PPT-Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap

by Paul C Gorski gorskiEdChangeorg How I Know The Poor Are Not The Problem How I Know Educators Can Be a Big Part of the Solution Starting Assumptions Poor . Sariat Adelakun. University of Birmingham . (United Kingdom). Saa075@bham.ac.uk. sariatlakun@gmail.com. . Introduction. Nigeria operates 6-3-3-4 educational system.. The first Six years are spent in Primary school, followed by 3years in Junior secondary school, then 3years in senior secondary school and the last 4years in University . Leslie Ballard, Director. AdvancED. Indiana. lballard@advanc-ed.org. www.advanc-ed.org. Given #1. For things to change, I must change.. © 2010 AdvancED . Given. #2. . Brains . Can . Change. P.P.S. Neurogenesis is the raw material for explicit learning! . Insights into Lesson . Study. 1. St Mark’s Community School. Sandra Fay, Irene Stone, Sharon Mack. First year Junior Cert. An Introduction to Patterns. 2. Insights into Lesson Study. Introduction: Focus of Lesson. A Framework and Analysis for Economic and Social Mobility in the Bay Area. PRESENTER:. john a. powell. DATE:. June 3, 2015. Rise Together. Context: Mapping the Bay Area –. The Geography of Opportunity. by Paul C. Gorski . . gorski@EdChange.org. How I Know “The Poor” . Are Not “The Problem”. * * *. How I Know . Educators. Can Be a Big Part of the Solution. * * *. Starting . Assumptions. Poor .  . Ahmad . Zamri. . Mansor. , . Fazilah. . Idris. , . Rozita. Ibrahim, . Mashitoh. . Yaacob. ,. Zaharah. Hassan, . Latifah. . Amin. & Anwar . Maso’od. . Centre for General Studies. Universiti. Julia . Koifman. , . Beit. . Ekstein. . high . school. ETAI . Conference. Ashkelon, Israel.. 4-6 July . 2016. Programme. Introduction. Co-occurrence of SEN. How to catch their attention. Teaching strategies. Creative Commons Attribution-. NonCommercial. -. NoDerivatives. 4.0 International License. .. Reciprocal Teaching. Suggested Handouts Needed. Cover Page. Slide 13 – What is reciprocal teaching? With the bottom “fill in the blanks” also on the sheet. Janel Cypert, M.Ed./School Support Specialist. Agenda. What do you know about co-teaching?. The research and the law behind co-teaching. Types of co-teaching models. Application. Questions/Concerns. Let’s start with a game…What do you know about . 2014 . University of Arkansas. Vinson Carter. Notecard Intro Activity. What is your . program . area (BUED, FACS, or . . TEED)?. 2. . Where . are you from?. 3. . . What is your favorite food?. Why do students continue to struggle?. Work in groups of four to develop and categorize a list of possible reasons for the following:. Even after you have supported students prior to the lesson, provided them with targeted intervention during the lesson, you still have a handful of students who do not understand the concepts or still cannot demonstrate mastery of the required skills. . CO-There are many coteaching strategies Selection of an appropriate strategy depends upon the grade levels and skills of students content to betaught and pedagogical skills of the Master Teacher and T This influential book describes the knowledge and skills teachers and school administrators need to recognize and combat bias and inequity that undermine educational engagement for students experiencing poverty.The Second Edition features two new chapters--Embracing a Structural View of Poverty and Education: Ditching Deficit Ideology and Quitting Grit and Cultivating School Change through Equity Literacy: Commitments and Strategies for School and District Leaders--plus extensive revisions throughout based on newly available research and lessons from the author\'s professional development work. Gorski outlines the dangers of grit and deficit perspectives as responses to educational disparities offers research-informed, on-the-ground strategies for teaching and leading with equity literacy and provides expanded lists of resources and readings to support transformative equity work in high-poverty and mixed-class schools.Written in an engaging, conversational style that makes complex concepts accessible, this book will help readers learn how to recognize and respond to even the subtlest inequities in their classrooms, schools, and districts.Book Features: Offers a research-informed alternative to popular simplistic approaches that undermine genuine efforts at educational equity. Outlines evidence-based strategies, policies, and practices that strengthen the educational success of students experiencing poverty. Incorporates vignettes to help readers reflect on key points and apply the Equity Literacy framework to classroom- and school-based scenarios. Embraces an intersectional approach to recognizing how class and poverty interact with race, gender, language, (dis)ability, and other dimensions of identity and experience. Includes an updated Poverty and Class Awareness Quiz. Core concepts in biochemistry . & molecular biology. Ellis Bell. 2015-16 Knapp Chair of the Liberal Arts & . Visiting Distinguished Professor of Chemistry & Biochemistry. Department of Chemistry & Biochemistry.