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Jill Bergeron

Strengthening Student Engagement:A Framework for Culturally Responsive Teaching - 0 views

www.ascd.org/...rally-Responsive-Teaching.aspx

culturally responsive cultural competency responsive classroom responsive

shared by Jill Bergeron on 11 May 16 - Cached
  • To be effective in multicultural classrooms, teachers must relate teaching content to the cultural backgrounds of their students.
  • Engagement is the visible outcome of motivation, the natural capacity to direct energy in the pursuit of a goal. Our emotions influence our motivation. In turn, our emotions are socialized through culture—the deeply learned confluence of language, beliefs, values, and behaviors that pervades every aspect of our lives.
  • What may elicit that frustration, joy, or determination may differ across cultures, because cultures differ in their definitions of novelty, hazard, opportunity, and gratification, and in their definitions of appropriate responses. Thus, the response a student has to a learning activity reflects his or her culture.
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  • motivationally effective teaching is culturally responsive teaching.
  • Because the importance of grades and grade point averages increases as a student advances in school, it is legitimate to question whether extrinsic motivation systems are effective for significant numbers of students across cultures. We can only conclude that, as long as the educational system continues to relate motivation to learn with external rewards and punishments, culturally different students will, in large part, be excluded from engagement and success in school.
  • It is part of human nature to be curious, to be active, to initiate thought and behavior, to make meaning from experience, and to be effective at what we value. These primary sources of motivation reside in all of us, across all cultures. When students can see that what they are learning makes sense and is important, their intrinsic motivation emerges.
  • We can begin to replace the carrot and stick metaphor with the words “understand” and “elicit”; to change the concept of motivation from reward and punishment to communication and respect. We can influence the motivation of students by coming to know their perspective, by drawing forth who they naturally and culturally are, and by seeing them as unique and active. Sharing our resources with theirs, working together, we can create greater energy for learning.
  • A growing number of educational models, including constructivism and multiple intelligences theory, are based on intrinsic motivation. They see student perspective as central to teaching.
  • Unfortunately, educators must often apply these theories within educational systems dominated by extrinsic reinforcement, where grades and class rank are emphasized. And, when extrinsic rewards continue to be the primary motivators, intrinsic motivation is dampened. Those students whose socialization accommodates the extrinsic approach surge ahead, while those students—often the culturally different—whose socialization does not, fall behind. A holistic, culturally responsive pedagogy based on intrinsic motivation is needed to correct this imbalance.
  • The framework names four motivational conditions that the teacher and students continuously create or enhance. They are: Establishing inclusion—creating a learning atmosphere in which students and teachers feel respected by and connected to one another. Developing attitude—creating a favorable disposition toward the learning experience through personal relevance and choice. Enhancing meaning—creating challenging, thoughtful learning experiences that include student perspectives and values. Engendering competence—creating an understanding that students are effective in learning something they value. These conditions are essential to developing intrinsic motivation. They are sensitive to cultural differences. They work in concert as they influence students and teachers, and they happen in a moment as well as over a period of time.
  • Figure 1. Four Conditions Necessary for Culturally Responsive Teaching
  • 1. Establish Inclusion Norms: Emphasize the human purpose of what is being learned and its relationship to the students' experience. Share the ownership of knowing with all students. Collaborate and cooperate. The class assumes a hopeful view of people and their capacity to change. Treat all students equitably. Invite them to point out behaviors or practices that discriminate. Procedures: Collaborative learning approaches; cooperative learning; writing groups; peer teaching; multi-dimensional sharing; focus groups; and reframing. Structures: Ground rules, learning communities; and cooperative base groups. 2. Develop Positive Attitude Norms: Relate teaching and learning activities to students' experience or previous knowledge. Encourage students to make choices in content and assessment methods based on their experiences, values, needs, and strengths. Procedures: Clear learning goals; problem solving goals; fair and clear criteria of evaluation; relevant learning models; learning contracts; approaches based on multiple intelligences theory, pedagogical flexibility based on style, and experiential learning. Structure: Culturally responsive teacher/student/parent conferences.
  • 3. Enhance Meaning Norms: Provide challenging learning experiences involving higher order thinking and critical inquiry. Address relevant, real-world issues in an action-oriented manner. Encourage discussion of relevant experiences. Incorporate student dialect into classroom dialogue. Procedures: Critical questioning; guided reciprocal peer questioning; posing problems; decision making; investigation of definitions; historical investigations; experimental inquiry; invention; art; simulations; and case study methods. Structures: Projects and the problem-posing model. 4. Engender Competence Norms: Connect the assessment process to the students' world, frames of reference, and values. Include multiple ways to represent knowledge and skills and allow for attainment of outcomes at different points in time. Encourage self-assessment. Procedures: Feedback; contextualized assessment; authentic assessment tasks; portfolios and process-folios; tests and testing formats critiqued for bias; and self-assessment. Structures: Narrative evaluations; credit/no credit systems; and contracts for grades. Based on Wlodkowski, R. J., and M. B. Ginsberg. (1995). Diversity and Motivation: Culturally Responsive Teaching. San Francisco: Jossey-Bass.
  • Jill Bergeron on 11 May 16
     
    This article offers up four conditions teachers can create in order to foster a culturally responsive classroom.
Jill Bergeron

​'Diversity Does Not Happen By Accident' and Other Lessons About Equity in th... - 0 views

www.edsurge.com/...t-equity-in-the-maker-movement

diversity cultural competency maker

shared by Jill Bergeron on 11 May 16 - No Cached
  • 1. Equity and diversity will not happen by accident
    • Jill Bergeron
      Jill Bergeron on 11 May 16
       
      Let students make something that speaks to their cultural competencies and knowledge.
    • Jill Bergeron
      Jill Bergeron on 11 May 16
       
      Give students a prompt that allows them to make something that speaks to their cultural competencies.
  • 3. Projects should not be limited to classrooms
    • Jill Bergeron
      Jill Bergeron on 11 May 16
       
      See if there is a way to incorporate working parents who likely can't be involved during the working day.
  • This idea of blending Maker opportunities with real-life activities has a strong supporter in Davis, who believes that it helps to show students the purpose of what they are doing.
Jill Bergeron

What's Missing from the Conversation: The Growth Mindset in Cultural Competency - Indep... - 0 views

www.nais.org/...Post.aspx

mindset character education diversity inclusion equity

shared by Jill Bergeron on 11 May 16 - No Cached
  • “In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success — without effort. They’re wrong,” according to Dweck’s website.   “In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work — brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have had these qualities,” according to Dweck’s website.  (See graphic by Nigel Homes.)
  • The “All or None” myth teaches us that there those who are “with it” and those who are not.  Under this myth, those of us who understand or experience one of the societal isms (racism, sexism, classism, ableism, ageism, heterosexism, ethnocentrism, etc.) automatically assume that we understand the issues of other isms.
  • This myth keeps us from asking questions when we don’t know; we spend more energy protecting our competency status rather than listening, learning, and growing.
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  • In the growth mindset, we understand and accept that there is always room to grow. No one can fully master all aspects of cultural competency for all cultural identifiers, and mistakes are inevitable. With humble curiosity, we seek to better understand ourselves, understand others, develop cross-cultural skills, and work toward equity and inclusion.
  • The “Mistakes and Moral Worth” myth teaches us that those who offend or hurt must be doing so because they are bigoted and morally deficient, and good-hearted people do not speak or act in ways that marginalize. Under this myth, those of us who make an offensive comment, even if unintentional, are attacked as though we had professed to be a member of a hate group. 
  • This myth leaves us afraid to speak our mind for fear of public shaming. It keeps us focusing on our intentions rather than on our impacts.  We try to prove our moral worth by debasing others who have displayed shortcomings.
  • This myth leaves us slipping into complacency and clinging to a false sense of mastery, reluctant to look for authentic understanding and growth. It makes us think, “If we just find the right all-school read, the right professional development workshop, the right speaker for the MLK assembly, we can fix all the problems at the school.”
  • When others make mistakes, we are likely to respond with patience and desire to teach, understanding that it’s possible to dislike an action without disliking the person.
  •  Under this myth, those of us who’ve had some training to understand another’s identity and difference assume that we have learned everything we need to be competent. 
  •  We also believe that relationships can “fix” our misconceptions about a whole group of people. 
  • In the growth mindset, we understand that good people can make mistakes. Mistakes do not define us.
  • In the growth mindset, we understand that bias and prejudice, as Jay Smooth puts it, are more like plaque. There is so much misinformation in the world reinforced by history, systems, and media. If we are to keep the myths at bay, we must get into a regular practice, much like brushing and flossing every day. 
  • Jill Bergeron on 11 May 16
     
    This article offers up several ways in which a fixed mindset can prevent us from better understanding diversity and how a growth mindset can move us in the direction of inclusion and equity.
Jill Bergeron

Relationship Building Through Culturally Responsive Classroom Management | Edutopia - 0 views

www.edutopia.org/...sponsive-classroom-todd-finley

diversity classroom management cultural competency

shared by Jill Bergeron on 09 May 16 - No Cached
  • Cultural competence is the ability to successfully communicate and empathize with people from diverse cultures and incomes,
  • To build rapport, talk directly to children outside of class, using their names. Also begin class by checking in -- asking kids how they’re doing -- even if the misbehavior of the previous class reached biblical proportions.
  • Monitor your discourse style. Indirect requests (“Would you like to let me finish reading the directions?”) can confuse some children who are used to receiving explicit directives from their working-class parents.
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  • Clarify expectations. If you put students into groups, for example, explain and model the difference between “helping” and “doing the work for” a partner.
  • Be sensitive to how diverse cultures deal with conflict. Many citizens of Asian countries avoid open conflict, believing that differences are best worked out quietly. Written exchanges might be preferred over face-to-face conflict resolution.
  • Emphasize a positive environment, not punishment.
  • Increasing punishment fails to change student behaviors.
  • earned students’ consent and trust through humor.
Jill Bergeron

The Marshall Memo Admin - Issues - 0 views

www.marshallmemo.com/issue.php

BTSN boys new ideas instructional coaching dress code mediation difficult conversations grit character

shared by Jill Bergeron on 06 Sep 16 - No Cached
  • 1. True grit 2. Successfully educating boys: what works 3. Teacher-student mediation in action 4. How to work with an opinionated colleague (who is wrong) 5. Should schools continue to teach cursive handwriting? 6. Do students’ appearance and grooming affect achievement? 7. Key elements of an effective open house 8. I wish my teacher knew…
  • A lot of what we take to be toughness of the past was really just callousness.
  • There was a greater tendency in years gone by to wall off emotions, to put on a thick skin – for some men to be stone-like and uncommunicative and for some women to be brittle, brassy, and untouchable. And then many people turned to alcohol to help them feel anything at all.”
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  • A more helpful way to think of toughness is resilience, says Brooks. “The people we admire for being resilient are not hard; they are ardent. They have a fervent commitment to some cause, some ideal, or some relationship. That higher yearning enables them to withstand setbacks, pain, and betrayal.
  • strategies that build connections with boys.
  • “In every school I have visited, social competition and hierarchy, bullying and maltreatment, peer policing, and the marginalization of less-preferred types of boys characterize cultures that even wonderfully committed faculty and staff cannot control.”
  • These teachers report that, “contrary to the stereotypes of young men as diffident, disruptive, or dangerous, most boys care deeply about being successful and simply long for instructors… capable of connecting personally with them and believing in them, even when they may not believe in themselves and struggle with behavior, effort, or attention problems… Relationship is the very medium through which successful teaching and learning is performed with boys.”
  • If people today are less tough or resilient, Brooks concludes, it may be because they lack purpose. “If you really want people to be tough,” he says, “make them idealistic for some cause, make them tender for some other person, make them committed to some worldview that puts today’s temporary pain in the context of a larger hope
  • Accommodate a measure of opposition.
  • Maintain high standards.
  • Respond to a student’s personal interest or talent.
  • Share a common interest.
  • Acknowledge a common characteristic.
  • Change should be collective.
  • Be willing to reveal vulnerability.
  • “Mediation provides teacher and student with ways to listen and understand each other’s perspectives, restore goodwill, and develop positive plans to move forward,” she says. “The process boosts social, problem-solving and communication skills – all of which are important for students’ resourcefulness should problems arise in the future.”
  • the characteristics of an ideal academic team: -   There is frequent, easy communication. -   Assessment is an integral part of the culture. -   Changes are identified and readily implemented. -   New ideas are frequently discussed. -   Limitations in professional knowledge and skills are recognized and addressed. -   Professional development is seen as essential and it happens regularly. -   Improvement is continuous.
  • Don’t just tell them they’re wrong.
  • People with incorrect beliefs can become even more entrenched when presented with facts that contradict their beliefs. To change people, you have to reach their hearts, and you can do that only by building relationships.
  • Evidence alone won’t work.
  • Demonstrate mastery of subject matter.
  • If you want to effectively address forces that resist positive change, you need to genuinely listen first.”
  • Be indirect. Use suggestive rather than declarative language. Let your colleagues come to their own conclusion and, better yet, think it’s their own idea.
  • Have one-to-one conversations.
  • Identify your allies.
  • Listen
  • Identify the mission.
  • Choose your battles.
  • Focus on your personal goals.
  • Be patient, hopeful, and persistent.
  • If change happens, expect things to get worse before they get better.
  • “Research suggests that individuals are prone to automatically make assessments about the competence and social status of others based on features of their physical appearance. These features may include facial cues, ethnicity, clothes, and body language… [I]ndividuals are likely to base their impression of others on limited information and then fill in the rest accordingly.”
  • “Children described by teachers more negatively in terms of their appearance had worse academic adjustment… Students described by teachers as appearing poorly dressed, tired, sleepy, or hungry were rated by teachers as being less competent academically, less engaged, and as having a poorer relationship with these teachers.
  • “These results suggest that some students may be experiencing difficulties in school because they appear inadequately physically prepared for the classroom,”
  • As a staff, if we said, ‘Here’s our first chance to engage parents,’ then surely open houses… would be a much warmer, much more collaborative event and linked to learning.”
  • Consider having a general orientation for parents before the beginning of school – more of a mini-fair, with fun activities and a chance to get to know school staff. This is distinct from the open house in mid-September, which is more academically focused. -   Encourage teachers to make a positive phone call to each family early in the year so that calls on behavior problems are not the first time parents hear from the school.
  •   Give parents and guardians name tags and a chance to socialize with family members of other students.
  • Have students be leaders of the open house at the classroom level: students prepare a PowerPoint presentation on what they are learning and what the plan is going forward.
  • Include actual learning activities for parents.
  • The bottom line: family members should leave the open house excited about the school year, clear about three or four things their child will know by the end of the year, and feeling part of a team that will help students accomplish those key learnings.
  • Jill Bergeron on 06 Sep 16
     
    "In This Issue: 1. True grit 2. Successfully educating boys: what works 3. Teacher-student mediation in action 4. How to work with an opinionated colleague (who is wrong) 5. Should schools continue to teach cursive handwriting? 6. Do students' appearance and grooming affect achievement? 7. Key elements of an effective open house 8. I wish my teacher knew…"
Scott Nancarrow

The Problem with Story Problems - 0 views

www.rethinkingschools.org/...30-4_bright.shtml

math differentiation

shared by Scott Nancarrow on 24 Jun 16 - No Cached
  • Scott Nancarrow on 24 Jun 16
     
    Cultural literacy/competency vs. Math status quo
Jill Bergeron

The Marshall Memo Admin - Issues - 0 views

www.marshallmemo.com/issue.php

coaching instructional coaching math financial literacy mentoring learning evolution science student-centered anxiety SEL orientation bridge

shared by Jill Bergeron on 26 Apr 16 - No Cached
  • Every superintendent, or state commissioner, must be able to say, with confidence, ‘Everyone who teaches here is good. Here’s how we know. We have a system.
  • school-based administrators “don’t always have the skill to differentiate great teaching from that which is merely good, or perhaps even mediocre.” Another problem is the lack of consensus on how we should define “good teaching.”
    • Jill Bergeron
      Jill Bergeron on 26 Apr 16
       
      We need consensus on how we define good teaching. We don't have metrics in place to determine good, mediocre and bad teaching.
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  • Only about six percent of teachers are ineffective, she continues. For the remaining 94 percent, the emphasis should shift from ratings to learning.
  • And what do we know about professional learning? That it requires: • Active intellectual engagement – That is, self-assessment, reflection on practice, and on-going conversations; • Trust – “Fear shuts people down,” says Danielson. “Learning, after all, entails vulnerability. The culture of the school and of the district must be one that encourages risk-taking.” • Challenge – “The culture must include an expectation that every teacher will engage in a career-long process of learning,” she says, “one that is never ‘finished.’ Teaching is simply too complex for anyone to believe that there is no more to learn.” • Teacher collaboration – PD and supervisory suggestions rarely drive classroom improvements, says Danielson. “Overwhelmingly, most teachers report that they learn more from their colleagues than from an ‘expert’ in a workshop… or being directed by a supervisor to read a certain book or take a particular course.” Most often, classroom improvement comes from working with colleagues analyzing student work and planning curriculum.
  • a new system should include: -   An emphasis on professional learning in a culture of trust and inquiry; -   A career ladder from probationary to continuing status after about three years; from that point on, the main emphasis becomes professional learning; -   Differentiation in the evaluation system, with novice teachers getting support from a mentor and being evaluated every year; -   Career teachers assessed periodically to ensure continuing quality; -   Teacher leadership positions (mentor, instructional coach, team leader) for which experienced teachers in good standing are eligible to apply; these come with training and support, extra compensation, or released time during the regular school day; -   The ability to identify seriously underperforming teachers, support their improvement, and if sufficient progress isn’t made, deny them tenure or continuing employment.
  • “Former service members tend to be committed to their students and tenacious in their efforts to improve,” say Parham and Gordon. Some early studies suggest that over time, veterans are stronger in classroom management, instructional practices, and student results.
  • Veterans who have had life-and-death combat experiences “tend to have low tolerance for petty politics in schools or for initiatives that seem unrelated to educating students. Former service members may sometimes seem overly assertive in discussions with colleagues.”
  • Veterans entering the classroom may feel like novices and have to adjust to their students not snapping to attention when given an order.
  • Veterans who are used to explicit operating procedures have to decode the unspoken expectations on how to relate to colleagues, handle student discipline, deal with parent concerns, get supplies, and get help.
  • “Discussions of shared experiences, shared values, and shared goals can help veterans and other teachers begin to build relationships.”
  • This might consist of a well-chosen mentor (similar to their “battle buddy” in the military), a support team (perhaps a grade-level or subject team that meets regularly), and a support network with other veterans in the school or district.
  • Veterans need an especially thorough briefing as they enter a new setting, including policies, procedures (copying machines, grading, and more), formal and informal rules, and a map of the school.
  • up to speed on teaching priorities, curriculum breadth versus depth, dealing with student differences, lesson planning, instructional materials, and, of course, discipline.
  • Support for this common challenge can come from peer coaching, observing expert teachers, workshops, articles and books, and seminars.
  • Effective teachers assign tasks that require explanation or require students to organize material in meaningful ways. Stories and mnemonics are also helpful in getting students to impose meaning on hard-to-remember content.
  • Effective teachers make content explicit through carefully paced explanation, modeling, and examples; present new information through multiple modalities; and make good use of worked problems.
  • Rather, the mastery of new concepts happens in fits and starts. “Content should not be kept from students because it is ‘developmentally inappropriate,’” says the report. “To answer the question ‘is the student ready?’ it’s best to consider ‘has the student mastered the prerequisites?’”
  • we shouldn’t push skeptical students to say, “Natural selection is one of the most important ways species came to be differentiated.” Better for them to say, “Most scientists think natural selection is one of the best explanations.”
  • Practice is essential to learning new facts, but not all practice is equally effective.
  • Frequent quizzes with low stakes, and students testing themselves, help establish long-term retention through the “retrieval effect.”
  • Each subject has basic facts that support higher-level learning by freeing working memory and illuminating applications.
  • Students learn new ideas by linking them to what they already know.
  • To transfer learning to a novel problem, students need to know the problem’s context and its underlying structure.
  • Explicitly comparing the examples helps students remember the underlying similarities. With multi-step procedures, students need to identify and label the sub-steps so they can apply them to similar problems. It’s also helpful to alternate concrete examples and abstract representations.
  • Motivation is improved if students believe that intelligence and ability can be improved through hard work, and if adults respond to successful work by praising effective effort rather than innate ability. It’s also helpful for teachers to set learning goals (e.g., mastering specific material) rather than performance goals (competing with others or vying for approval).
  • Intrinsic motivation leads to better long-term outcomes than extrinsic motivation.
  • It’s difficult to gauge one’s own learning and understanding. That’s why students need to learn how to monitor their own learning through assessments, self-testing, and explanation.
  • Students will be more motivated and successful when they believe they belong and are accepted.
  • Teachers need to recognize and dispel a set of incorrect beliefs about teaching and learning: -   Misconception #1: Students have different “learning styles.” -   Misconception #2: Humans use only 10 percent of their brains. -   Misconception #3: People are preferentially “right-brained” or “left-brained” in how they think. -   Misconception #4: Novices and experts think in all the same ways. -   Misconception #5: Cognitive development progresses in age-related stages.
  • having students work in groups for 30-45 minutes coming up with test questions that might be used (or reworded) in the actual exam. This is a two-fer, says Lang: it not only gives students a sense of control over their learning but also serves as an effective review session.
  • Open assessments – This involves leaving 10 percent of the syllabus for an assignment that students create with the instructor.
  • Class constitutions – Having students collectively come up with ground rules for a course gives them a collegial sense of working together toward a shared purpose.
  • “Teaching evolutionary theory is not in and of itself religious indoctrination.” That’s because evolution is not a religion. “How could a religion have no beliefs about the supernatural? No rituals? No moral commandments?”
  • ask students to learn about evolution without insisting that they believe it.
  • Good feedback is specific and clear, focused on the task rather than the student, explanatory, and directed toward improvement rather than merely verifying performance.
  • “It turns out children are better able to cope if they understand what they’re going through is normal, that it affects everyone, and that it will pass,” comments Adam Gamoran of the William T. Grant Foundation. “How we think about a stressful situation influences how we feel and how we perform.” Studies like this, he says, “show how deeply intertwined are cognition and emotion.”
  • use of Twitter in his middle-school science classroom
  • Connecting students to reputable, relevant scientific people and organizations in real time
  • Twitter as authentic audience – Students constantly tweet ideas, assignments, projects, suggestions, and photographs to each other, broadening the reach of their thinking.
  • Twitter as embedded literacy – Students get plenty of practice with succinct writing as they share analyses and observations.
  • Managing students’ encounters with objectionable material from the outside world, including occasional use of profanity and sexually suggestive follower requests.
  • Comparing services – Proportional reasoning, equations, creating and analyzing graphs, and number sense; -   Planning a budget – Organizing and representing information and number sense; -   Determining the costs and payoffs of higher education – Percentages, compound interest, and rates; -   Playing the Stock Market Game – Ratios, proportional reasoning, reading and analyzing reports and graphs, and algebraic thinking (e.g., gains and losses).
  • “The term generally refers to using a wide variety of hands-on activities (such as building, computer programming, and even sewing) to support academic learning and the development of a mindset that values playfulness and experimentation, growth and iteration, and collaboration and community. Typically, ‘making’ involves attempting to solve a particular problem, creating a physical or digital artifact, and sharing that product with a larger audience. Often, such work is guided by the notion that process is more important than results.”
  • Jill Bergeron on 26 Apr 16
     
    ""Researchers Probe Equity, Design Principles in Maker Ed." by Benjamin Herold in Education Week, April 20, 2016 (Vol. 35, #28, p. 8-9), www.edweek.org"
Jill Bergeron

NAIS - The Truth About Making Real Change for Racial Justice - 0 views

www.nais.org/...real-change-for-racial-justice

DEI social justice diversity racial justice

shared by Jill Bergeron on 02 Jan 21 - No Cached
  • To look at ourselves honestly means to ask: Why are our schools here? The raison d’être of independent schools has been, and continues to be, that of advancing the interests of those who already have privilege—to provide a return on investment (ROI) to those who have sufficient disposable income to afford independent school. To put it differently, our main job is to preserve the social status quo or reproduce the elite; this class-bound purpose results in a hierarchical view of the world in which our students are destined for leadership. In our mission statements, the idea that we are creating leaders is almost universal. On their face, these statements provide a binary and hierarchical understanding of society, one in which there are leaders and followers, and we are teaching the leaders.
  • noblesse oblige, a worldview that accepts and perpetuates existing social hierarchies while promoting social good.
  • When we look at our schools’ service programs, the idea of “giving back” is ubiquitous. Yet we fail to discuss or even question how much taking is appropriate.
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  • Families send their kids to our schools, and we must prove that we are better than local public or other school options. In other words, we ask the majority of our families to give us financial support so that their kids can get more—not necessarily different—than what their taxes pay for; the “more” is the ROI.
  • Furthermore, this hierarchical worldview permeates our practices—from grading to sports, we promote hierarchies cemented on ability, access, and popularity, among other things. By viewing race problems in our schools in purely cultural terms, we are articulating our hope that we will promote some hierarchies while erasing other hierarchies based on race, gender, and sexual orientation. But as we know, hierarchies intersect and sustain each other.
  • the demand that our teachers get better or different professional development, that we hire and admit more people of color, and that we collectively become culturally competent is a way to deal with the symptoms of racism, not with a system of racism.
  • Why would those who have privilege, and want to keep it by paying for a special pathway for their children, want to give it up? Anyone familiar with the college admission process knows the tensions that emerge around race and class. If our students and families are happy to embrace the language of inclusion, such superficial pretense often evaporates when college admission lists appear. It is then that we see the hard limits of our inclusivity.   The families in our communities are essentially good people who want to share, but they don’t want to be left out.
  • They like the idea of “giving back” but do not want to take less.
  • many of our enrollment challenges derive from the fact that millennial families are looking for meaning and value—not access. We need to stop worrying about providing an illusory ROI and ensure that we help our students develop lives of meaning and purpose; we need to stop worrying exclusively about leadership and prepare them for ethical and active citizenship. It is only when we can talk to our students about the need to take less so that others can have their fair share that we will be able to honestly talk about race.
Jill Bergeron

The Marshall Memo Admin - Issues - 0 views

www.marshallmemo.com/issue.php

reading literacy shame exit ticket differentiation edutopia

shared by Jill Bergeron on 02 Feb 16 - No Cached
  • “The act of writing, even if the product consists of only a hundred and forty characters composed with one’s thumbs, forces a kind of real-time distillation of emotional chaos.” Researchers have confirmed the efficacy of writing as a therapeutic intervention.
  • She was trained to avoid jumping into problem-solving mode, instead using validation
  • Probes were important to get more information
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  • and she was trained to highlight strengths
  • Showing empathy was important
  • The trainer stressed the importance of avoiding teen patois and not making typos, which undermine authoritativeness.
  • Having all three factors present in a school can compensate for their absence in the family, community, or peer group. And a school with these factors can be resilient as an organization in the face of challenges and traumatic events it may face.
  • But in practical terms, text messaging affords a level of privacy that the human voice makes impossible. If you’re hiding from an abusive relative or you just don’t want your classmates to know how overwhelmed you feel about applying to college, a text message, even one sent in public, is safer than a phone call.
  • What’s more, tears go undetected by the person you’ve reached out to, and you don’t have to hear yourself say aloud your most shameful secrets.”
  • All people have the capacity for resilience, she says, and there are three factors that tap and nurture that potential: (a) caring relationships, (b) high expectations, and (c) meaningful opportunities for participation and contribution.
  • The advantage of using texting for a crisis hotline is that teens who are willfully uncommunicative when speaking are often forthcoming to the point of garrulous when texting, quite willing to disclose sensitive information.
  • The three factors help develop children’s social competence, problem-solving ability, sense of self and internal locus of control, and sense of purpose and optimism about the future – all of which are key to dealing successfully with adversity.
  • This is all about providing a sense of connectedness and belonging, “being there,” showing compassion and trust.
  • Teachers make appropriate expectations clear and recognize progress as well as performance. They also encourage mindfulness and self-awareness of moods, thinking, and actions. Principals orchestrate a curriculum that is challenging, comprehensive, thematic, experiential, and inclusive of multiple perspectives. They also provide training in resilience and youth development, and work to change deeply held adult beliefs about students’ capacities.
  • Teachers hold daily class meetings and empower students to create classroom norms and agreements. Principals establish peer-helping/tutoring and cross-age mentoring/tutoring programs and set up peer support networks to help new students and families acclimate to the school environment.
  • Resilience is a process, not a trait. It’s a struggle to define oneself as healthy amidst serious challenges.
  • Several personal strengths are associated with resilience – being strong cognitively, socially, emotionally, morally, and spiritually.
  • In classrooms, open channels of communication are essential. Nothing should inhibit, embarrass, or shame students from asking questions during a lesson.
  • a person who displays bad judgment is not ‘forever’ a bad person.”
  • To help others, educators need to take care of themselves. An analogy: on an airplane, people need to have their own oxygen masks in place before they can help others.
  • “The admissions process can counteract a narrow focus on personal success and promote in young people a greater appreciation of others and the common good.
  • ome have pointed out that the report applies mostly to a small percent of students, and what colleges say they value may be a challenge to game the system.
  • Julie Coiro (University of Rhode Island) takes note of a large international study by the OECD (Organisation for Economic Cooperation and Development), which found that computers were having no significant impact on students’ proficiency in reading, math, and science.
  • In many countries, the study found, frequent use of computers actually made students’ performance worse. “Although these findings may relate to differences in professional development or implementation,” says Coiro, “it was clear that drill-and-practice software had a negative effect on student performance.”
  • Technology is not critical for learning to be personal; all that’s needed is space and time to actively reflect, collaborate, and engage with personally meaningful ideas.
  • “What students can learn,” says Stygles, “is how to manage their time, select books reasonably, and justify their reading choices. When students understand their capacity – what they can do successfully – they not only protect themselves from shameful failure, but also become stronger readers through repeated experiences of success and pleasure.”
  • when blended learning is implemented in a balanced way, “teachers and students use a range of human and digital resources to improve their ability to think, problem solve, collaborate, and communicate. A delicate balance of talk and technology use keeps us all grounded in conversations with other people about what really matters.” Coiro has four suggestions for striking this balance:             • Build a culture of personal inquiry. Students have regular opportunities to pursue topics relevant to them, using a range of texts, tools, and people (offline and online) to get emotionally engaged.             • Expect learners to talk. Students engage in literacy experiences involving face-to-face and online collaboration, conversations, arguments, negotiations, and presentations.             • Encourage digital creation. Students create original products that share new knowledge and connect insights from school, home, and the community.             • Make space for students to participate and matter. “Through participation, individuals assert their autonomy and ownership of learning,” says Coiro. “In turn, their inquiry becomes more personal and engaging.”
  • Once students are empowered to direct their own learning pathways, technology can open the door to a range of texts, tools, and people to explore and connect ideas
  • “Unlike participation in sports,” says Stygles, “the choice to abandon reading to pursue other talents is not an option. Kids really have no escape from the struggles they face during the learning-to-read process, especially in light of frequent assessment or graduation through levels.”
  • “Measurement must be replaced by early and frequent positive transactions between reading, teacher, and texts,”
  • We should share with students what intimidates us about reading, how we find time, and how we focus… If we show our readers realities of reading, maturing students will see reading as less burdensome.”
  • “Shamed readers do not believe they improve or can improve,” says Stygles
  • “A good exit ticket can tell whether students have a superficial or in-depth understanding of the material,” they write. “Teachers can then use this data for adapting instruction to meet students’ needs the very next day… Exit tickets allow teachers to see where the gaps in knowledge are, what they need to fix, what students have mastered, and what can be enriched in the classroom…
  • The key to differentiation is that you have high expectations for all students and a clear objective.
  • If you know what you want students to master, differentiation allows you to use different strategies to help all students get there.”
  • Each of these tools allows students to contribute individually to shared creations involving inquiry, peer feedback, and collaborative composition.
  • Google Docs
  • Padlet
  • Coggle
  • VoiceThread
Jill Bergeron

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work-life balance self-regulation empathy shadow a student exemplary work student examples adhd critical thinking online pd references

shared by Jill Bergeron on 26 Feb 16 - No Cached
  • In this Education Week article, Connecticut educator Christopher Doyle worries that many educators are not taking very good care of themselves – not balancing the intense challenges of work with family, friends, love, sleep, vacations, exercise, good nutrition, emotional health, and civic engagement. “Like American society at large,” says Doyle, “ many of us are overworked, stretched thin financially, and torn between roles as spouses, parents, and employees… Not unlike other professionals devoted to nurture, such as doctors, teachers are measured – and measure themselves – against an idealized image of excellence that involves incessant work.”
  • Teachers occupy the middle to lower tiers of the American middle class – whose wages have been stagnant for some time.
  • Stressed, workaholic educators are not in the best position to help students achieve some kind of balance in their overscheduled lives.
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  • Prioritize balance in the school schedule. This means building in time for teachers to prepare, think, meet with their colleagues, eat lunch, and pay an occasional visit to the bathroom. It’s also important not to burden teachers with unnecessary meetings.
  • We should show our students, through the examples of our own lives, that they can lead healthy, multifaceted existences and not be slaves to their careers.”
  • The more screen time teens have (up to 6.5 hours a day), the worse they perform academically.
  • It sends a powerful message to students that someone in authority is taking the time to observe and notice with a view to making improvements in the school for their benefit.
  • Give students a minute at the beginning of class to check phones. -   Then have them silence their devices, put them face down on desks, and pay attention. -   Every 15 minutes, allow students to check their phones for a minute. -   Gradually increase the interval to 20, then 25, then 30 minutes. -   If students violate the protocol, they forfeit the next phone break. -   Naturally there are times when phones can be used legitimately as part of a learning experience.
  • it’s unproductive to confiscate students’ phones; this can cause great anxiety and needless conflict.
  • the time-honored practice of displaying samples of exemplary student work may be a turn-off for many students.
  • when students are exposed to truly exceptional work, they use it as a reference point and realize they are not capable of such exceptional quality. It can lead to decreased motivation and eventually quitting if you believe the exceptional work is actually typical.”
  • noticing another student multitasking electronically harms the learning of the viewer.
  • it appears that study techniques that have recently emerged from cognitive science are helpful to a broad range of students with special needs. Here’s a fuller list of those approaches: -   Breaking up study time into chunks; -   Studying material from more than one subject in the same session; -   Varying study environments; -   Retrieving material from memory by testing oneself and restudying what wasn’t recalled (this is especially helpful when the material is beginning to fade, resulting in a productive struggle to recall it).
  • “Critical thinking should not be limited to one group or one age level of students.”
  • Teachers need to integrate a variety of thinking questions throughout the curriculum (analyze scenarios, interpret graphics, evaluate quotes) and make sure students are seeing test questions for the first time.
  • If students can produce a quick verbal answer when a question is fired at them in class, it’s probably a lower-level question. Better to let students ponder good questions and discuss them with a classmate before being asked to respond.
  • Many teachers need PD on framing good critical thinking questions, modeling high-level thinking themselves, and revising their lesson tasks and assessments so they spur critical thinking.
  • When is online professional learning a better choice for teachers than in-person experiences?
  • To study a topic that’s not offered within the district in a particular year.
  •             •  A particular expert is not available in the school or district.
  •   • Singleton teachers can reach out to similarly isolated teachers in other locations.
  • • Online resources can fill immediate needs, facilitating higher-quality in-person work.
  • • Online PD can be significantly less expensive and more feasible than in-person PD.
  • “Learning of any kind is best done collaboratively with supportive colleagues and facilitators who can push thinking, provide accountability structures, and ensure a quality learning experience. Relying on online professional development becomes dangerous when the learning is too independent and isolated.”
  • when teachers go online for resources, they often gravitate to those that are immediately useful rather than looking at material that challenges them and helps them grow professionally. “School-based collaboration is still necessary,” conclude the authors, “maybe even more necessary, in an environment where teachers are participating in independent online learning activities.”
  • “Use online learning to meet your personal needs, but find ways to take that learning back to your school.”
  • five maxims in reference calls:             • Agree with the candidate on a comprehensive and relevant list of references to call. This should include former bosses, peers, and subordinates in previous jobs. Narrow the list by thinking about the specific characteristics of the job you’re trying to fill.
  • “[I]t’s easier to solicit the whole truth when you can hear hesitation or emotion in a person’s voice or see it on their face.” And emphasize that all comments will be completely confidential.
  • Help the reference avoid common biases. If you start by asking an overly general question (“What can you tell me about Carol?”), Carol’s employer will usually trot out her best characteristics – and will then feel the need to be consistent with those positive comments when answering subsequent questions.
  • Ask about the candidate’s social and emotional competence.
  • Check values and cultural fit. Will this candidate fit in and succeed in your organization and work collaboratively with you and your colleagues?
  • Probe for downstream qualities. Will the candidate keep learning, adapting, and growing?
  • “Ask for examples of situations in which the person has shown the hallmarks of potential: curiosity, insight, engagement, and determination,” says Fernández-Aráoz.
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