Group items tagged

An informative and engaging article that provides eight solutions to tackling the achievement gap.  It is well organized and written with clear reasoning for each solution.

I really enjoyed this article. As a new instructor I am constantly looking to engage my adult students. Through my instruction, making that personal connection is so important. Once you make that personal connection I find that students start making a personal connection with their assignments as well. I find having a non-academic conversation at the beginning of class can help the students feel involved classroom citizens.

This article really gives great advice on how teachers can help close the achievement gap by changing small things they do in the classroom. The two things that stuck out to me was allowing more time and progress monitoring. Sometimes time is all a student needs to succeed. When students feel rushed they end up just picking whatever answer they think is right or just something to complete the assignment. Allowing students to return to their unfinished work could really help students concentrate knowing that they don't have to rush to finish an assignment. As far as progress monitoring goes, it helps when the teacher really cares about making sure the students are on the right track and that their parents are aware of the work they have completed or would need to complete to get them on track.

(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

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.

In order to increase the achievement levels of minorities and low income students, there are three components that are the focus: high standards, a rigorous curriculum, and effective educators.

This post hits home, as I see it at my Title I school. Students struggle but even the students passing AP classes and Honors courses, yet when they see the SAT's or the ACT's. Last year, my school's valedictorian only got a 1000 on the SAT and did not get to attend her first choice. We, as a school, and larger, we as educators need to ensure that we are doing everything we can to get these students to get past whatever challenges exist outside of the school and have strict standards that need to be met.

This a great resource for every teacher.

Closing Achievement Gaps: An Association Guide (NEA), (Pg, 18-19), 2015, Retrieved from http://www.nea.org/home/13550.htm Retrieved on 10/16/15 This article is extremely useful for teachers. The article delivers important information on strategies to use when trying to close the achievement gap.

List of ways that you can close the gap that can be used as a good starting point but does not provide any real substance.

This website provides tips and strategies that can be used in the classroom to help close the achievement gap. The strategies include family outreach, multiple learning opportunities and classroom support strategies

"Closing the ELL/ESL Achievement Gap with Blended Learning," by Debbie Malone. Type of post: Strategies (in a sort of blog). This is an interesting article about helping ESOL/ELL students. Some important "take-aways," according to the author (regarding the blended learning approach she advocates): "However, one of the most valuable tools provided by online and blended learning programs is their continual checks for understanding, which provide educators with real-time actionable data. This helps teachers gauge whether their ELL/ESL students are keeping up with the rest of the class or whether they need more assistance. Educators can then spend more time working with individual students in areas where they are struggling and prevent problems from snowballing. "But technology can't solve all of the problems associated with the growing achievement gap between ELL/ESL students and native English speakers. Many educators have reported a lack of funding or personal development geared toward addressing the needs of ELL/ESL learners. Technology can, however, be leveraged to personalize the learning experience for these students. "Because the human element of the student-teacher relationship is still a vital classroom component, especially for ELL/ESL students, a blended learning classroom offers an ideal way to cultivate that relationship. Building on that, it may also be the answer to creating a more effective learning environment that lowers the language barrier for educators and increases academic achievement for ELL/ESL students." Great points! As the fictional movie character Borat used to say, "I like." However, I would like to see additional (and empirical) evidence. I do agree with the author on many points, though I would enjoy seeing a research study on this. Malone, D. (2014, November 12). Closing the ELL/ESL Achievement Gap with Blended Learning. Retrieved from https://blog.edgenuity.com/closing-the-ellesl-achievement-gap-through

This article looks at the importance of technology use in the classrooms in the 21st century and how this technology can be used to help close learning gaps. It specifically looks at students who are "at-risk". This article addresses great points but also cautions that in order for technology to be effective, it needs to be accompanied by professional development.

This article highlights a report completed by the Alliance for Excellent Education and the Staford Center for Opportunity Policy in Education in 2014. The article notes that students can make significant increases in learning and engagement through the use of technology. However, students from poor socio economic backgrounds may not have the same instruction or access to technology as those from more affluent neighborhoods. The auther then presents a list of solutions.

I like that this article encourages a blended learning approach with technology. I think that tech is a powerful tool that needs to be paired with hands on activities for the early learners.

This article discusses how professional development for teachers will help close the achievement gap. This blog centers on how the improvement of teaching practices will best assist students and that there should be universal teaching strategies. EDTC 615. k-12

Details 4 critical ways in which we can improve the quality of instruction by focusing on improvement as instructors. Standardizing practices, strategies, assessments, etc. Interesting read and turns the system around to look at instructors what we are able to change.

This article is great at recognizing necessary checks and balances for teachers. Changing standards will not along close all of the achievement gaps. The improved curriculum must come with a way for teachers to know they are delivering appropriately and sufficiently.

The article references stats that involve demographics pertaining to elementary reading and math. High school graduation rates and dropout rates amongst minorities in a californian community. The author looks at closing the achievement gap by getting parents involved and placing more emphasis on pre-K programs. The article states that when it comes to intervention, the way to look at it is, the earlier the better. The author provides suggestions to closing the gap.

You can't have a conversation about education reform without the words "achievement gap" coming in at some point, along with specific plans on how to close it. But are policymakers attempting to close it in an effective way? James Boutin, a veteran high school teacher just south of Seattle, Washington, answers in the following post.

(Week 7 Jason Caputo and Ericka Posey- Group 8) This article is available through the UMUC library through the permalink above. This article examines a teacher directed model for closing achievement gaps. It explains why administrator driven directives and extensive scripting of curriculum are not always successful in closing achievement gaps. It explains the "risk is that prescriptive, bureaucratic approaches will drive talented and thoughtful teachers out of specific schools or the entire profession"(Levine and Marcus, 2007) However, it also points out potential flaws in systems without some oversight of teachers. In the case study presented, teachers avoid asking tough questions about instructional challenges, methods, and expectations/standards. Despite their good intentions and implementation of some effective strategies, during their team meeting/PLC time, "requests for help occurred around specific students or parents; teachers did not use this particular forum as a site for seeking help with core instructional challenges" (Levine and Marcus, 2007). While they are able to reduce some of the achievement gap, there is significant room for growth in their professional practice. The protocols discussed in our course address this, as they provide a professional and polite way to ask challenging questions about professional practice. References Levine, T. H., & Marcus, A. S. (2007). Closing the Achievement Gap through Teacher Collaboration: Facilitating Multiple Trajectories of Teacher Learning. Journal Of Advanced Academics, 19(1), 116-138.

Two prominent methods for closing achievement gaps are discussed in this article: 1. increase district control over teaching and curriculum, and "minimum standard of instruction", 2. using teacher teams to develop curriculum and teaching methods. Because district control leads to set curriculum, methods, and assessments across schools, progress is easily measured. However, talented and creative teachers tend to feel less valued as educators, and more like tools of implementation. This could cause less effectiveness for having to fit lessons within such a strict construct. Teacher teams, or Professional Learning Networks, empower teachers for contributing to development of effective lessons. Educators tend to enjoy this approach, since it is more natural to teaching and learning, though it is difficult to measure what is being learned. Under district control, the focus can be on research based interventions, where measurement relies on teachers not straying from the mandated processes. Alternatively, it can focus on teacher learning, which would output teachers with similar goals, but who can draw from their own experience and knowledge. Mountain High School in Pleasantville, California, was divided into "learning communities" of around 80 students. Teachers were to serve as advisors, regularly contact families, collaborate with colleagues, and ELL and Special education students were divided amongst the communities. The teacher lack of experience with PDs showed, as they were more focused on student problems rather than ways to improve instruction. Teachers were also not used to contacting parents outside of problematic situations. It was also necessary to provide accommodations that help struggling students to strengthen the lacking skills that are preventing further growth. The proposed methods seemed sound, though implementation in the case study, was still problematic. The lack of success was potentially due to lack of understanding of what compris

(Week 9: Amber, Angela, And Kenneth) This article is accessible through the link given by accessing Diigo. This article discusses two methods for closing the achievement gap due to teacher collaboration. The article discusses how teachers can collectively have discussion that may identify and address the structural issues that are built into the school system. Teachers can use this article to begin to understand how their instructional practices can be hampered by systematic inequalities. The idea of all of this is for these "Collaborations to require and build trust, routines and skills for further collaboration efforts. This also means that the collaborators will need training in order to help them talk about issues of teaching and learning and critique each other's practice (Levine and Marcus, 2007). This would be useful for our practicing teacher because (1) They teach in different districts so there will be some disparities, (2) critiquing each other can be more helpful and a great learning experience. References Levine, T. H., & Marcus, A. S. (2007). Closing the achievement gap through teacher collaboration: facilitating multiple trajectories of teacher learning. Journal Of Advanced Academics, 19(1), 116-138. From http://files.eric.ed.gov/fulltext/EJ786607.pdf

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.

In this article John Albert discusses ways to close the achievement gap through the blended learning approach. With this new learning approach growing more and more popular each school year, it is important to recognize how it can close gaps, if utilized correctly. John talks about five key points in implementing the blended learning approach successfully that will in return close achievement gaps; choosing the right tools, training staff, creating a data team, engaging parents, and highlighting success.

In the educational world of increased expectations and rising standards, teachers and school administrators understand the importance of closing the achievement gap. Project Star, a major longitudinal study of the effects of class size, discovered that reducing the number of...Read more ›

Increasing class sizes is a problem educators across America are facing. This article address how to counter this issue while still focusing on closing achievement gaps. One strategy mentioned is intentional small group instruction. Differentiating instruction by allowing high level learners move on independently while conducting mini lessons to those still struggling with a lesson, can help a teacher overwhelmed with class size.

This article is very timely it talks about the NCLB law and how it isn't working. Threats to teachers firing, closing schools and students still continue to decline. Standardized testing isn't working. This is a great article, must read.