Skip to main content

Home/ MEd Program Diigo Group/ Group items tagged cultural gap

Rss Feed Group items tagged

pgbelliveau

How Partners in School Innovation is addressing the Teaching Gap | Partners in School I... - 1 views

  • (“To Close the Achievement Gap, We Need to Close the Teaching Gap”),
  • The teaching gap refers to disparities between the working conditions and level of support for teachers in the United States and their counterparts in other industrialized nations. 
  • teachers in the U.S. have larger class sizes, spend more time directly teaching children
  • ...10 more annotations...
  • work more hours per week than the international average.
  • Perhaps most importantly, U.S. teachers have less time for planning, collaboration and access to quality professional development when compared with teachers in other countries.
  • PLCs, including one that supported kindergarten teachers to integrate Common Core-aligned writing into their everyday practice.
  • eachers came together three times throughout the year to learn about the three genres of Common Core writing (narrative, informative and opinion), score writing assessments, analyze student writing samples, set writing goals for their students and plan writing instruction that specifically met the needs of English learners. The learning from the PLC was then supported through collaboration at their school sites throughout the year.
  • professional learning helped them make significant changes in their approaches to writing instruction, resulting in improved performance of kindergarten students. Specifically, those students outperformed all other grades on the district’s end-of-year writing assessment.
  • student achievement increases when teachers have time to learn and plan together.
  • teachers were able to consistently and systematically reflect on student data and their instructional practice. In addition, teachers created clear, measurable goals and designed instructional plans that met the needs of their English learners.
  • advocate for policies that will help close the teaching gap
  • providing development on the instructional shifts within the Common Core, supporting teachers to collaboratively design and refine CCSS-based units and lessons, and providing professional development on how to assess CCSS mastery.
  • providing opportunities for teachers to engage in professional development and collaboration around creating culturally and linguistically responsive lessons and classroom learning environments that reflect the identities of their students
  •  
    This site provided an article that looked into what the organization, Partners in School Innovations is doing to "not just close the achievement gap, but the teaching gap." Results from a survey are shared regarding average class sizes and the time spent teaching versus the time spent planning. The article provides a case study of a school that focused on instructional gaps and its results. This is a great read for administrators, policymakers and other stakeholders.
  •  
    I realize this has more to do with achievement gaps than specific gaps within a single classroom, but it has been my experience that targeted instruction to support a few helps every learner in the room.
toladipo

The Real Versus the Possible: Closing the Gaps in Engagement and Learning | EDUCAUSE - 0 views

  •  
    (Week 9: Tolulope Oladipo and Michelle Bear) This is a journal article that is available in Diigo. The link to the article is also provided below: The Real Versus the Possible: Closing the Gaps in Engagement and Learning. Retrieved from https://www.educause.edu/research-and-publications/books/educating-net-generation/real-versus-possible-closing-gaps-engagement-and-learning. This article explores the generations of learners, how we can utilize technology in learning, the discovery of education community and learning science. The authors discussed further educational Goals about learning, improving student's success, engagement and learning through people to people interaction, people and tools, using information technology device as a vehicle by which concepts are presented (such as using simulations, and animations), using collaboration and rich media communication to promote interaction an engagement. The author discusses how access to technology determines generation of learners, such as the Net generation. According to the authors, many students in the K-12 and post-secondary education do not have adequate access to advanced instructional technologies or the web. Despite the engagement created by technology-enabled interactive instruction, many students, teachers, do not have the requisite experiences. The authors went further that internet resources are not yet fully integrated into the day-t0-day classroom routine. The authors cited a finding that proposed that motivation is a key factor to learning, and that engagement and learning can be achieved through competency and control, curriculum, instruction, the organization, management of the schools and the environmental conditions. Furthermore, according to the authors, the Board on Children, Youth and Families 2004 National report recommended that we can keep young people in school and making learning worthwhile by forming a good connection between learners and the context in which learning occurs. We sh
pgbelliveau

NEA - Closing the Culture Gap - 4 views

  •  
    This article describes the need to address the cultural gap that exists in our society. The author focuses on a first grade teacher, Lauren Mead, in Kirkland Washington and her journey to connect with her students on a deeper level. The article goes on to highlight sentiments from other educators about cultural awareness. The remarks of one teacher were very profound: "First and foremost, let your students know that their lived experiences are valid and valued. They have every right to hold on to who they are, what they know, and what they live, even if sometimes they have to stop and work through differences," he says. "But you also have to show them how to navigate our school culture so they can succeed." Understanding that more than achievement gaps exists in our classrooms will help educators engage students and begin to see progress in closing the learning and instructional gaps that are present.
  •  
    Wow, very interesting article. I agree with the article in that it is important to value your student's diversity. I have a melting pot of students in my class and I am trying to get to know each family on a deeper level. This will allow me to make connections with this student and hopefully understand any barriers that may be relevant to their learning.
  •  
    Instructional and Learning Gaps aren't always attributable to pedagogy or technology. I find it's more often the teacher-student relationship.
shommel

UNDERSTANDING THE GAPS: WHO ARE WE LEAVING BEHIND - AND HOW FAR? - 1 views

https://www.nea.org/assets/docs/18021-Closing_Achve_Gap_backgrndr_7-FINAL.pdf The data presented here by the National Education Association (NEA) identifies achievement gaps based on several socio...

NEA learning gap ELL

started by shommel on 30 Jun 18 no follow-up yet
loreggio1

Instructional Strategies and Best Practices to Narrow the Mathematics Achievement Gaps ... - 7 views

The research questions of this single site case study involved understanding why an achievement gap exists, and to identify the instructional strategies and best practices used to narrow the achiev...

Instruction Strategies & Achievement Gap

started by loreggio1 on 28 Jun 16 no follow-up yet
rcourtot1015

6 Things Any Teacher Can Do to Help Close the Achievement Gap - 0 views

  •  
    This article focuses on simple things that teachers should keep in mind when trying to close the achievement gap. It reminds teachers that they don't need to make grand, sweeping changes; just doing some small things can have a major impact in terms of both the instructional and achievement gaps. The steps include using data more effectively, reflecting on your own choices in the classroom with a purpose, staying open-minded and avoiding assumptions, ensuring that the class is academically and culturally relevant, and developing positive relationships with parents. These are not necessarily ground-breaking ideas, but they are small enough that they can be effectively implemented relatively quickly and then fostered more to help close those gaps for students.
  •  
    I enjoyed this article as it gives very simple ways that teachers can do a better job. It also confirms what I've known to help by making more culturally friendly lessons that students are more accustomed to as we try to scaffold concepts that are foreign.
pgarvin

Teaching and Reaching All Students: An Instructional Model for Closing the Gap - 9 views

  •  
    This article identifies the Culturally Responsive Instruction Observation Protocol (CRIOP). It highlights the gap that middle class white students have with black, poor, or Hispanic students and introduces teaching strategies to incorporate cultural knowledge.
jillthomas

2011 C.A.R.E. Guide: Strategies for Closing the Achievement Gaps - 0 views

  •  
    In 2011, the NEA put out a C.A.R.E guide. This guide focuses on four areas that need to be recognized in order to close the achievement gaps in education. These areas are Culture, Abilities, Resilience, and Effort. The guide includes strategies and activities to be utilized by students and teachers in order to assist in closing the academic achievement gap that exists with low income students. EDTC 615, k-12
dalubis

Is Lecturing Culturally Biased? | Edutopia - 1 views

  •  
    Addresses the potential of active learning with increased teacher feedback and interaction as a way to help close the achievement gap and involve more students in advanced level STEM classes. Focused on University level students, but an interesting read for teachers of all levels to consider how instruction may have a cultural bias.
kmclark1044

A Must-Have Guide to Culturally Responsive Teaching | Cult of Pedagogy - 1 views

  •  
    This blog post was very eye opening and had me reflecting on my own classroom and teaching style throughout. Jennifer Gonzalez is a middle school teacher who recently read a book called "Culturally Responsive Teaching & The Brain" by Zaretta Hammond. Upon reading this book Jennifer talks about her experience with teaching students whose cultures, race, language, etc. did not match what schools teach and value. Additionally, she felt that she could have done a better job at teaching and reaching these students, who are typically labeled "at risk." Something I often feel. In feeling this way, in what she hopes will help her close the gap, Jennifer talks about the brain-based approach she read about. She touches on the Ready for Rigor Framework and the four separate practices that can help improve teaching. This blog post touched home for me as I taught a handful of ELL students this year and for some I felt like I did not do my best and I could have done better.
dalubis

Bridging the cultural gap in the classroom | Manuel Hernandez Carmona | TEDxAmoskeagMil... - 0 views

  •  
    Manuel Hernandez Carmona is an ESL teacher from New York. The video describes the importance of providing culturally relevant material to students to ensure academic success. He emphasizes how critical it is to help students make connections with their own personal experiences to build bridges into other content.
aachapin

C.A.R.E. - Strategies for Closing the Achievement Gaps - 5 views

  •  
    The NEA published this wonderful compilation of "research-based instructional strategies, school change activities, and family/school engagement efforts for closing the achievement gaps." Within its pages, the acronym C.A.R.E. - Culture, Abilities, Resilience, and Effort -- is referenced and connected to strategies for teachers to employ in order to make improvements in their classrooms. Teacher checklists, lesson plans, and student worksheets are included for each of these areas, which is great! The chapter on abilities is very interesting. It references the 8 different learning styles and challenges teachers to consider incorporating activities that touch on all. Overall, this booklet of sorts contains a lot of information that provokes much thought and reflection.
toladipo

The Real Versus the Possible: Closing the Gaps in Engagement and Learning - 0 views

(Week 9: Tolulope Oladipo and Michelle Bear) This is a journal article that is available in Diigo. The link to the article is also provided below: The Real Versus the Possible: Closing the Gaps in...

EDTC615 Fall2018 Research

started by toladipo on 13 Nov 18 no follow-up yet
vciany8

Teacher: We are trying to close the achievement gap all wrong - 0 views

https://www.washingtonpost.com/news/answer-sheet/wp/2014/12/24/we-are-trying-to-close-the-achievement-gap-all-wrong-teacher/?utm_term=.863fb161ff3b This is an interesting article to read. This is ...

Education Cultural Differences Love Relationships Low Income

started by vciany8 on 04 Jul 17 no follow-up yet
smartinez65

Scaffolding English Language Learners and Struggling Readers in a Universal Literacy En... - 8 views

  •  
    This article describes the report of a 4 week study of the English reading comprehension of struggling readers. The research used technology to decrease achievement gaps in reading. Thirty 4th-grade students read narrative and informational hypertexts that contained vocabulary, comprehension strategy supports, and text to speech read aloud features. In the process, vocabulary and comprehension achievement was observed in the students. The results in this article suggest that struggling readers and Spanish-speaking ELLs used technology and beneficiated by learning vocabulary and effectively applying reading comprehension strategies.
  •  
    In reading this article it was quite interesting to me the successes that occurred when the school incorporated the use of a technology based universal digital literacy (UDL) tool. The digital text coupled with vocabulary support was instrumental in the success of these students. It is also important to note that the stories given to the students to study were a blend of folktales that represented many different cultures rather than strictly from the US. It is important to note that when ELL students and struggling readers are given text or material that is relevant to their own culture they are able to access prior knowledge to make connections to the new material. The supports utilized in the study were the initial discussion of "power words" that are prominent in the text. The mid reading strategy is a support to develop comprehension by prompting students at the end of each page to stop, reflect and summarize/predict then being prompted to give a written or recorded response. These activities are able to be tracked using the technology thus furthering a teachers ability to interpret student needs and supplement with various strategies in the classroom. An important element to this programs success was the training of the teachers on the UDL technology.
dalubis

http://www.academypublication.com/issues/past/tpls/vol02/05/01.pdf - 0 views

  •  
    This study focused on Russian, Arabic, and Chinese teachers but is relevant outside of these areas because it addresses characteristic of millennial learners and how teachers' own cultural identify and pre-conceived expectations can contribute to an instructional gap.
brady_g

Bridging the Achievement Gap - 1 views

  •  
    A critical perspective into the reality of multi-cultural student populations and the ill-preparedness of the average instructor to be able to cater towards their students in an equal manner by looking at many factors that affect their students lives outside of the classroom.
shanleeliu

Adobe Youth Voices Awards Finalist: Hutong: Lost in the City - 0 views

  •  
    This documentary focuses on Hutong, the cultural symbol of traditional life in Beijing. Though well-known around the world, many Hutongs are actually facing the problem of arbitrary and incomplete demolition, and the shortage of governmental administration and public cleaning. This is a website that youth can post their created digital media as wel as express their own idea and opinion to have their own voices and collaborate regarding issues they care and concern about. Urbanization, gender equality, racial justice, environmental protection for everyone are among the issues that global youth care about. Teachers need to provide students a safe environment on line or in person to express themselves.
jcaputo2

Second Language Use, Socialization, and Learning in Internet Interest Communities and O... - 1 views

  •  
    (week 9: Jason Caputo and Ericka Posey) This article is accessible via jstor from the link above and can also be searched from the title via UMUC library. This article discusses research on online communities and the interaction between L2 (language learners) with L1 (native) speakers. It examines the benefits of participation in these communities as part of the learning experience. The research in the article supports the use of authentic experiences, even online, as a driver of language acquisition and student motivation to improve. Authentic experiences like those found online fill a gap in typical learning environments by giving cultural and linguistic context to communication. Though you may not teach a language or be able to include online communities directly into your course material, this article highlights the need to expand your instruction outside the four walls of your classroom. Provide opportunities for learning and assessment that reflect student interests and real world situations. The more student interests are taken into account, the greater their passion for learning. The more reflective of real world experiences, the deeper the learning experience. Thorne, S. L., Black, R. W., & Sykes, J. M. (2009). Second Language Use, Socialization, and Learning in Internet Interest Communities and Online Gaming. The Modern Language Journal, 93, 802-821. doi:10.1111/j.1540-4781.2009.00974.x
1 - 19 of 19
Showing 20 items per page