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Carol Posavitz
Nikki Thompson Deborah Wade
Mayo Sanchez
Deana Baron
Cheryl Wright
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Elementary and Middle School
Mathematics
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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
Six Types of Poverty
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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
Six Types of Poverty
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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)
Six Types of Poverty
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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
Six Types of Poverty
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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
Six Types of Poverty
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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
Six Types of Poverty
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Risk factors for families living in
poverty
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Emotional and social challenges
Risk factors for families living in
poverty
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Emotional and social challenges
Acute and chronic stressors
Risk factors for families living in
poverty
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Emotional and social challenges
Acute and chronic stressors
Cognitive lags
Risk factors for families living in
poverty
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Emotional and social challenges
Acute and chronic stressors
Cognitive lags Health and safety issues
Risk factors for families living in
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
We can positively effect student
behavior and performance by:
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Building core skills
Pinpointing assessments
We can positively effect student
behavior and performance by:
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Building core skills
Pinpointing assessments
Providing hope and support
We can positively effect student
behavior and performance by:
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Building core skills
Pinpointing assessments
Providing hope and support
Recruiting and training the best staff you
can
We can positively effect student
behavior and performance by:
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Building core skills
Pinpointing assessments Providing hope and support
Recruiting and training the best staff you can
Increasing health related services
We can positively effect student
behavior and performance by:
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Building core skills
Pinpointing assessments
Providing hope and support
Recruiting and training the best staff you can
Increasing health related services Developing an enrichment counterattack
We can positively effect student
behavior and performance by:
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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
IQ is not fixed but variable.
f
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Research shows that IQ may be affected by
factors such as:
Home environment and living conditions
Early childhood experiences and early
educational intervention
IQ is not fixed but variable.
f d b bl
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Research shows that IQ may be affected by
factors such as:
Home environment and living conditions
Early childhood experiences and early
educational intervention
Amount and duration of schooling
IQ is not fixed but variable.
i fi d b i bl
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Research shows that IQ may be affected by
factors such as:
Home environment and living conditions
Early childhood experiences and early
educational intervention
Amount and duration of schooling
Quality of nutrition
IQ is not fixed but variable.
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Focusing only on the basics (drill and kill)
Things that DO NOT work:
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Focusing only on the basics (drill and kill)
Maintaining order through a show of force
Things that do not work:
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Focusing only on the basics (drill and kill)
Maintaining order through a show of force
Eliminating or reducing time for arts, sports,
and physical education
Things that do not work:
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Focusing only on the basics (drill and kill)
Maintaining order through a show of force
Eliminating or reducing time for arts, sports,
and physical education
Increasing and intensifying classroom
discipline
Things that do not work:
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Focusing only on the basics (drill and kill)
Maintaining order through a show of force
Eliminating or reducing time for arts, sports,
and physical education
Increasing and intensifying classroom
discipline
Decreasing interaction among students
Things that do not work:
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Focusing only on the basics (drill and kill)
Maintaining order through a show of force
Eliminating or reducing time for arts, sports,
and physical education
Increasing and intensifying classroom
discipline
Decreasing interaction among students
Installing metal detectors.
Things that do not work:
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Focusing only on the basics (drill and kill)
Maintaining order through a show of force
Eliminating or reducing time for arts, sports, and
physical education
Increasing and intensifying classroom discipline
Decreasing interaction among students
Installing metal detectors
Delivering more heavy-handed top-down lectures
Things that do not work:
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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
School Wide Success Factors:
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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
School Wide Success Factors:
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Mistake #1 Overdoing the Pep Talks and Hot
Air
7 "Success Killers" to AVOID
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Mistake #1 Overdoing the Pep Talks and Hot
Air
Mistake #2 Planning Endlessly
Mistake #3 Putting Kids First and Staff Last
Mistake #4 Creating a Climate of Fear
7 "Success Killers" to AVOID
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Mistake #1 Overdoing the Pep Talks and Hot
Air
Mistake #2 Planning Endlessly
Mistake #3 Putting Kids First and Staff Last
Mistake #4 Creating a Climate of Fear
Mistake #5 Measuring Improvement Solely
Through test scores
7 "Success Killers" to AVOID
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Mistake #1 Overdoing the Pep Talks and Hot Air
Mistake #2 Planning Endlessly
Mistake #3 Putting Kids First and Staff Last
Mistake #4 Creating a Climate of Fear
Mistake #5 Measuring Improvement Solely
Through test scores
Mistake #6 Treating the Symptoms, Not the
Causes
7 "Success Killers" to AVOID
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Mistake #1 Overdoing the Pep Talks and Hot Air
Mistake #2 Planning Endlessly
Mistake #3 Putting Kids First and Staff Last
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
7 "Success Killers" to AVOID
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Classroom Level Success Factors:
S
H A
R E
Chapter 5
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Classroom Level Success Factors:
Standards-Based Curriculum and Instruction
H A
R E
Chapter 5
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Classroom Level Success Factors:
Standards-Based Curriculum and Instruction
Hope Building
A
R E
Chapter 5
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Classroom Level Success Factors:
Standards-Based Curriculum and Instruction
Hope Building
Arts, Athletics, and Advanced Placement
R E
Chapter 5
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Classroom Level Success Factors:
Standards-Based Curriculum and Instruction
Hope Building
Arts, Athletics, and Advanced Placement
Retooling of the Operating System E
Chapter 5
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Classroom Level Success Factors:
Standards-Based Curriculum and Instruction
Hope Building
Arts, Athletics, and Advanced Placement
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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Instructional Light and Magic
Building Relationships
Chapter 6
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Instructional Light and Magic
Boosting Social Status
Chapter 6
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Instructional Light and Magic
Connecting with Real-Life
Chapter 6
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Instructional Light and Magic
Jump-starting the Brain
Chapter 6
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Instructional Light and Magic
Making it Relevant
Chapter 6
h
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Instructional Light and Magic
Building Hope
Chapter 6
h
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Instructional Light and Magic
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=GxqSZLch80o8/6/2019 Book Study Presentation 1
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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
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