Introducing Computer Science to Educationally Disadvantaged High School Students –
Pumping Up Disadvantaged Students!!!
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Transcript of Pumping Up Disadvantaged Students!!!
Dr. Tesha Deans IslerDr. Tesha Deans IslerDr. Tesha Deans IslerDr. Tesha Deans Isler
Middle School Conference
By the end of the session you will
learn how to:
�Incorporate chants, songs, raps,
and movements into the
Common Core
�Engage any disadvantaged
learner and make instruction
rigorous and relevant
1 child
Tesha
Human Resources
Curriculum Facilitator
Teacher
NC Teaching Fellow
Outgoing
Cheerleader
Love to dance and read
Earned Doctorate in Educational Leadership
High heels
UNCG
Teaching and Learning Coach
Thinking Maps Trainer for
Wayne County
Thelma Smith
Harold Isler
Destiny Isler
Christian
Title 1
Disadvantaged Students
Rap, Songs, Chants
http://www.wimp.com/kidmath/
hatW ew earnl ithw
leasurep ew evern
orgetf.
What we learn with
pleasure, we never forget.
Alfred Mercier
lleT em dna ll”I tegrof.
wohS em, dna I
yam ton rebmemer.
evlovnI em, dna ll”I
dnatsrednu.
Tell me, and I'll forget. Show me, and I
may not remember. Involve me, and
I'll understand.
~Native American Saying
�“Rigor is creating an environment in which each student is expected to learn at high levels; each student is supported so he or she can learn at high levels; and each student demonstrates learning at high levels”.
� (http://www.eyeoneducation.com)
�47% of dropouts said classes weren’t interesting.
� 43% had missed too many days of school and couldn’t catch up.
� 69% were not motivated to work hard.
� 66% would have worked harder
if more had been demanded
of them.
(http://www.eyeoneducation.com)
�Engaging instructional strategies are essential, but also make sure you are challenging students.
�True rigor is the result of weaving together the elements of curriculum, instruction, and assessment in a way that maximizes the learning of each student.
�Teachers need to act as facilitators.
�“Relevance is a key component in
understanding and retention. When
students can see the connection
between what they are learning and
their world, retention improves”
(Tate, 2007, p.54).
http://www.youtube.com/watch?v=m0PRB
4YsXn4
“We Learn…
10% of what we read
20% of what we hear
30% of what we see
50% of what we see and hear
70%of what we discuss
80% of what we experience
95% of what we teach others”
By William Glasser
#1 Reason Students
Drop-Out: Boredomresulting from
ineffective teaching
strategies
-Pedro Noguera, Ph.D.
Author of Unfinished
Business: Closing the
Achievement Gap In Our
Schools, 2006
The Students’ Point of View
My Daughter
Cognitive Academic Motivational
Identifying
Similarities/
Differences
Nonlinguistic
Representations
Generating and
Testing Hypotheses
Summarizing and
Note Taking
Homework and
Practice
Cues, Questions and
Advance Organizers
(Activating Prior
Knowledge
Reinforcing Effort
and Providing
Recognition
Cooperative
Learning
Setting Objectives
and Providing
Feedback
�Leads to a 12-28 percentile gain and is significantly more effective than instructional strategies in which students work individually
(Marzano, 2001).
� Research shows that regardless of the age
level of the student or the subject matter
taught, cooperative learning experiences
promote higher student achievement
(Johnson, Holubec, & Roy, 1984).
� People learn 95% of what they teach to
others (Society for Developmental Education,
1995).
� Assign each student a neighbor (a close partner), a friend (a partner across the room), and a family (a small heterogeneous group). Allow students to meet with these groups to teach the material they have learned.
�Divide students into groups, and assign each group member a different part of a chapter to read. After they finish, each member should teach what they learned to the group.
�Cooperative learning strategy in which the teacher devises several questions/problems and posts each question /problem at a different table or a different place on the walls (“gallery”).
�Students, in groups, move to each question in rotation (“walk”) reflect on answers posted, discuss, and write responses to the questions. At the last question, the group will summarize the total responses for that question and report out to the whole group.
“…if we teach today as we taught yesterday,
we rob our children of tomorrow.”
-John Dewey
Think……
�Change strategies
�Change assessments
�Teach everyday for high
rigor and high relevance
�Modify what you are doing
�How did that happen?� In your OWN words�Justify Your Position: Challenge Students to take a position on an issue and develop a justification; ask students to take deliberate differing points of view; and role play different perspectives.
�Learning with Peers�What ifs: If the events had happened differently
�Quiz Show �Quick Writes
� Learners collaborate in groups to accomplish meaningful tasks.
� Learners discuss/solve open ended questions/problems.
� I shift activities and strategies every 15-20 minutes to keep learners’ attention.
� Learners are engaged in hands-on activities when appropriate.
� Learners are engaged in higher-order thinking activities.
� I model instructional strategies for active learning(for example, posing questions, experiementing, considering alternatives).
Learner Engagement for Academic Success-2012 International
Center for Leadership in Education
� I challenge learners to think deeply and critically.
� I draw on learners’ interest when introducing a lesson.
� I facilitate learners’ active construction of meaning( rather than simply telling).
� I use technology frequently and appropriately in instruction.
� I use a variety of resources and ways to promote understanding, such as audio or video sources, the Internet, and class demonstration.
� I use questioning, coaching, and feedback to stimulate learner reflection.
� Instruction is learner-centered, emphasizing learner choice of materials and activities, interaction, and construction of knowledge.
Learner Engagement for Academic Success-2012 International Center for
Leadership in Education
Teach content with enthusiasm to showpassion and love for the subject you teach.
Use real-life examples to illustrate points being made in the lesson.
10 Characteristics of a
Brain-Compatible ClassroomMarcia L. Tate’s Book
Worksheets Don’t Grow Dendrites
Positive
Environments Visuals Music(30%)Relevant
lessons
Rituals taught
Students
moving to
learn content
High
Challenge/
Low Stress
High
Expectations
Students
talking
about content
Contents
taught in
chunks with activity
Use Multiple Intelligences to Differentiate
�Movement that is used for instructional reasons enhances memory for learning (Wolfe, 2001).
�Having students stand up, walk, jump, and clap as they review, understand, or master material will strengthen their procedural memories (Sprenger, 2005).
�Movement involves more of a student’s brain than does seatwork because movement accesses multiple memory systems (Jensen, 2001).
�Assign an “energizer partner” for each student. This should be someone across the room. Allow partners to meet to reteach each other what they’ve learned in a lesson.
�Allow students to stand or use thumbs-up if they agree with a statement.
�Use students to demonstrate problems in front of the class.
�Give each student in a group answers to a problem, and then have them move around to put the answer with the question posted around the room.
From a Simple Traditional Approach To a Rigorous Transformed Approach
�“Deliver" Instruction
�Teacher centered
�Classroom learning
�Standardized approach
�Learn to do
�Content focused
�Looking for the right answer
�Teaching segmented
curriculum
�Passive learning opportunities
�One type of test
�“Facilitate” Learning
�Student centered
�Learning anytime/anywhere
�Differentiated approach
�Do to learn
�Application focused
�Critical thinkers
�Integrating curriculum
�Active learning opportunities
�Variety of tests
Transforming, Teaching & Testing
Conflict- Problem, Climax-the turning point
Resolution- is the ending
Author’s Purpose-reason
an author has for writing
(4 times)
PIE(4 times)
P-persuade
I-Inform
E-entertain
Yeah, Yeah
6-8 grade
Tier 3 Vocabulary Terms
from the Common Core
State Standards
Coefficient-a number used to
multiply a variable
Variable
I am a variable- a
symbol- for a
number- I don’t know
yet
6-8 grade
Tier 3 Vocabulary Terms from the Common
Core State Standards
�Playing music, singing, rapping, whistling, clapping, and analyzing sounds are all examples of activities that address the musical multi-intelligence (Silver, Strong, Perini, 2000).
�Music is a very valuable aid to long-term memory (Sprenger, 2005).
�Music activates and synchronizes neural networks which increase the brain’s ability to reason spatially, think creatively, and perform in generalized mathematics (Jensen, 2001).
�Play classical music when students enter the room and during independent time to set a calming atmosphere.
�Play an upbeat song. Pause the music several times. Each time, students should recall a major concept covered in the lesson.
�Have students work in groups to rewrite a commonly known song (ex: Old McDonald) to symbolize their understanding of a concept taught.
�Teach a difficult concept to the tune of a familiar song.
Brainstorm and
record key
words or ideas
Pick a common
song that is
familiar to all
students
Let students rewrite
the words. Use the
key terms from the
brainstorming list to
the beat of the song
Music can boost thinking and intelligence, influence the state of the mind, and carry words to the
unconscious mind.
� Select a song that you would like to use. Download
the lyrics from Google. Rewrite the lyrics and
replace them with rhyming poetry with the same
number of syllables.
� This is a skill that can be learned. It gets easier
with practice!
Anyone who perform will receive chants created based on the Anyone who perform will receive chants created based on the Anyone who perform will receive chants created based on the Anyone who perform will receive chants created based on the Common Core for 6Common Core for 6Common Core for 6Common Core for 6----8 grade.8 grade.8 grade.8 grade.
My Destiny was born
And her existence
Made me desire greatness
The love of my life
The reason I breathe
I have to be an example
To help her succeed
You can make a difference with one child at a time. Don’t ever forget: You can pump up all students if you
are ready to make the necessary changes.
� Allen, Richard. (2002) Impact Teaching: Ideas and Strategies for Teachers to Maximize Student Learning. Boston: Allyn and Bacon.
� Heacox, D. (2009) Differentiating Instruction in the Regular Classroom. Minneapolis, MN Free Spirit Publishing.
� Jensen, E. (2003). Tools for Engagement: Managing Emotional States for Learner Success. Thousand Oaks, CA: Corwin Press.
� Marzano, R.J.(2003). What works in Schools, Translating Research Into Action. Danvers, MA:ASCD.
� Marzano, R. J. (2001). Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement.MA:ASCD
� Marzano, Robert J.(2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria: ASCD.
� Pedro Noguera,(2006). Unfinished Business: Closing theAchievement Gap In Our Schools.
� Sprenger, Marilee. (2005). How to Teach So Students Remember. Alexandria: ASCD.
� Tate, M.,( 2007) Worksheets Don’t Grow Dendrites. Thousand Oaks, CA: Corwin Press