This presentation calls on educators to close the achievement gap between students of color and suburban students by being "warriors" in this effort. It discusses the need to recognize that all students learn differently and teach in ways that address different learning styles. The presentation argues that good teachers challenge students in a way that causes thoughtful reflection, and that the solution is to model high impact teaching strategies to scaffold students' abilities and improve test scores rather than using a one-size-fits-all approach.

1. Cover or Starting Slide: Next to Students…Teachers Matter Most! Patricia Gray EDIM508This instructional Prezi nonlinear presentation is designed as a call to action to educators. This presentation calls all educators to be warriors in closing the Achievement Gap: the gap that exists between the standardized test scores, high school graduation rates and college completion rates of urban youth—generally classified as of color and of African or Hispanic descent—and suburban students of European and Asian descent.<br />Retrieved May 12 from: Learning is Here. (Cogdogblog, February 18, 2011) http://farm6.static.flickr.com/5178/5457016581_f30e9afc98_s.jpg <br />Slide 2: The Cycle of ResponsibilityIt´s often said that all children can learn, and that teachers are responsible for creating learners that produce data …that yield positive metrics so that we can s K I p the expensive interventions. <br /> Retrieved May 12 from: Think, Try, Learn Graphic, (Doug Clow, February 28 2011) http://farm6.static.flickr.com/5298/5484184568_0f0400d1bb_s.jpg <br />Slide 3: There´s More Than One Cycle - Teachers Guide and Balance Children go through many cycles of learning—as well as many ups and downs—in the process of grounding their fears and stepping confidently toward a lifetime of education.<br />Retrieved May 12 from: Yes, I Made It to the Top (Tela Chhe, August 2, 2008) http://farm4.static.flickr.com/3367/3342173731_d28727d903_m.jpg <br />Slide 4: It´s All Mixed UpBy the way that some teachers teach, administrators plan and parents lend support, it appears that they forget that all children learn differently—but the cookie-cutter approach just doesn´t work.<br />Retrieved May 12 from: Creative Curriculum (Familymwr, August 16, 2010)http://farm5.static.flickr.com/4094/4936587785_1e4e5e82ce_s.jpg <br />Slide 5: More Than One Should Make it……to the top, but it takes differentiation and dedicated focus by teachers because parents may or may not be there and administrators have no time to spare. <br />Retrieved May 12 from: Yes, I Made It to the Top (Yogendra174, August 28, 2010) http://farm5.static.flickr.com/4094/4936587785_1e4e5e82ce_s.jpg <br />Slide 6: Good Teachers Cause a Thunderstorm… …and a flurry of thoughts in the minds of young learners, as they teach to the visual, auditory, tactile, kinesthetic and intrapersonal learning styles. <br />Retrieved May 12 from: Giewont - differently (Jaroslaw Pocztarski, August 14, 2008) http://farm4.static.flickr.com/3089/2787074335_d53facfa9f_m.jpg <br />Slide 7: Students are Differently-abled……and, sometimes, they don´t all get the message the first time it´s delivered. They´re not deaf. They´re not blind. They´re not dumb. They´re not ADHD or OCD. The lesson simply doesn´t resonate. Maybe it´s mono-tonal or mono-chromatic or sans movement or texture. <br />Retrieved May 12 from: Equal Access (Steve Snodgrasss, June 19, 2010) http://farm5.static.flickr.com/4067/4716137596_9b478a351d_m.jpg <br />Slide 8: The Solution is a Model—Not a MazeMove 80% of urban and rural students two levels each year, by building student self-esteem, scaffolding their abilities, and lifting national test scores, while teaching with high impact teaching strategies (HITS) from Marzano´s Nine. Model solutions; create model students!<br />Retrieved May 12 from: Scaffolding: Not Just for Construction Workers Anymore (Kevin Dooley, August 5, 2007) http://farm3.static.flickr.com/2037/2201791390_7bc614e27c_m.jpg <br />Slide 9: Wrap It Up with HITS1. Compare and Contrast. 2. Summarization and Note-taking 3. Reinforce Effort and Recognition 4. Homework and Practice. 5. Non-linguistic Representation (NLR) 6. Cooperative Learning 7. Generating and Testing Hypotheses 8. Questions, Cues and Advance Organizers<br />Retrieved May 12 from: Teaching Award Invitation (St. Boniface´s Catholic, May 5, 2008)http://farm3.static.flickr.com/2471/3738198643_a64a573a7a_m.jpg <br />Create Models and Model Solutions<br />