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Making the ConnectionMaking the Connection
Brain Research and Poverty IssuesBrain Research and Poverty Issues
“The best way to predict the future is to invent it.”
Alan Kay
Core Beliefs/ValuesCore Beliefs/Values
PossessionsPoverty Middle Class Wealth
People Money One-of-a-kind objects
Driving Force
Survival, relationships, entertainment
Work, achievement
Financial, political, social connections
Family Structure
Tends to be maternal
Tends to be paternal
Depends on who has the money
LanguageLanguage
Poverty Casual Register or Oral Tradition Storytelling Language is about survival Language is simple - doesn’t include a lot of
abstract concepts
Poverty Casual Register or Oral Tradition Storytelling Language is about survival Language is simple - doesn’t include a lot of
abstract concepts
LanguageLanguage
Middle Class Formal Register or Written Tradition Language is about negotiation Contains many abstract concepts
Middle Class Formal Register or Written Tradition Language is about negotiation Contains many abstract concepts
How do we negotiate our world?How do we negotiate our world?
Perceptions 5 senses Survival is first priority
Language Make sense and meaning from what we hear
and read
Perceptions 5 senses Survival is first priority
Language Make sense and meaning from what we hear
and read
DecisionsDecisions
Like should I remember this? Based on the lens we
have on the world - Does it make sense and does it have meaning (TO ME)
Like should I remember this? Based on the lens we
have on the world - Does it make sense and does it have meaning (TO ME)
Energy HogEnergy Hog
The brain uses more energy than any other organ — it is always looking for ways to conserve.
Remembering takes energy — what we remember has priorities.
The brain uses more energy than any other organ — it is always looking for ways to conserve.
Remembering takes energy — what we remember has priorities.
Remembering PrioritiesRemembering Priorities
First - Survival information Second - Information attached to emotion Third - Other stuff (learning)
First - Survival information Second - Information attached to emotion Third - Other stuff (learning)
Circling back to languageCircling back to language
Students from poverty homes hear about 1/3 less words by the time they get to school than a child from a professional household.
A child from poverty has fewer neural connections.
Students from poverty homes hear about 1/3 less words by the time they get to school than a child from a professional household.
A child from poverty has fewer neural connections.
What can I do with fewer connections and lack of
vocabulary?
What can I do with fewer connections and lack of
vocabulary?
Don’t assume that children understand your language.
Pre-teach all vocabulary. Forms and functions of language. Scaffold concepts. Check for understanding constantly. Make connections.
Don’t assume that children understand your language.
Pre-teach all vocabulary. Forms and functions of language. Scaffold concepts. Check for understanding constantly. Make connections.
Don’t Assume…Don’t Assume…
Teaching would be easier if we all came with the same experiences and view of the world. We don’t.
Poverty children will decide if they like us and will learn from us in the first 10 minutes of class based on our non-verbal communication.
Teaching would be easier if we all came with the same experiences and view of the world. We don’t.
Poverty children will decide if they like us and will learn from us in the first 10 minutes of class based on our non-verbal communication.
Don’t Assume…Don’t Assume…
Our language patterns and complexity will determine, to some extent, what students will understand and how they will make meaning.
Formal language or written tradition is pretty boring and may turn some students off.
Our language patterns and complexity will determine, to some extent, what students will understand and how they will make meaning.
Formal language or written tradition is pretty boring and may turn some students off.
Pre-Teach ALL VocabularyPre-Teach ALL Vocabulary
Robert Marzano -“Direct instruction that relies on ‘rote memorization of definitions’ generally is ineffective… Instead, students need to be engaged in a process where they elaborate on a newly learned vocabulary term and generate imagery representations of its meaning.”
Robert Marzano -“Direct instruction that relies on ‘rote memorization of definitions’ generally is ineffective… Instead, students need to be engaged in a process where they elaborate on a newly learned vocabulary term and generate imagery representations of its meaning.”
VisualizeVisualize
Draw/describe your picture of (see, hear, feel, smell, taste): Negotiation Consequences Homework Success
Draw/describe your picture of (see, hear, feel, smell, taste): Negotiation Consequences Homework Success
ScaffoldingScaffolding
High expectations for ALL students is critical.
We must pre-assess all students to know which step to start on.
High expectations for ALL students is critical.
We must pre-assess all students to know which step to start on.
Check for UnderstandingCheck for Understanding
In general, we spend too much time grading papers to give students grades and not enough time checking for student understanding and learning.
We need to reframe what we do!
In general, we spend too much time grading papers to give students grades and not enough time checking for student understanding and learning.
We need to reframe what we do!
Make ConnectionsMake Connections
Students only learn from teachers they respect and feel safe with.
Teachers must be need-satisfying Love and belonging Fun Power Freedom Safe
Students only learn from teachers they respect and feel safe with.
Teachers must be need-satisfying Love and belonging Fun Power Freedom Safe
What is ImportantWhat is Important
Understand the world your students come from (avoid judgment)
Be aware of your own values and beliefs Understand the role of language Build sense and meaning into your
lessons (meaning is the most important)
Understand the world your students come from (avoid judgment)
Be aware of your own values and beliefs Understand the role of language Build sense and meaning into your
lessons (meaning is the most important)
Teach Coping StrategiesTeach Coping Strategies
Assume your students don’t understand any abstract concepts. Use graphic organizers
Make as many connections for learning as possible (learning is global)
Be as active as possible for learning
Assume your students don’t understand any abstract concepts. Use graphic organizers
Make as many connections for learning as possible (learning is global)
Be as active as possible for learning
Teach Coping StrategiesTeach Coping Strategies
Know where you are going Ask yourself, “If my students didn’t speak
English, what words would I need to pre-teach.”
Know where you are going Ask yourself, “If my students didn’t speak
English, what words would I need to pre-teach.”
Teach Coping StrategiesTeach Coping Strategies
Procedures - Two sets of rules One set for home and one for school
If…then… If you hit him, then…?
Reframing If you believed you could make choices, what would
they be? Metaphor
Let’s look at it this way
Procedures - Two sets of rules One set for home and one for school
If…then… If you hit him, then…?
Reframing If you believed you could make choices, what would
they be? Metaphor
Let’s look at it this way
Teach Coping StrategiesTeach Coping Strategies
Teach “replacement behaviors” Our brain likes routines - don’t take much
energy - autopilot - Much of our behavior is habit
We must teach replacement behaviors and then practice them - make the new behaviors habits.
Teach “replacement behaviors” Our brain likes routines - don’t take much
energy - autopilot - Much of our behavior is habit
We must teach replacement behaviors and then practice them - make the new behaviors habits.
Voice MattersVoice Matters
Child voice - whining and blaming
Parent voice - authoritarian
Adult voice - respectful
Child voice - whining and blaming
Parent voice - authoritarian
Adult voice - respectful
Child VoiceChild Voice
Quit picking on me You don’t love/like me You want me to leave Nobody loves/likes me I hate you It’s your fault Don’t blame me She, he, … did it You make me mad
Quit picking on me You don’t love/like me You want me to leave Nobody loves/likes me I hate you It’s your fault Don’t blame me She, he, … did it You make me mad
Parent VoiceParent Voice
You should/shouldn’t do that It’s wrong/right to do ___________ That is stupid, immature, out of line, ridiculous Life’s not fair. Get busy. You are good, bad, beautiful, and etc. You do as I say If you weren’t so _______, this wouldn’t
happen to you.
You should/shouldn’t do that It’s wrong/right to do ___________ That is stupid, immature, out of line, ridiculous Life’s not fair. Get busy. You are good, bad, beautiful, and etc. You do as I say If you weren’t so _______, this wouldn’t
happen to you.
Adult VoiceAdult Voice
In what ways could this be resolved? I would like to recommend… What are the choices in this situation? For me to be comfortable, I need the following
things to occur. These are the consequences of that
choice/action
In what ways could this be resolved? I would like to recommend… What are the choices in this situation? For me to be comfortable, I need the following
things to occur. These are the consequences of that
choice/action
Don’t bore meDon’t bore me
Pre-adolescents can focus for 5 to 10 minutes on one topic
Adolescents and adults can focus or 10 to 20 minutes on topic
First and last -
Pre-adolescents can focus for 5 to 10 minutes on one topic
Adolescents and adults can focus or 10 to 20 minutes on topic
First and last -
SummarySummary
Make language accessible Differentiate instruction Build relationships Teach coping skills Be respectful Be conscious of cultural differences
Make language accessible Differentiate instruction Build relationships Teach coping skills Be respectful Be conscious of cultural differences