Transcript Safe, Invited, and Master Taught Creating an Environment

Challenging the Barriers to Academic Success
Putting a Face to our Academically Struggling Students
Dr. Cathy Hamilton
Cathy Hamilton and Associates, LLC
Presenter
[email protected]
513-295-5360
“I’ve come to the frightening conclusion that I am the decisive element
in the classroom. It’s my personal approach that creates the climate.
It’s my daily mood that makes the weather. As a teacher, I possess a
tremendous power to make a child’s life miserable or joyous. I can be
a tool of torture or an instrument of inspiration. I can humiliate or
humor, hurt or heal. In all situations, it is my response that decides
whether a crisis will be escalated or de-escalated and a child
humanized or de-humanized.”
Haim Ginot
The Human Brain’s Response to Stimuli
Commonalities among At-Risk Children--Who are they?
Putting a Face to AYP
OLD
MONEY
WEALTH
Political,
Financial, and
Social
Connections
Generationally
Poor
Survival-Health and
Violence
Relationship
Entertainment
Work
Achieve
Attain material
security
Ruby Payne’s A FRAMEWORK FOR UNDERSTANDING POVERTY, adapted
Building relationships, the teacher...
1.
2.
3.
4.
calls on everyone in the room equitably.
provides individual help.
gives “wait” time (allows student enough time to arrive).
asks questions to give the student clues about the answer.
5.
6.
asks questions that require more thought.
tells students whether their answers
are right or wrong.
7.
8.
9.
gives specific praise.
gives reasons for praise.
listens.
10.
11.
accepts feelings of the student.
gets within an arm’s reach of each student each day.
12.
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14.
is courteous to students.
shows personal interest & gives sincere, specific compliments.
touches students (appropriately).
15.
desists (he/she does not call attention to every negative
behavior), differentiates between the nuisance, the rude, and
the illegal behaviors.
T.E.S.A.
Robert Rosenthal, 1968
Jere Brophy, 1999
REGISTERS OF
LANGUAGE
1. Frozen
2.Formal
3.Consultative
Standard
English
4. Casual
5. Intimate-----Never in public
Martin Joos and Ruby Payne
Danielson’s Domains (Pathwise/Praxis)
Domain I: Planning and
Preparation
Domain II: The Classroom
Environment
A.
A.
Creating an environment
of respect and rapport.
B.
Establishing a culture for
learning.
B.
C.
D.
E.
F.
Demonstrating knowledge
of content & pedagogy
Demonstration of
knowledge of students
Selecting instructional
goals
Demonstrating knowledge
of resources.
Designing coherent
instruction.
Assessing student
learning.
C. Managing classroom
procedures
D. Managing student
behavior
E. Organizing physical space
Danielson’s Domains/Pathwise/Praxis
Domain III: Instruction
A.
B.
Communicating clearly
and articulately
Using questioning and
discussion techniques
C.
Engaging students in
learning.
D.
Providing feedback to
students.
E. Demonstrating
flexibility &
responsiveness.
Domain IV: Professional
Responsibilities
A. Reflecting on teaching.
B. Maintaining accurate
records.
C. Communicating w/families
D. Contributing to the school
and district.
E. Growing and developing
professionally.
F. Showing professionalism.
1. Identifying similarities
and differences
2. Summarizing and notetaking
Effective Lesson Design
1
8
Closing
Independent
Practice &
Assessment
Anticipatory Set
2
6&7
Reteach/Enrich?
4
&5
3. Reinforcing effort
and providing
recognition
4. Appropriately using
homework & practice
Checks for understanding and
guided practice embedded
Reteach?
LESSON
DELIVERY
The lesson delivery
should reflect
understanding of
student learning
styles, brain research
on attention span and
retention capacity.
Research-based “best practices”:
A variety of lesson delivery format
should be used in a new lesson
Madeline Hunter
Cathy Hamilton
5. Using non-linguistic
representation
6. Using cooperative
learning
Enrich
7. Setting objectives
and giving feedback
8. Generating and
testing hypotheses
3
9. Offering cues,
questions, and advance
organizers (RUBRICS)
Marzano, et al 2001
INPUT: Quantity and Quality
of Data Gathered—Feuerstein,
Schlecty, Payne
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Use planning behaviors.
Focus perception on specific
stimulus.
Control impulsivity.
Explore data systematically.
Use appropriate and accurate
labels.
Organize space using stable
systems of reference.
Orient data in time.
Identify constancies across
variations.
Gather precise and accurate
data.
Consider two sources of
information at once.
Organize data (parts of a whole).
Visually transport data.
Primacy-Recency: Dave Sousa
When do we get to teach?
What causes kids to “roam”?
How can we avoid the roaming?
Direct Instruct
Summarize
X
Downtime