POVERTY IN THE LIVES OF OUR CHILDREN AND THEIR LEARNING
Research Questions <ul><li>In what ways poverty impact the learning and school achievement of students? </li></ul><ul><li>How can teachers become more effective when working with students and their families experiencing poverty? </li></ul>
Finding #1: Students’ Disadvantage <ul><li>Socioeconomic factors impacting academic success: housing, health care, quality or accessibility to preschool, employment situation, nutrition and environmental stress. </li></ul><ul><li>“… how children experience school is determined by the level of disadvantage they face.” “…children living in low-income families were more likely to be socially excluded, or to exclude themselves, within school.” Horgan </li></ul>
Finding #2: Teachers’ Power <ul><li>Teachers have limited influence over the effects of how goods are distributed but they are able to produce relational effects by generating enabling possibilities through their practice. In high poverty contexts, this means writing new scripts that prioritize learning over control, such as the ability to engage in negotiated action, open-ended dialogue, collaboration, problem-solving and multi-purpose writing. </li></ul>
Finding #3: Developing Understading <ul><li>Development of awareness of socioeconomic differences </li></ul><ul><li>Development of empathy and caring attitudes </li></ul><ul><li>Development of culturally responsive teaching </li></ul><ul><li>Exercise: Driving Tour-Taking a Closer Look at Students’ Homes and Lives </li></ul>
Conclusions <ul><li>Importance of studying and understading structural poverty. </li></ul><ul><li>Innovation : thinking differently and allocation of time and resources. </li></ul><ul><li>Consistent whole-school approaches and assessments to produce predictable effects. </li></ul><ul><li>Students should experience participation in a diversity of educational relationships and contexts (out-of-school activities). </li></ul><ul><li>Development of a sense of understanding through intensive, small group, Socratic conversation, instead of skill remediation. </li></ul>
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