need to act as facilitators.
  • “Relevance is a key component in understanding and retention. When students can see the connection between what they are learning and their world, retention improves” (Tate, 2007, p.54).
  • “We Learn… 10% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear 70%of what we discuss 80% of what we experience 95% of what we teach others” By William Glasser
  • #1 Reason Students Drop-Out: Boredom resulting from ineffective teaching strategies -Pedro Noguera, Ph.D. Author of Unfinished Business: Closing the Achievement Gap In Our Schools, 2006
  • The Students’ Point of View
  • Cognitive Identifying Similarities/ Differences Nonlinguistic Representations Generating and Testing Hypotheses Academic Summarizing and Note Taking Homework and Practice Motivational Reinforcing Effort and Providing Recognition Cooperative Learning Cues, Questions and Advance Organizers Setting Objectives (Activating Prior and Providing Knowledge Feedback
  • Leads to a 12-28 percentile gain and is significantly more effective than instructional strategies in which students work individually (Marzano, 2001).
  • Research shows that regardless of the age level of the student or the subject matter taught, cooperative learning experiences promote higher student achievement (Johnson, Holubec, & Roy, 1984). People learn 95% of what they teach to others (Society for Developmental Education, 1995).
  • Assign each student a neighbor (a close partner), a friend (a partner across the room), and a family (a small heterogeneous group). Allow students to meet with these groups to teach the material they have learned. Divide students into groups, and assign each group member a different part of a chapter to read. After they finish, each member should teach what they learned to the group.
  • Cooperative learning strategy in which the teacher devises several questions/problems and posts each question /problem at a different table or a different place on the walls (“gallery”). Students, in groups, move to each question in rotation (“walk”) reflect on answers posted, discuss, and write responses to the questions. At the last question, the group will summarize the total responses for that question and report out to the whole group.
  • “…if we teach today as we taught yesterday, we rob our children of tomorrow.” -John Dewey
  • Think……
  • Change strategies Change assessments Teach everyday for high rigor and high relevance Modify what you are doing
  • How did that happen? In your OWN words Justify Your Position: Challenge Students to take a position on an issue and develop a justification; ask students to take deliberate differing points of view; and role play different perspectives. Learning with Peers What ifs: If the events had happened differently Quiz Show Quick Writes
  • Teach content with enthusiasm to show passion and love for the subject you teach. Use real-life examples to illustrate points being made in the lesson.
  • 10 Characteristics of a Brain-Compatible Classroom Marcia L. Tate’s Book Worksheets Don’t Grow Dendrites Positive Environments Students talking about content Visuals Students moving to learn content Music(30%) Relevant lessons High High Expectations Challenge/ Low Stress Use Multiple Intelligences to Differentiate Rituals taught Contents taught in chunks with activity
  • Movement that is used for instructional reasons enhances memory for learning (Wolfe, 2001). Having students stand up, walk, jump, and clap as they review, understand, or master material will strengthen their procedural memories (Sprenger, 2005). Movement involves more of a student’s brain than does seatwork because movement accesses multiple memory systems (Jensen, 2001).
  • Assign an “energizer partner” for each student. This should be someone across the room. Allow partners to meet to reteach each other what they’ve learned in a lesson. Allow students to stand or use thumbs-up if they agree with a statement. Use students to demonstrate problems in front of the class. Give each student in a group answers to a problem, and then have them move around to put the answer with the question posted around the room.
  • Transforming, Teaching & Testing From a Simple Traditional Approach To a Rigorous Transformed Approach “Deliver" Instruction “Facilitate” Learning Teacher centered Student centered Classroom learning Learning anytime/anywhere Standardized approach Differentiated approach Learn to do Do to learn Content focused Application focused Looking for the right answer Critical thinkers Teaching segmented Integrating curriculum curriculum Passive learning opportunities One type of test Active learning opportunities Variety of tests
  • Cause is why something happens and Effect is what happens Author’s Purpose-reason an author has for writing (4 times) PIE(4 times) P-persuade I-Inform E-entertain Yeah, Yeah
  • Place value for decimals is tenths, hundredths, thousandths I’m a triangle(2x) All my sides are equal I’m an equilateral triangle and I equal 180
  • Playing music, singing, rapping, whistling, clapping, and analyzing sounds are all examples of activities that address the musical multi-intelligence (Silver, Strong, Perini, 2000). Music is a very valuable aid to long-term memory (Sprenger, 2005). Music activates and synchronizes neural networks which increase the brain’s ability to reason spatially, think creatively, and perform in generalized mathematics (Jensen, 2001).
  • Play classical music when students enter the room and during independent time to set a calming atmosphere. Play an upbeat song. Pause the music several times. Each time, students should recall a major concept covered in the lesson. Have students work in groups to rewrite a commonly known song (ex: Old McDonald) to symbolize their understanding of a concept taught. Teach a difficult concept to the tune of a familiar song.
  • Pick a common song that is familiar to all students Brainstorm and record key words or ideas Let students rewrite the words. Use the key terms from the brainstorming list to the beat of the song Music can boost thinking and intelligence, influence the state of the mind, and carry words to the unconscious mind.
  • Select a song that you would like to use. Download the lyrics from Google. Rewrite the lyrics and replace them with rhyming poetry with the same number of syllables. This is a skill that can be learned. It gets easier with practice!
  • Anyone who perform will receive chants created based on the 6Common Core for 6-8 grade.
  • You can make a difference with one child at a time. Don’t ever forget: You can pump up all students if you are ready to make the necessary changes.
  • Allen, Richard. (2002) Impact Teaching: Ideas and Strategies for Teachers to Maximize Student Learning. Boston: Allyn and Bacon. Heacox, D. (2009) Differentiating Instruction in the Regular Classroom. Minneapolis, MN Free Spirit Publishing. Jensen, E. (2003). Tools for Engagement: Managing Emotional States for Learner Success. Thousand Oaks, CA: Corwin Press. Marzano, R.J.(2003). What works in Schools, Translating Research Into Action. Danvers, MA:ASCD. Marzano, R. J. (2001). Classroom Instruction that Works: ResearchBased Strategies for Increasing Student Achievement.MA:ASCD Marzano, Robert J.(2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria: ASCD. Pedro Noguera,(2006). Unfinished Business: Closing theAchievement Gap In Our Schools. Sprenger, Marilee. (2005). How to Teach So Students Remember. Alexandria: ASCD. Tate, M.,( 2007) Worksheets Don’t Grow Dendrites. Thousand Oaks, CA: Corwin Press