Strategies to Enhance Achievement Among Culturally Diverse Students
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Strategies to Enhance Achievement Among Culturally Diverse Students

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A Learning Community rich in diversity and committed to excellence needs to educate its students by providing rigorous educational opportunities.

A Learning Community rich in diversity and committed to excellence needs to educate its students by providing rigorous educational opportunities.

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Strategies to Enhance Achievement Among Culturally Diverse Students Strategies to Enhance Achievement Among Culturally Diverse Students Presentation Transcript

  • Strategies to Enhance Achievement Among Culturally Diverse Students John L. Hall, PhD
  • Educational Mission
    • The mission of the Coatesville Area
    • School District, a learning community
    • rich in diversity and committed to
    • excellence, is to educate all students by
    • providing rigorous educational
    • opportunities to become responsible,
    • productive, life-long learners in a global
    • society.
  • Multi-Cultural Needs
    • The number of school-aged children who are culturally and linguistically different will continue to increase.
    • Children from culturally and linguistically diverse backgrounds have not experienced high levels of academic success.
    View slide
  • Achievement Challenge (IES, 2006) View slide
  • High School Completion (www.cencus.gov)
  • Achievement Challenge
    • If we are to compete in the global
    • knowledge economy the educational
    • community must educate students to meet
    • the fast growing demand for high-level
    • skills.
  • Achievement Challenge
    • High performance expectations requires
    • that every student be a successful learner.
  • Achievement Factors
    • List factors that affect student achievement.
    • Start with student centered factors and
    • then expand to school and district factors.
  • Achievement Factors
    • The quality of education cannot exceed the quality of the teacher.
  • Teacher Quality Sanders & Rivers (1996)
  • Achievement Factors
    • The quality of education cannot exceed the quality of the teacher.
    • The only way to improve outcomes is to improve quality of teacher instruction.
  • Improve Teacher Quality (UK DoE)
  • Achievement Factors
    • The quality of education cannot exceed the quality of the teacher.
    • The only way to improve outcomes is to improve quality of teacher instruction.
    • To achieve high outcomes schools must ensure the delivery of high-quality instruction to every student independent of home background.
  • Impact of Home Factors (PISA 2003)
  • Achievement Factors
    • Role of culture
  • Role of Culture in Teaching
    • Diverse cultural and linguistic backgrounds of all students are important.
    • Learning and thinking are always situated in a cultural setting and dependent upon the utilization of cultural resources.
    • Respect the different cultures and languages represented in the classroom.
  • Role of Culture in Teaching
    • Self-knowledge
    • Cultural knowledge
    • Linguistic knowledge
    • Culturally informed teaching
    • Use of multi-cultural materials and methods
    • Knowledge of home-school relationships
  • Achievement Factors
    • Role of culture
    • Developing literacy
  • Literacy for ESL Students
    • Teach key components of reading
    • Oral proficiency in English is critical
    • Oral proficiency and literacy in first language can facilitate English literacy
    • Significant individual differences contribute significantly to English literacy
    • Assessments do a poor job assessing
    • Individual strengths and weaknesses
    • Home language experience helpful
    (IES, 2006)
  • Developing Literacy
    • Direct and indirect instruction to learn new words
    • Making texts meaningful is crucial to reading comprehension and achievement
    • Focused discussions about curriculum using summarization, questioning, generating questions, and clarification
  • Achievement Factors
    • Role of culture
    • Developing literacy
    • High expectations
  • High Expectations
    • What are the stereotypes for _______ ?:
    • Gender
  • High Expectations
    • What are the stereotypes for _______ ?:
    • Gender
    • Ethnicity
  • High Expectations
    • What are the stereotypes for ______ ?:
    • Gender
    • Ethnicity
    • Appearances
  • High Expectations
    • What are the stereotypes for _______ ?:
    • Gender
    • Ethnicity
    • Appearances
    • Language patterns
  • High Expectations
    • What are the stereotypes for _______ ?:
    • Gender
    • Ethnicity
    • Appearances
    • Language patterns
    • Immaturity
  • High Expectations
    • What are the stereotypes for _______ ?:
    • Gender
    • Ethnicity
    • Appearances
    • Language patterns
    • Immaturity
    • Placement
  • High Expectations
    • Teacher expectations influence student behavior and performance.
    • Teacher expectations need to note current student skills and motivation.
    • Negative expectations lead to negative student response.
    • Sustained negative expectations limits student learning.
  • High Expectations
    • Low expectations lead to ___________ ?
  • Low Expectations
    • Fewer opportunities to be called on
    • Less time to answer in class
    • Unwillingness to repeat or rephrase student responses
    • Non-contingent reinforcement
    • Less positive responses with limited eye contact
    • Excessive criticism
  • High Expectations
    • Communicates success to all students
    • Teach to the highest standards
    • Use cooperative learning activities
    • Emphasize that “Everyone is somebody”
    • Extent warmth and encouragement
    • Give all students ample time to respond
    • Emphasize useful content and progress
    • Breakdown task and re-teach
  • Achievement Factors
    • Role of culture
    • Developing literacy
    • High expectations
    • Effective assessment
  • Effective Assessment
    • Regular feedback about student learning benefits students and teachers
    • Current information about student development can intervene effectively
    • Student journals, written summaries of learning, and student-teacher conferences
    • Regular formal graded assessments and benchmark testing
  • Effective Assessment Analyze Achievement Data Determine Achievement Goals Achievement Implementation
  • Effective Assessment
    • Explore some key assessment issues:
    • Accountability
    • Classroom Practices
    • Using Data
    • Narrowing the Gap
  • Achievement Factors
    • Developing literacy
    • High Expectations
    • Effective assessment
    • Active learning
  • Active Learning
    • Develop thinking habits through open ended questions and student centered activities.
    • Inquiry-based learning and hands-on active learning lead to future success.
    • Students actively make observations, collect, analyze, and synthesize information, and draw conclusions develop useful problem-solving skills.
  • Active Learning
    • Think about how you might use active learning strategies in your classroom.
    • Turn to a partner and discuss.
    • Share your ideas with the large group.
  • Active Learning Risk Active/Low Risk Structured small group discussion Demonstrations Self-assessment activities Library lessons Active/High Risk Role playing Small group presentations Brainstorming activities Unstructured small group discussion Inactive/Lower Risk Film for entire class Lecture presentation without discussion Inactive/High Risk Substitute without lesson plans Reading silently from text
  • Achievement Factors
    • Developing literacy
    • High expectations
    • Effective assessment
    • Active learning strategies
    • Critical thinking
  • Critical Thinking
    • Build understanding with self-monitoring
    • Seek new understanding when knowledge is incomplete
    • Interpret and analyze texts through dissection
    • Use recalling and imagining; classifying and generalizing; comparing and evaluating; analyzing and synthesizing; and deducing and inferring
    • Develop critical thinking unique to each academic subject
  • Achievement Factors
    • Role of culture
    • Developing literacy
    • High expectations
    • Effective assessment
    • Active learning
    • Critical thinking
    • Student motivation
  • Student Motivation
    • Students monitor their own learning and information seeking
    • Use prior knowledge as a basis for understanding
    • Use of self-selected learning materials from diverse knowledge sources (i.e. electronic or visual media)
  • Student Motivation
    • Take a minute to come up with one question about what we have learned.
    • Then turn to your partner to see if you can stump them with your question.
  • Achievement Factors
    • Role of Culture
    • Developing literacy
    • High Expectations
    • Use assessment-based approaches
    • Active learning strategies
    • Increase student motivation
    • Support critical thinking
    • Learn by understanding
  • Learn by Understanding
    • Take a few minutes to compare notes with a partner.
    • Identify and clarify take home messages.
    • Summarize the most important points.
  • Learn by Understanding
    • Constructing relationships between ideas
    • Extending and applying academic knowledge
    • Reflecting about experiences
    • Articulating knowledge
    • Making academic knowledge part of a community activity
  • Strategies to Enhance Achievement Among Culturally Diverse Students [email_address]