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