A Framework for Understanding Poverty - SDWOWS - home

gayheadtibburInternet and Web Development

Feb 5, 2013 (5 years and 5 months ago)


Facilitated by Sherry Crofut

This Week’s Agenda

Never Work Harder Than Your Students
Chapters One and Two


Classroom Currency

Based Instruction


Based Instruction

Student Friendly Learning Goals



Start Where Your Students Are

These are the students you have

Parents aren’t keeping the “good” ones at

they send you the best they have

Recognize what existing knowledge
students have about the topic, then create

Content Knowledge

Procedural Knowledge

Classroom Currency

Help Students Spend Their

Help Students Acquire New

Predictors of Success

Beyond the SAT

A Framework for Understanding
by Ruby Payne

Hidden Rules/Mental Models

Leaving Poverty

A Strengths
Based Approach

If I look through a DEFICIT LENS, I am likely to…

Look for deficits

Take control or rescue

Give ultimatums/advice


Focus on problems

See the family as incapable

Wait for the finished product

See service providers as experts

Impose change/limits

Expect inaction or failure


Deflate family’s hope

A Strengths
Based Approach

If I look through a RESOURCE LENS, I am likely to…

Look for the good

Empower families

Create options


Focus on strengths

Put the responsibility on the family

Acknowledge progress

See the family as experts

See the family invested in change

Help identify resources

Avoid labeling

Inspire with hope

What is a Strength?

Classroom Community

How do you build a classroom

What are some of your classroom’s
characteristics or structures that allow
students to spend their currency or to
acquire new currencies?

Stages of Standards

Instructional Design

From Content Standards

to Big Ideas

The Goldilocks Theory

• Some standards are too big,

• Some standards are too small,

• Some standards are just right!

Clarifying Content Priorities

Making Learning Goals Concrete

1. Students will write for a

variety of purposes.

2. Students will think like


3. Students will complete a

research project.

1. Students will write to explain, to

inform, and to persuade.

2. Students will apply the scientific

method to solve a problem.

3. Students will

1. Select a topic of interest.

2. Brainstorm ideas for research.

3. Narrow those ideas.

4. Find existing information on

that topic.

5. Use the existing information to

support an idea.

6. Share this information in an

approved format

OF and FOR Assessment


Assessment OF Learning

(Summative Assessment):

How much have students learned

as of a at a particular point in time?

Assessment FOR Learning

(Formative Assessment):

How can we use assessments

to help us with instruction so students

learn more?

Which is Which?

It isn’t the method that


whether the assessment

is summative or formative…

it is how the results

are used.


Create your own graphic organizer
for something you will be teaching

You may use one of the free online
tools I have listed or work it
through in your own way.

Unit Template

• Jackson provides a sample unit template on
her website. Take a unit that you already
teach and use it as the basis for completing
this template.

• Collaborate with a partner if you can!

• Post your “new” unit in the wiki.