A Framework for Understanding Poverty - SDWOWS - home

gayheadtibburInternet and Web Development

Feb 5, 2013 (4 years and 5 months ago)

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Facilitated by Sherry Crofut

This Week’s Agenda


Never Work Harder Than Your Students
:
Chapters One and Two


Icebreaker


Classroom Currency


Strength
-
Based Instruction


Metaphors


Standards
-
Based Instruction


Student Friendly Learning Goals


Assignment


Icebreakers

Start Where Your Students Are



These are the students you have


Parents aren’t keeping the “good” ones at
home


they send you the best they have


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


Content Knowledge


Procedural Knowledge

Classroom Currency

Help Students Spend Their
Currency

Help Students Acquire New
Currencies

Predictors of Success

Beyond the SAT

A Framework for Understanding
Poverty
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


Tell


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


Label


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


Listen


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
community?


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
-
Based

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

scientists.

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
-

Purpose

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

determines

whether the assessment

is summative or formative…

it is how the results

are used.

Assignment


Create your own graphic organizer
for something you will be teaching
soon.


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.