Effective Teaching: - PowerPoint PPT Presentation

Loading...

PPT – Effective Teaching: PowerPoint presentation | free to download - id: 414333-MzFjY



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Effective Teaching:

Description:

* Introduce James Qualities of Effective Teachers as the framework for examining the characteristics of highly effective teachers of at-risk and/or highly mobile ... – PowerPoint PPT presentation

Number of Views:745
Avg rating:3.0/5.0
Slides: 46
Provided by: pxp3
Learn more at: http://www.naehcy.org
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Effective Teaching:


1
Effective Teaching
  • What do we know about teaching strategies that
    work for students experiencing homelessness?
  • Patricia A. Popp
  • Project HOPE-Virginia
  • pxpopp_at_wm.edu
  • Fran Anderson
  • Kenosha Unified School District
  • kusd_at_shalomcenter.org

2
Agenda
  • The context what do we know about our students
    achievement?
  • Preparing teachers and tutors
  • General strategies to address student needs
  • Affective
  • Academic
  • Technical
  • Content specific strategies

3
Achievement for students experiencing homelessness
  • What do the statistics say?

4
Studies have shown
  • Absenteeism is greater
  • Developmental delays occur at 4 times the rate
    reported for housed peers
  • Learning disabilities identified at double the
    rate of housed peers
  • Twice as likely to repeat a grade

5
CSPR Data
2005-06 2006-07 2007-08
Grades 3-8 Tested in Reading 136,153 120,770 83,137
Grades 3-8 Proficient in Reading 60,980 59,709 36,395
Percent Proficient in Reading 44.79 49.44 43.78

Grades 3-8 Tested in Math 135,890 119,633 80,886
Grades 3-8 Proficient in Math 62,081 54,092 34,181
Percent Proficient in Math 45.68 45.21 42.26
  • Academic Progress in Reading and Mathematics,
    Grades 3-8

6
Add a few new cites
7
Keep an eye on
  • Adequate yearly progress (AYP) and disaggregated
    categories
  • On Time Graduation Rate
  • Joe Johnson serve our homeless students
    wellwell reach everyone

8
A recommendation from Ron Walker
  • When you find research that makes sense and
    fits what you see
  • Thats the research to which you should pay close
    attention

9
Achievement for students experiencing homelessness
  • What do teachers see?

10
Characteristics commonly observed
  • Below grade level (2 years by 6th grade)
  • Lacking many cognitive strategies (due to lack of
    mediation from an adult)
  • Lack of environmental knowledge
  • Weak vocabularies
  • Trouble solving abstract problems and making
    inferences

11
Brain Research (Devlin, et al., 1997 meta
analysis)
  • 34 genetics
  • 66 environment
  • BUT THERE IS HOPE!!!
  • Its not just critical periods of development
  • The window doesnt shut
  • There are more critical experiences that we can
    provide

12
We can still make a difference!
  • Federal, state, local policies
  • Immediate enrollment
  • Local liaisons and collaboration
  • School stability
  • Access, attendance, and success in school
  • NCHE Efforts
  • Highly Mobile Students, Reading on the Go!,
    Qualities of Effective Teachers

13
Good Teaching Matters!
  • There is persuasive evidence that students
    benefit from high quality instructions and that
    these benefits are cumulative for student who
    have good teachers for several years.
  • Teacher effectiveness matters so much that
    low-income students lucky enough to have three
    very good teachers in a row in elementary school
    earn test scores that, on average, are similar to
    middle class students.

14
Qualities of Effective Teachers
EFFECTIVE TEACHERS
Job Responsibilities and Practices
Background
Prerequisites
Classroom Management Instruction
Implementing Instruction
The Person
Organizing for Instruction
Monitoring Student Progress Potential
Used with the Permission of Linda Hutchinson,
Doctoral Student, The College of William and Mary
15
Meeting At-Risk/Highly Mobile Student Needs
  • Affective Needs
  • Academic Needs
  • Technical Needs

16
Technical Needs
  • What does it mean?
  • Focusing on the outside needs of at-risk/highly
    mobile students such as assistance with food,
    housing, referrals to agencies
  • Considering relationship with parents in working
    with students
  • What does it sound like?
  • Its not that the parents dont care and I find
    the parents increasingly supportive. But the
    reality is that they also come from highly
    dysfunctional homes.
  • -- Tanya

17
Preparing teachers (and tutors)
  • They need to understand how homelessness
    influences school performance
  • How do we make this happen?

18
Content Knowledge for Teachers
  • Students
  • Will decide to work in your class IF they like
    you
  • Love to entertain and tell stories in casual
    register
  • Are disorganized
  • Often lack basic classroom survival skills
  • May not know or use middle class courtesies
  • May not know or use conflict resolution skills
  • Get angry and quit working easily (emphasis on
    present feelings)

19
Content Knowledge for Teachers
  • Communication skills
  • Working with parents
  • Working with other teachers and tutors
  • Working with other support personnel
  • Getting outside help
  • Knowing the resources
  • Knowing who to call

20
Affective Needs
  • What does it mean?
  • Helping students develop a sense of belonging
  • Developing intrinsic motivation
  • Attending to emotional needs
  • What does it sound like?
  • I work hard to reduce stress in the classroom
    to make it very comfortable and positive. I want
    to be seen as a helper/facilitator, not a
    dictator.
  • -- Jeana

21
Affective Needs
  • Connecting with students
  • Classroom management

22
Relationship is everything!!!
  • You came back!
  • Assimilate quickly into class
  • Be honest about students academic level
  • Reflect all progress with praise (esp. attitude)
  • Teach life lessons
  • Use adult voice (avoid sarcasm)
  • Appreciate students humor and ability to
    entertain
  • Show personal interest in the student
  • Provide individual help
  • Give wait time and give clues when there is
    trouble answering a question (scaffolding)

23
Culture and Climate
  • Culture
  • The way we do things around here
  • Climate
  • The way we feel about the way we do things around
    here

24
Definitions
  • Rules standards or expectations
  • Procedures
  • Routines

25
Making Rules More Concrete
  • Looks Like
  • Sounds Like

26
Remembering Procedures
  • Post them
  • Sing them
  • Cheer them
  • Rap them
  • Rhyme them
  • Let the students help create a method

27
Basic Steps for Teaching Rules and Procedures
  • Describe and demonstrate desired behavior
  • Give context
  • Give rationale
  • Model
  • Rehearse
  • Simulated
  • Guided practice
  • Distributed
  • Feedback
  • Sandwich Technique
  • Eye Contact

28
(No Transcript)
29
Managing Problem Behavior
  • An ideal strategy would
  • Maintain/restore order immediately
  • Not affect a positive learning environment
  • Prevent repetition of the problem

30
Three Levels of Intervention
  • Minor
  • Moderate
  • More extensive

31
Minor Interventions
  • Instruction
  • Brief desist
  • Student choice
  • I message
  • Nonverbal cues
  • Pacing speed up
  • Proximity
  • Group focusing
  • Behavior redirect

32
Moderate Interventions
  • Withhold a privilege or desired activity
  • Isolate or remove student(s)
  • Use a penalty
  • Assign detention
  • Use a school-based consequence

33
More Extensive Interventions
  • Problem solving
  • Peer mediation/conflict resolution
  • Conference with a parent
  • Individual contract with the student

34
A Problem-Solving Process
  • Label the problem
  • Alternatives are brainstormed
  • Choose one () to implement
  • and gain commitment
  • Evaluate effectiveness
  • of implementation
  • of outcome

35
Wheels for Feelings
from Karen Rooney
  • Place event in center of wheel
  • Generate feeling words on one half
  • Generate possible solutions on other half

Solutions
Feelings
36
Classroom Management
  • Write and model classroom rules
  • Teach and model conflict resolution skills
  • Teach and model middle class courtesies (give a
    second set of rules from which to choose)
  • Include student in discipline process
    (alternative behaviors)

37
Academic Needs
  • What does it mean?
  • Focusing on the academic achievement
  • Working toward academic progress
  • What does it sound like?
  • I think my relationship with students its a
    big role because I take ownership into their
    learning process and involvement and there should
    be no question on their part that Im a player
    and that they dont stand alone. And I think that
    makes a big difference.
  • -- Janice

38
Assessing Needs
  • Reading tests
  • Writing samples
  • Computation probes

39
Monitoring Progress
  • Tools kept in students boxes
  • Non-reader skills
  • Future worksheets
  • School spelling lists
  • Copies of report cards
  • Planning interventions

40
Filling the Gaps
  • Balancing student needs and grade level
    expectations
  • Systematic building of vocabulary
  • Important to concept development
  • Direct teaching of formal register
  • Direct teaching of classroom survival skills
  • Hand raising, note taking procedural self-talk)

41
Teaching Cognitive Strategies
  • Help students set goals (control impulsivity)
  • Teach students to ask questions
  • Teach students to sort
  • Help students process abstract information
    through mental models

42
Language Arts
  • Common needs
  • What works
  • Instructional techniques/tips
  • Resources

43
Mathematics
  • Common needs
  • What works
  • Instructional techniques/tips
  • Resources

44
Content Areas/Study Skills
  • Common needs
  • What works
  • Instructional techniques/tips
  • Resources

45
nothing, absolutely nothing has happened in
education until it has happened to a student
Joe Carroll, 1994
About PowerShow.com