Book Study Presentation 1

8/6/2019 Book Study Presentation 1

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Carol Posavitz

Nikki Thompson Deborah Wade

Mayo Sanchez

Deana Baron

Cheryl Wright
http://vid00007.mp4/


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Elementary and Middle School

Mathematics


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http://teaching%20with%20poverty%20in%20mind%20.pdf/


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http://prezi.com/presentation/donnabullis@g

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http://teaching%20with%20poverty%20in%20mind%20.pdf/http://teaching%20with%20poverty%20in%20mind%20.pdf/http://teaching%20with%20poverty%20in%20mind%20.pdf/http://teaching%20with%20poverty%20in%20mind%20.pdf/http://prezi.com/presentation/[email protected]/0w1sbdz/http://prezi.com/presentation/[email protected]/0w1sbdz/


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Book Study

By

Sonja Gallagher, Debra Goulding, Elizabeth Huebner, Mary Manley, Cindy Murray, LoriRace, and Amy Shaw

Teaching with Poverty in Mind

By Eric Jensen


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Six Types of Poverty:

Situational Poverty

Generational Poverty Absolute Poverty

Relative Poverty

Urban Poverty

Rural Poverty

Chapter 1


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Six Types of Poverty


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Situational poverty caused by sudden

crisis or loss and is usually temporary



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Situational poverty caused by sudden crisis

or loss and is usually temporary

Generational poverty in families where

at least two generations have been born

into poverty and are not equipped with

tools to move out of this situation



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Situational poverty caused by sudden crisis orloss and is usually temporary

Generational poverty in families where at least

two generations have been born into poverty andare not equipped with tools to move out of thissituation

Absolute poverty scarcity of basic

necessities such as shelter, running water,and food (day to day survival is the focus)



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Situational poverty caused by sudden crisis orloss and is usually temporary

Generational poverty in families where at leasttwo generations have been born into poverty andare not equipped with tools to move out of thissituation

Absolute poverty scarcity of basic necessitiessuch as shelter, running water, and food (day to

day survival is the focus) Relative poverty income is too low to meet the

societys average standard of living



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Situational poverty caused by sudden crisis or loss and isusually temporary

Generational poverty in families where at least twogenerations have been born into poverty and are notequipped with tools to move out of this situation

Absolute poverty scarcity of basic necessities such asshelter, running water, and food (day to day survival is thefocus)

Relative poverty income is too low to meet the societys

average standard of living Urban poverty usually in areas of at least 50,000

people, deal with crowding, violence, noise anddepend on large- city services



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Situational poverty caused by sudden crisis or loss and is usuallytemporary

Generational poverty in families where at least two generationshave been born into poverty and are not equipped with tools tomove out of this situation

Absolute poverty scarcity of basic necessities such as shelter,running water, and food (day to day survival is the focus)

Relative poverty income is too low to meet the societys averagestandard of living

Urban poverty usually in areas of at least 50,000 people, deal withcrowding, violence, noise and depend on large- city services

Rural poverty usually in nonmetropolitan with apopulation below 50,000, more single-guardianhouseholds



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Risk factors for families living in

poverty


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Emotional and social challenges


poverty


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Acute and chronic stressors


poverty


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Cognitive lags


poverty


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Cognitive lags Health and safety issues


poverty


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It is important for educators to understandthat, acting out could be a symptom of the

effects of poverty.

Implications for Educators


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The school culture should be one of empathy,

not pity. It is important to speak respectfully

using positive affirmations.

Implications for Educators


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Every response other than the six hard-

wired emotions of joy, anger, surprise,

disgust, sadness and fear must be

taught. Everyproper response that

youre not seeing at your school you

need to teach.

Chapter 2


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Students who have greater exposure to abuse,

neglect, danger, loss, or other poverty-related

experiences are more reactive to stressors and

have exaggeratedstress responses.


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It is crucial for teachers to recognize signs of

chronic stress in students and respond by

ensuring apositive learning/classroom

environmentand empowerment students.


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The Good News


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Brains are designed to

CHANGE.

The Good News


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We can positively effect student

behavior and performance by:


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Building core skills




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Pinpointing assessments




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Providing hope and support




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Recruiting and training the best staff you

can




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Pinpointing assessments Providing hope and support

Recruiting and training the best staff you can

Increasing health related services




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Recruiting and training the best staff you can

Increasing health related services Developing an enrichment counterattack




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IQ is not fixed but variable.


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Research shows that IQ may be affected by

factors such as:

Home environment and living conditions


f


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factors such as:


Early childhood experiences and early

educational intervention


f d b bl


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factors such as:




Amount and duration of schooling


i fi d b i bl


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factors such as:




Amount and duration of schooling

Quality of nutrition



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Focusing only on the basics (drill and kill)

Things that DO NOT work:


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Maintaining order through a show of force

Things that do not work:


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Eliminating or reducing time for arts, sports,

and physical education



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Increasing and intensifying classroom

discipline



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discipline

Decreasing interaction among students



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discipline


Installing metal detectors.



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Eliminating or reducing time for arts, sports, and

physical education

Increasing and intensifying classroom discipline


Installing metal detectors

Delivering more heavy-handed top-down lectures



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School Wide Success Factors

Chapter 4


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Support the Child

- Survey student needs

- Include parents and provide adult support and

outreach

-Develop community partnerships

School Wide Success Factors:


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Hard Data -

key feature of high performing schools is an

unwillingness to accept state or district tests as the

sole measure of achievement



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Relationship Building - one of the easiest and mostsuccessful ways to build strong relationships is to implement

"looping" a strategy that keeps a cohort of students with the

same teacher from one grade level to the next.

Build relationships among staff

Build relationships among students

Build student-staff relationships



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Mistake #1 Overdoing the Pep Talks and Hot

Air

7 "Success Killers" to AVOID


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Air

Mistake #2 Planning Endlessly

Mistake #3 Putting Kids First and Staff Last

Mistake #4 Creating a Climate of Fear



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Air




Mistake #5 Measuring Improvement Solely

Through test scores



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Mistake #1 Overdoing the Pep Talks and Hot Air




Mistake #5 Measuring Improvement Solely

Through test scores

Mistake #6 Treating the Symptoms, Not the

Causes



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Mistake #1 Overdoing the Pep Talks and Hot Air



Mistake #4 Creating a Climate of Fear Mistake #5 Measuring Improvement Solely

Through test scores

Mistake #6 Treating the Symptoms, Not theCauses

Mistake #7 Counting on Big Wins Quickly



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Classroom Level Success Factors:

S

H A

R E

Chapter 5


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Standards-Based Curriculum and Instruction

H A

R E

Chapter 5


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Hope Building

A

R E

Chapter 5


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Hope Building

Arts, Athletics, and Advanced Placement

R E

Chapter 5


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Hope Building


Retooling of the Operating System E

Chapter 5


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Hope Building


Retooling of the Operating System Engaging Instruction

Chapter 5


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Instructional Light and Magic

Positive Classroom Environment

Chapter 6


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Building Relationships

Chapter 6


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Boosting Social Status

Chapter 6


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Connecting with Real-Life

Chapter 6


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Jump-starting the Brain

Chapter 6


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Making it Relevant

Chapter 6

h


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Building Hope

Chapter 6

h


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Getting Physical

Chapter 6


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We have to believe that change is

possible; understand that the brain

is malleable and adaptive; and bewilling to change the input we give

the brains of the children with

which we work.


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Teaching with Poverty in Mind

By

Eric Jensen


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F i i h b k


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Favorite statements in the book:

an alternative to fixing whats wrong but on maximizing and leveraging

strengths

These outstanding teachers routinely do what a thousand hand-wringingsocial programs have found impossible: close the achievement gap

between rich and poor, transform students at risk of failure into achievers

and believers, and rewrite the equation of opportunity. (The book

describes in detail how they do it.)

Champion teachers give students plenty to say yes to, plenty to get

involved in, plenty to lose themselves in. They get students busily engaged

in productive, positive work

Ch t i l d


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Chapters include:

Setting High Academic Expectations

Planning that Ensure Academic Achievement

Structuring and Delivering Your Lessons

Engaging Students

Creating a Strong Classroom Culture


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Setting and Maintaining High BehavioralExpectations

Building Character and Trust

Improving Your Pacing

Challenging Students to Think Critically

Helping Students Get the Most out of Reading


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It is amazing the impact one little tweak in the


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g pwords or actions of the teacher can have on studentlearning. For examplerather than adding missinginformation to an almost right answer and making itsound right, the teacher says somethinglikeSandra got real close, who can finish it forus? The book is full of these powerful shifts thatcan truly help us become champion teachers!

(Cindy Corbitt)

Teach Like a Champion is a must read for teacherslooking to improve their performance in theclassroom and to increase the academic success of

their students. The 49 strategies presented arepractical and learnable. The video clips of effectiveteachers in action make the techniques come tolife! (Donna Hogard)

Using Data to Improve Student LearningIn School Districts


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In School Districtsby Victoria L. Bernhardt Ph.D.

IF Book Study Group

Maria Thibodeau, Sandra Y. Yarbogh,

Ana I. Porras, Dr. Isebella Williams, Traci Kelly,

Vicki Hines, Rebecca Simmons,Beatriz Zamora -Book Study Facilitator

Special Thanks to:

* Debbie Allison, who continuously provides us with the data we need to

improve learning for all students.

*The Title One Department, for allowing us the privilege to impact

student learning & supports the journey of being life long learners

D t i


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Data is . . .

Data is...." a way of life!!!!!!Dr. Isabelle Williams, PhD, M.Ed - Science Instructional Facilitator - Hutcheson Junior High School

Data is Powerful & Effective when it's Collaborative!Sandra Y.Yarbough - I.F., Data Coach, Thinking Maps Trainer - Fitzgerald Elementary

Data encourages the heart and reminds teachers and administrators whywe are in the teaching businessto create life long learners!

Beatriz Zamora I.F., RtI-F, TMT - Webb ElementaryIFs, are the engines on campuses in bringing about improved teaching and learning.Of course, we would agree that data is vital in that success, and I applaud your desireto learn how to use data more effectively. Your campuses are fortunate to have each ofyou.

Debbie Allison - Coordinator of Research & Evaluation

Accountability & Testing - Arlington ISD

Data is ... not only test scores.Maria O. Thibodeau - Reading Recovery/Instructional Facilitator

Swift Elementary


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Multiple Measures of Data


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Multiple Measures of Data

Demographics

Perceptions

School Process

Student

LearningAllows the prediction of

actions/processes/programs that

best meet the learning needs of all

students

Bernhardt pg. 11

Demographics
http://rds.yahoo.com/_ylt=A0PDoX3ZasxN6WgAnGmjzbkF/SIG=131fc709r/EXP=1305271129/**http:/www.gfps.k12.mt.us/Schools/East/web/Teachers/BonnieJensen/j0437185.jpghttp://rds.yahoo.com/_ylt=A0PDoTGVa8xNDQgAfpyJzbkF;_ylu=X3oDMTBqbWUycnUyBHBvcwM1OQRzZWMDc3IEdnRpZAM-/SIG=1lj7hqpp8/EXP=1305271317/**http:/images.search.yahoo.com/images/view?back=http://images.search.yahoo.com/search/images?p=pictures+student+learning&b=41&ei=utf-8&y=Search&xargs=0&pstart=1&fr=yfp-t-403&w=467&h=600&imgurl=www.csuchico.edu/catalog/02StudentServices/C09LRN2.jpg&rurl=http://www.csuchico.edu/catalog/02StudentServices/13lrn.html&size=227KB&name=SOS!+Tutoring+an...&p=pictures+student+learning&oid=a63a19d854eda40041c3d475664720b5&fr2=&no=59&tt=2820000&b=41&sigr=11ss05r85&sigi=11mlu6qsd&sigb=13tiksevg&.crumb=GxqSZLch80ohttp://rds.yahoo.com/_ylt=A0PDoX04a8xN6WgA_3KJzbkF;_ylu=X3oDMTBqa2ZvcGdtBHBvcwM1NQRzZWMDc3IEdnRpZAM-/SIG=1ndetdtck/EXP=1305271224/**http:/images.search.yahoo.com/images/view?back=http://images.search.yahoo.com/search/images?p=pictures+of+school+process&b=41&ei=utf-8&y=Search&xargs=0&pstart=1&fr=yfp-t-403&w=3000&h=2000&imgurl=www.selu.edu/news_media/news_releases/2009/sept/images/slu_deaf_ed1.jpg&rurl=http://www.selu.edu/news_media/news_releases/2009/sept/def_education.html&size=1MB&name=Susannah+Ford,+r...&p=pictures+of+school+process&oid=056500220fbdbafc5dec026e074d21fc&fr2=&no=55&tt=1460000&b=41&sigr=129gbf5kr&sigi=127uot0g8&sigb=13ud2h7ch&.crumb=GxqSZLch80o


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Demographics

Enrollment, Attendance, Drop-out Rate, Ethnicity,

Gender, Grade Level

Over time, demographic dataindicate changes in the context

of the school & district.

Bernhardt pg. 11

Perceptions


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Perceptions

Perceptions of Learning Environment Values &

Beliefs, Attitudes, Observations

Over time,perceptions can tell usabout environmental

improvements.

Bernhardt pg. 11

Student Learning


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Student Learning

Standardized Tests, Norm/Criterion-Referenced Tests,

Teacher Observations of Abilities, Authentic Assessments

Over time, student learningdata give information about

student performance on

different measures.

Bernhardt pg. 11

School Processes


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School Processes

Description of School Programs & Processes

Over time, school processesshow how classrooms

change.

Bernhardt pg. 11

Focusing the Data


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Focusing the Data

Over time, we must decide if the

Acts of improvement we practice daily will

meet the learning needs of all students.

Bernhardt pg. 11

On a personal note


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On a personal note

The purpose of this book provided the learning opportunityto look at the growth schools and districts make when theylearn to listen, observe, and gather data from all sources.

The book offered authentic tasks, case studies and study

questions.The chapters allowed us to reflect & ask ourselves the

following

how are we doing? where are we going? and how can we getthere?

It made us realize that it is a journey we must collaborativelytravel together.

Beatriz Zamora - Book Study Facilitator

IF, RtI-F -Webb Elementary


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Definition of

INSANITY.

Doing the samething over and over

and expecting

something

different!


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Young Mathematicians


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At Work

Jennifer Bohannon

Marva BernardCindy Brown

LeShea White

Mathematics or Mathematizing?


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Math should be

created by thestudent, not

explained by the

teacher.

The Landscape of Learning


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Teachers support a childs journey along manypaths by opening up situations into

investigations and facilitating inquiry.

Developing Multiplication Strategiesand Big Ideas


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and Big Ideas

Place ValuePatterns

Unitizing

Associative Property

Commutative Property Distributive Property

Multiplicative Relations & Operations

Connecting Division to Multiplication


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1. Children must be able to use multiplicationto solve division problems.

2. Children will initially solve division

problems by counting.

3. Learners often mathematize division

contexts by dealing out or by repeated

subtraction.

4. Learners must be able to build

multiplicative structures.


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Algorithms vs Number Sense


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How would you calculate 76 x 89?

Alg

orithm Series of Steps

Rote teaching

Procedures/Rules

Num

berSense

First look at thenumbers

Decide on a strategythat is fitting

Thinkmathematically

OR


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Assessment


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Students own

mathematical activity mustbe captured on paper

The test items must bemeaningful and linked to

reality

Several levels ofmathematizing must bepossible for each item

Assessment should informteaching

To evaluate truemathematizing

Teachers as Mathematicians


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New beliefs must be constructed so that thevision of what it means to teach and learn

math will include an environment for

mathematizing.

Book Study Members


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Marva Bernard

Jennifer Bohannon

Cindy Brown

LaShea White


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by Book Study Group 2:Aimee Delgado

Shirley Smith

Frankie Wilson

Laurie Zachry

Circulate


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Break the Plane: Dont stay only on the front and middle ofthe classroom.

Full Access Required: Be able to freely pass by the seatswithout having move things around.

Engage When you Circulate: Give positive reinforcement.

Move Systematically: Be unpredictable on your stops aroundthe classroom.

Position for Power: Dont give your back to the students!

The Hook


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Introduce your lesson with an interestingactivity.


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Ch C hi C i


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Chapter 1. Coaching Conversations:

The Link to ChangeCoaching conversations are focused on

the other person.

Coaching conversations foster the deep

reflection necessary to establish new

thinking patterns. We need to change

our long-established brain

patterns.

Long term change through coaching

conversation requires ongoing,

thoughtful, and intentional

practice.

2. The New Leadership Model

L d hi P ti C ti


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Leadership Practices Continuum

Leaders should spend 85% of their time in

coaching zone, 10% in the mentoring

zone, and only 5% in the supervisingzone.

Coach-like leaders believe in

others abilities to grow and excel, andcome up with their own best ideas.

3 Committed Listening


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3. Committed Listening

Pay attention to verbal and nonverbal

communication

Listen without obligation to act

Value silence

Avoid unproductive patterns of listening

4 Powerful Speaking


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4. Powerful Speaking Determine a focus for speaking

Choose language that aligns with your intention

Avoid giving advice

Ask powerful questions such as

What strategies are you considering?

What barriers do you anticipate?

What successful approaches have you tried in thepast?

5 Reflective Feedback


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5. Reflective FeedbackReflective feedback steps are used as a frame for starting an important ordifficult conversation:

Clarify or name what you want to discuss

Identify the value in the topic and/or person

Possibility thinking

This kind of feedback:

Is specific and builds on peoples strengths

Assumes positive intent

Is a true dialogue between two people

Lessens defensiveness

Engages the other person in deep reflection and possibility thinkingUsing the reflective feedback steps helps you to learn to say what youmean without being mean!


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This PowerPoint was created and

presented by:


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Lisa Beal

Lynn Kresowaty

Karen Pirtle

Jennifer Reed

b d

Book Study Presentation 1

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