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Learning Structures ,[object Object],[object Object],[object Object],[object Object],[object Object]
Resources ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Key Points ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Key Points ,[object Object],[object Object],[object Object],[object Object]
Middle Class ,[object Object],[object Object]
Poverty ,[object Object],[object Object],[object Object],[object Object]
Middle Class vs. Poverty ,[object Object],[object Object],[object Object],[object Object]
Key Points ,[object Object],[object Object],[object Object],[object Object]
Key Points ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
For Children of Poverty "No significant learning occurs without a significant relationship", Dr. James Comer
Phrases to help build relationships: (these are the doors to enter)  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Cognitive Strategies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Cognitive Strategies  (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Does not hve a method for checking work, for getting all the work done, and for finding complete answers. Explore data systematically… Cannot plan. Control impulsivity… Misses parts of the task; cannot find the information on the page. Focus perceptions on a specific stimulus… Does not get his/her work done, is impulsive. Use planning behaviors… One will often see this: When a student cannot:
Cannot make judgments or generalizations; cannot identify patterns. Identify constancies across variations… Cannot sequence or plan; cannot follow directions. Orient data in time… Cannot read a map; cannot use the procedures in math. Organize space with stable systems of reference Does not have the words to explain; cannot label processes; uses generic words, e.g., “Get that thing.” Use appropriate and accurate labels (vocab.) One will often see this: When a student cannot:
Cannot cheat because he/she cannot copy. Visually transport data… Cannot explain why; does not recognize when something is missing. Organize data (parts of a whole)… Cannot compare and contrast; does a different assignment the way the first one was done, whether appropriate or not. Consider two sources of information at once…. Cannot tell specifically when, where, and how something happened. Gather precise and accurate data… One will often see this: When a student cannot:
How does the teacher embed these processes and develop minds? ,[object Object]
Sorting, Using Patterns ,[object Object],[object Object],[object Object]
Code-switching ,[object Object],[object Object],[object Object]
Code-switching ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Code-switching Possessive Patterns Informal English Formal English Taylor cat  is black. Taylor’s cat  is black The  boy coat  is torn. The  boy’s coat  is torn. A  giraffe neck  is long. A  giraffe’s neck  is long Did you see the  teacher pen ? Did you see the  teacher’s  pen ? The Patterns The Patterns Owner + what is owned Owner + ‘s + what is owned Noun + noun noun + ‘s + noun
Code-switching ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Code-switching ,[object Object],[object Object],[object Object],[object Object]
Question Making ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Question Making  (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Question Making  (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Planning to Control Impulsivity ,[object Object],[object Object],[object Object]
 
Planning and Labeling Tasks ,[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Planning and Labeling example:
On the right-hand side is the label, or the why… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Hidden Rules Sees world in terms of international view. Sees world in terms of national setting. Sees world in terms of local setting. World View Depends on who has money. Tends to be patriarchal. Tends to be matriarchal. Family Structure Formal register.  Language is about networking.  Formal register.  Language is about negotiation. Casual register.  Language is about survival.  Language Noblesse oblige. Believes in choice.  Can change future with good choices now. Believes in fate.  Cannot do much to change it. Destiny Necessary tradition for making & maintaining connections Crucial for climbing success ladder & making money Valued and revered as abstract but not as reality Education Traditions and history most important.  Decision on decorum. Future most important.  Decision made against future ramifications. Present most important Decisions based on feelings, survival Time Wealth Middle Class Poverty
Hidden Rules Clothing valued for its artistic sense and expression.  Designer important. Clothing valued for its quality and acceptance into norm of middle class. Label important. Clothing valued for and. style and expression of personality Clothing Key question:  Was it presented well?  Presentation important. Key question:  Did you like it?  Quality important. Key question:  Did you have enough?  Quantity important Food Emphasis is on social exclusion. Emphasis is one self- governance and self-sufficiency. Social inclusion of people he/she likes Social emphasis Is for connections.  Financial, political, social connections are valued Is for acquisition and stability, Achievement is highly valued Is for entertainment, Sense of humor is highly valued Personality To be conserved To be managed To be used, spent Money One-of-a-kind-objects, legacies Things People Possessions Wealth Middle Class Poverty
Numbered Heads Together ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object]

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Keys To Poverty Presentation

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  • 10. For Children of Poverty "No significant learning occurs without a significant relationship", Dr. James Comer
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  • 14. Does not hve a method for checking work, for getting all the work done, and for finding complete answers. Explore data systematically… Cannot plan. Control impulsivity… Misses parts of the task; cannot find the information on the page. Focus perceptions on a specific stimulus… Does not get his/her work done, is impulsive. Use planning behaviors… One will often see this: When a student cannot:
  • 15. Cannot make judgments or generalizations; cannot identify patterns. Identify constancies across variations… Cannot sequence or plan; cannot follow directions. Orient data in time… Cannot read a map; cannot use the procedures in math. Organize space with stable systems of reference Does not have the words to explain; cannot label processes; uses generic words, e.g., “Get that thing.” Use appropriate and accurate labels (vocab.) One will often see this: When a student cannot:
  • 16. Cannot cheat because he/she cannot copy. Visually transport data… Cannot explain why; does not recognize when something is missing. Organize data (parts of a whole)… Cannot compare and contrast; does a different assignment the way the first one was done, whether appropriate or not. Consider two sources of information at once…. Cannot tell specifically when, where, and how something happened. Gather precise and accurate data… One will often see this: When a student cannot:
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  • 21. Code-switching Possessive Patterns Informal English Formal English Taylor cat is black. Taylor’s cat is black The boy coat is torn. The boy’s coat is torn. A giraffe neck is long. A giraffe’s neck is long Did you see the teacher pen ? Did you see the teacher’s pen ? The Patterns The Patterns Owner + what is owned Owner + ‘s + what is owned Noun + noun noun + ‘s + noun
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  • 33. Hidden Rules Sees world in terms of international view. Sees world in terms of national setting. Sees world in terms of local setting. World View Depends on who has money. Tends to be patriarchal. Tends to be matriarchal. Family Structure Formal register. Language is about networking. Formal register. Language is about negotiation. Casual register. Language is about survival. Language Noblesse oblige. Believes in choice. Can change future with good choices now. Believes in fate. Cannot do much to change it. Destiny Necessary tradition for making & maintaining connections Crucial for climbing success ladder & making money Valued and revered as abstract but not as reality Education Traditions and history most important. Decision on decorum. Future most important. Decision made against future ramifications. Present most important Decisions based on feelings, survival Time Wealth Middle Class Poverty
  • 34. Hidden Rules Clothing valued for its artistic sense and expression. Designer important. Clothing valued for its quality and acceptance into norm of middle class. Label important. Clothing valued for and. style and expression of personality Clothing Key question: Was it presented well? Presentation important. Key question: Did you like it? Quality important. Key question: Did you have enough? Quantity important Food Emphasis is on social exclusion. Emphasis is one self- governance and self-sufficiency. Social inclusion of people he/she likes Social emphasis Is for connections. Financial, political, social connections are valued Is for acquisition and stability, Achievement is highly valued Is for entertainment, Sense of humor is highly valued Personality To be conserved To be managed To be used, spent Money One-of-a-kind-objects, legacies Things People Possessions Wealth Middle Class Poverty
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