Transcript Dr. Edwin Lou Javius' presentation

California Alliance of African
American Educators
Stanford Institute
Responsive Classroom and Structures to
Engage Black Students
Presented by
Edwin Lou Javius
President/CEO EDEquity, Inc.
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Miss Tolliver
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Greatest barrier to learning…
is not what students know, but what
teachers believe!
Dr. Wade Nobles
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Do we believe?
•
•
•
•
African American – 950
Latino – 900
White – 840
Asian – 790
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Do we believe?
• African American – 950
• Latino – 900
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Diggin’ Deep with NCLB
“…soft bigotry of low expectations.”
George W. Bush
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What would be your staff development
for NCLB?
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Closing the Equity Gap
75% Mind-set
25% Instructional Strategies
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Key Principles of Equity
Awareness
Mind-Set
Attitude
Analysis
Action
Strategies
Accountability
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Race does not impact student
achievement! It’s how educators view
and react to race that impacts student
achievement.
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Research Says It’s…
• Not Race
• School’s response
to Race
• Not Class
• School’s response
to Class
BUT
• Not Poverty
• School’s response
to Poverty
• Not Gender
• School’s response
to Gender
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To understand the impact of race and
culture on student achievement, you
need to be willing to abandon the
belief that colorblindness is a possible
solution.
Equity Based Instructional Leaders
are Color Conscious.
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Commitment
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Krispy Kreme Theory
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If we do not better equip black boys to
the nature of schooling, we will fail
them.
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Who’s more equipped to change?
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What do we already know about
black students
(Affective Domain)
• Black students are highly relational
• Black students will test your resiliency
to work with them
• Black Students synthesize their
experiences
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What do we already know about
black students
(Cognitive Domain)
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•
•
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Inferential learning styles is a strength
Improvisational and verbal skills
Musical and high movement
Synthesize their experiences
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What do we already know about
black students
• Will overtly participate when
she/he is confident about material
• Will perform at high levels when
he/she knows the teacher cares
• Will sacrifice achievement for peer
acceptance
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How to equip black boys to succeed
• Provide every avenue to develop and sustain
positive racial identity
• Assist black boys in understanding and
channeling their masculinity
• Give culturally relevant literature reflecting
positive role models
• Model academic talk
• Demand academic responses from boys
• Validate, affirm and bridge home/
community language
• Overtly teach situational appropriateness
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How to equip black boys to succeed
• Provide explicit positive and
constructive feedback for academic
and behavior performance
• Teach effort!!!
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Language Taxonomy of African
American Students
Recitation
Repetition
Rhythm
Rituals
Relationship
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Student Voice
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“Culture is to humans, as water is to
fish.”
Dr. Wade Nobles
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Making Cultural Connections
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The quality of a school as a learning
community can be measured by how
effectively it takes action of the
needs of struggling students.
Jim Wright, 2005
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What is the data saying
• Re-designated ELL are one of the
highest performing student groups in
California
• Acquiring academic language is the
key to academic success in all subject
areas
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Characteristics of an Academic
Language Learner (ALL)™
An ALL student can…
•
use the English language in more complex, cognitively demanding
situations. They use intricate structures such as idiomatic
expressions and passive voice.
•
use a wide variety of grammatical structures to describe concrete
and abstract concepts.
•
comprehend core text and other multifaceted materials with
clarification of ideas or vocabulary.
•
write with increasing length and complexity for various purposes
and use expressive language and academic vocabulary.
•
read grade-level books with an understanding of main ideas, idioms,
and figures of speech.
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Characteristics of an Academic
Language Learner (ALL)™ cont.
•
participate confidently in verbal exchanges with teachers and peers
about both academic and personal topics.
•
They understand and use idioms and slang without repetition.
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participate in academic presentations, such as drama and debate.
•
They comprehend factual and figurative language presented in core
texts.
•
They read independently with appropriate pacing and intonation.
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Creating Classroom for Academic
Language Learners (ALL)™
• Teachers must model academic
language
• Teachers must know how to bridge
community/home language with
academic language
• Know how to suspend the
curriculum briefly to validate
cultural connections
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What else do we need to know?
Nothing!
We need to know how to act on what
we already know!
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Most Effective Teachers of Black
Students
One who…
Knows
Cares
Acts
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Manufacturing my own Morale
This is how I get started!
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Skills of Effective Teachers of
Black Students
1.
Effective teachers maintain an overall atmosphere (verbal and non-verbal) of
general encouragement and support for the learning process of all studentsand not just specific to student responses to teacher questioning. They
generate a supportive, positive, and challenging atmosphere in the
classroom. They act as a major resource of information and support to
students.
1.
Effective teachers maintain an orderly environment that is safe, structured,
and comfortable. They should create a sense that this is a place to
concentrate on the learning at hand rather than on immediate anxieties and
distracting events in the school, home or neighborhood environment.
1.
Effective teachers not only have high expectations but also set clear
standards of attainable academic and behavioral performance, and hold
students to them.
1.
Effective teachers carefully think, plan, and make decisions to ensure
strategic teaching.
Source: Dr. Robert Green
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Effective Teachers…
5.
Effective teachers call on all students to participate in classroom discussions
with challenging questions, in multiple forms, related to the cognitive
information being covered. Effective teachers appreciate the importance to
every student.
5.
Effective teachers give students adequate time to formulate answers when
called upon. “Wait time” is used to cultivate good responses.
5.
Effective teachers help to lead students into correct answers, using
encouragement and clues, and by developing and shaping answers
interactively-probe, restate questions, give hints, etc.; reinforce good
responses in multiple ways.
5.
Effective teachers structure opportunities for students to achieve significant
success:
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•
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Assure cognitive entry attained;
Task breakdown;
Ordered sequencing;
Mastery learning model: presentation, guided practice, independent
practice, review, assessment, re-instruction, and reinforcement.
Source: Dr. Robert Green
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Effective Teachers…
9.
Effective teachers react to student responses with praise:
•
Appropriate in timing and quantity; directed and specific;
•
Not general, stereotyped, and/or single-worded.
10.
Effective teachers use significant amount of positive non-verbal behavior as
well:
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•
•
•
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Smile;
Nod positively;
Look students directly in the eyes;
Lean forward;
Encourage more than one direct response.
11.
Effective teachers design learning activities to be challenging, engaging,
relevant, and directed to students motivations; emphasize the process of
learning and its excitement as a quest.
11.
Effective teachers are proactively available; assist students and demonstrate
willingness to help both during class and non-class time; encourage students
who are “response-reticent.”
Source: Dr. Robert Green
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Effective Teachers…
13.
Effective teachers give adequate evaluative feedback and constructive
criticisms that are, and are perceived as, positive and instructional.
13.
Effective teachers place primary stress on academic role definition, and
does not settle for solely social or other non-academic goals.
13.
Effective teachers appreciate and celebrate diversity in the classroom.
13.
Effective teachers continually update their skills.
13.
Effective teachers participate in induction, mentoring, and collaborative
activities with experienced teachers.
Source: Dr. Robert Green
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Multiple Literacies
for Black Males
Cultural
Academic
Multiples Literacies
Emotional
Social
Source: Alfred Tatum, 2005
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Multiple Literacies
• Academic Literacy-skills and strategies
that can be applied independently to
handle cognitively demanding tasks
• Cultural Literacy-a consciousness
historical and current event that shapes
cultural identity as an African American
• Emotional Literacy-the ability to manage
one’s feelings and beliefs
• Social Literacy- the ability to navigate a
variety of settings with people of similar or
dissimilar views
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Culturally Responsive Structure
Multi-tier
Supports:
Multi-tier
Early
Intervention
Problem
Supports:&
Solving
Academic
Academic
Behavior
Behavior
Collaborative
Problem-Solving
Active
classroom
support
Research
School wide
Progress
Monitoring
Use of
Quantitative
and
Data-Based
Qualitative
Decision
data
Making
Based
Curricula &
Interventions
Progress
Monitoring
Equity Walks™
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The Rose That Grew From
Concrete
Did you hear about the rose that grew
from a crack in the concrete?
Proving nature's law is wrong it learned
to walk with out having feet.
Funny it seems, but by keeping it's
dreams, it learned to breathe fresh air.
Long live the rose that grew from
concrete when a teacher was the only
one that ever cared.
Adapted from Tupac Shakur
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Contact Information
Professional development support provided by
EDEquity, Inc. please contact:
Edwin Lou Javius
President/CEO
8351 Elm Ave. Suite 104
Rancho Cucamonga, CA 91730
1-877-EDEQTY-1 (333-7891)
www.edequity.com
Copyright © 2007 EDEquity, Inc. All Rights Reserved