Presentation on theme: "Students will rise to new heights if we expect it."— Presentation transcript:
Students will rise to new heights if we expect it.
Research consistently shows – high teacher expectations leads to higher student achievement. We must see high potential for our students futures. What teachers try in the classroom the relationships they build with students, the extent of their encouragement, and a climate of possibility – these things affect learning (Sleeter p. 127)
Think beyond students’ present performance. Think beyond closing the achievement gap. Expect more! Higher order thinking skills Innovative teaching Eliminate low-level boring classes Tune into individual needs Look for solutions – expect to find them
Publishing in the second grade – Juanita Second graders creating books using computers. This project had them writing, editing, using technology to publish their own work. The project is fun, collaborative, innovative and challenging. Expects and teaches beyond the curriculum “College doesn’t give you power, but you must bring it with you, from when you’re little” (p.131).
Intellectually Challenging or Skill based? TEACH BOTH! Use Bloom’s Taxonomy to make sure your hitting lower and higher order thinking.
1. How does the unit as you have planned it so far, or as you have taught it before, address each of the six levels of Bloom’s taxonomy. 2. How do the curriculum standards for the unit you are developing address the levels of Bloom’s taxonomy? 3. How does the textbook address the levels of Bloom’s taxonomy? 4. Using Bloom’s taxonomy as a guide, if your students were to be prepared for college, what should they be learning to do in this unit that isn’t listed above?
Multiculturalism, high academic expectations and Bloom’s in action in a 4 th grade science solar system unit. She uses a syllabus, students conduct research, create power points, write reports and learn to take notes on mini-lectures. Intentionally demystifies college for students to help them envision it in their future. Links to different cultural myths about the solar system, Students analyze and synthesize knowledge.
Teach students how to think more complexly. Modeling the thinking – not just showing how to do something. Alternative perspectives about knowledge – developmentalist perspective Focuses on the process of knowing. Making meaning trumps memorizing Individualize instruction
Allows teachers to build higher order thinking alongside lower order concepts and skills To determine types of scaffolding needed – use assessment rubric to know what learning looks like by end of unit. Don’t over scaffold Example: Gina scaffold Spanish Lit Analysis Develops language skills while teaching literary analysis Uses comparison charts to scaffold Later, students do it independently
Teaching as intellectual apprenticeship Teacher as senior practicing intellectual apprenticing students through complex world of academic work Show students how we solve intellectual problems and work to complete and academic task. Engage students, then slowly pull back – build their confidence in their ability to do it.
Serving students from historically underserved communities is a challenge. The structure of knowledge as standards/test/textbook – students as consumers. Solution is – Paradigm shift – students as intellectual workers who produce knowledge. If we believe they can, and show them how, it is possible for them to move beyond the achievement gap.