1. Making the Connection Brain Research and Poverty Issues

2. “The best way to predict the future is to invent it.” Alan Kay

3. Core Beliefs/Values Possessions PovertyMiddle ClassWealth PeopleMoneyOne-of-a- kind objects Driving Force Survival, relationships, entertainment Work, achievement Financial, political, social connections Family Structure Tends to be maternal Tends to be paternal Depends on who has the money

4. Language Poverty Casual Register or Oral Tradition Storytelling Language is about survival Language is simple - doesn’t include a lot of abstract concepts Poverty Casual Register or Oral Tradition Storytelling Language is about survival Language is simple - doesn’t include a lot of abstract concepts

5. Language Middle Class Formal Register or Written Tradition Language is about negotiation Contains many abstract concepts Middle Class Formal Register or Written Tradition Language is about negotiation Contains many abstract concepts

6. How do we negotiate our world? Perceptions 5 senses Survival is first priority Language Make sense and meaning from what we hear and read Perceptions 5 senses Survival is first priority Language Make sense and meaning from what we hear and read

7. Decisions Like should I remember this? Based on the lens we have on the world - Does it make sense and does it have meaning (TO ME) Like should I remember this? Based on the lens we have on the world - Does it make sense and does it have meaning (TO ME)

8. Energy Hog The brain uses more energy than any other organ — it is always looking for ways to conserve. Remembering takes energy — what we remember has priorities. The brain uses more energy than any other organ — it is always looking for ways to conserve. Remembering takes energy — what we remember has priorities.

9. Remembering Priorities First - Survival information Second - Information attached to emotion Third - Other stuff (learning) First - Survival information Second - Information attached to emotion Third - Other stuff (learning)

10. Circling back to language Students from poverty homes hear about 1/3 less words by the time they get to school than a child from a professional household. A child from poverty has fewer neural connections. Students from poverty homes hear about 1/3 less words by the time they get to school than a child from a professional household. A child from poverty has fewer neural connections.

11. What can I do with fewer connections and lack of vocabulary? Don’t assume that children understand your language. Pre-teach all vocabulary. Forms and functions of language. Scaffold concepts. Check for understanding constantly. Make connections. Don’t assume that children understand your language. Pre-teach all vocabulary. Forms and functions of language. Scaffold concepts. Check for understanding constantly. Make connections.

12. Don’t Assume… Teaching would be easier if we all came with the same experiences and view of the world. We don’t. Poverty children will decide if they like us and will learn from us in the first 10 minutes of class based on our non-verbal communication. Teaching would be easier if we all came with the same experiences and view of the world. We don’t. Poverty children will decide if they like us and will learn from us in the first 10 minutes of class based on our non-verbal communication.

13. Don’t Assume… Our language patterns and complexity will determine, to some extent, what students will understand and how they will make meaning. Formal language or written tradition is pretty boring and may turn some students off. Our language patterns and complexity will determine, to some extent, what students will understand and how they will make meaning. Formal language or written tradition is pretty boring and may turn some students off.

14. Pre-Teach ALL Vocabulary Robert Marzano - “Direct instruction that relies on ‘rote memorization of definitions’ generally is ineffective… Instead, students need to be engaged in a process where they elaborate on a newly learned vocabulary term and generate imagery representations of its meaning.” Robert Marzano - “Direct instruction that relies on ‘rote memorization of definitions’ generally is ineffective… Instead, students need to be engaged in a process where they elaborate on a newly learned vocabulary term and generate imagery representations of its meaning.”

15. Visualize Draw/describe your picture of (see, hear, feel, smell, taste): Negotiation Consequences Homework Success Draw/describe your picture of (see, hear, feel, smell, taste): Negotiation Consequences Homework Success

16. Scaffolding High expectations for ALL students is critical. We must pre-assess all students to know which step to start on.

17. Check for Understanding In general, we spend too much time grading papers to give students grades and not enough time checking for student understanding and learning. We need to reframe what we do! In general, we spend too much time grading papers to give students grades and not enough time checking for student understanding and learning. We need to reframe what we do!

18. Make Connections Students only learn from teachers they respect and feel safe with. Teachers must be need-satisfying Love and belonging Fun Power Freedom Safe Students only learn from teachers they respect and feel safe with. Teachers must be need-satisfying Love and belonging Fun Power Freedom Safe

19. What is Important Understand the world your students come from (avoid judgment) Be aware of your own values and beliefs Understand the role of language Build sense and meaning into your lessons (meaning is the most important) Understand the world your students come from (avoid judgment) Be aware of your own values and beliefs Understand the role of language Build sense and meaning into your lessons (meaning is the most important)

20. Teach Coping Strategies Assume your students don’t understand any abstract concepts. Use graphic organizers Make as many connections for learning as possible (learning is global) Be as active as possible for learning Assume your students don’t understand any abstract concepts. Use graphic organizers Make as many connections for learning as possible (learning is global) Be as active as possible for learning

21. Teach Coping Strategies Know where you are going Ask yourself, “If my students didn’t speak English, what words would I need to pre- teach.” Know where you are going Ask yourself, “If my students didn’t speak English, what words would I need to pre- teach.”

22. Teach Coping Strategies Procedures - Two sets of rules One set for home and one for school If…then… If you hit him, then…? Reframing If you believed you could make choices, what would they be? Metaphor Let’s look at it this way Procedures - Two sets of rules One set for home and one for school If…then… If you hit him, then…? Reframing If you believed you could make choices, what would they be? Metaphor Let’s look at it this way

23. Teach Coping Strategies Teach “replacement behaviors” Our brain likes routines - don’t take much energy - autopilot - Much of our behavior is habit We must teach replacement behaviors and then practice them - make the new behaviors habits. Teach “replacement behaviors” Our brain likes routines - don’t take much energy - autopilot - Much of our behavior is habit We must teach replacement behaviors and then practice them - make the new behaviors habits.

24. Voice Matters Child voice - whining and blaming Parent voice - authoritarian Adult voice - respectful Child voice - whining and blaming Parent voice - authoritarian Adult voice - respectful

25. Child Voice Quit picking on me You don’t love/like me You want me to leave Nobody loves/likes me I hate you It’s your fault Don’t blame me She, he, … did it You make me mad Quit picking on me You don’t love/like me You want me to leave Nobody loves/likes me I hate you It’s your fault Don’t blame me She, he, … did it You make me mad

26. Parent Voice You should/shouldn’t do that It’s wrong/right to do ___________ That is stupid, immature, out of line, ridiculous Life’s not fair. Get busy. You are good, bad, beautiful, and etc. You do as I say If you weren’t so _______, this wouldn’t happen to you. You should/shouldn’t do that It’s wrong/right to do ___________ That is stupid, immature, out of line, ridiculous Life’s not fair. Get busy. You are good, bad, beautiful, and etc. You do as I say If you weren’t so _______, this wouldn’t happen to you.

27. Adult Voice In what ways could this be resolved? I would like to recommend… What are the choices in this situation? For me to be comfortable, I need the following things to occur. These are the consequences of that choice/action In what ways could this be resolved? I would like to recommend… What are the choices in this situation? For me to be comfortable, I need the following things to occur. These are the consequences of that choice/action

28. Don’t bore me Pre-adolescents can focus for 5 to 10 minutes on one topic Adolescents and adults can focus or 10 to 20 minutes on topic First and last - Pre-adolescents can focus for 5 to 10 minutes on one topic Adolescents and adults can focus or 10 to 20 minutes on topic First and last -

29. Summary Make language accessible Differentiate instruction Build relationships Teach coping skills Be respectful Be conscious of cultural differences Make language accessible Differentiate instruction Build relationships Teach coping skills Be respectful Be conscious of cultural differences