Teaching Strategies

1. Teaching Strategies Equity in the Classroom

2. An Overview • Defining equity in the classroom • Meeting basic needs first • Identifying some best practices • Think and Talk Time • Variation of Instructional Strategies • Active Involvement • Effective Use of Feedback

3. Equity in the ClassroomWhat Is It? Teaching all students, not just those already engaged and participating or those that might already know the subject matter being taught. Teachers should structure the learning environment in such a way that every student is actively involved.

4. How Does This Look? Classroom environment is structured in a way that maximizes fairness where all students have opportunities to do the following: • Verbally communicate • See personal connections to subject matter • Have time to think • Can pose ideas • Are welcomed into discussion

5. Basic Needs First According to Maslow, before a student’s cognitive needs can be met, they must first fulfill their basic physiological needs.

6. How Can We Solve These Basic Needs?

7. How Can We Solve These Basic Needs? • Tired

8. How Can We Solve These Basic Needs? • Tired • Hungry

9. How Can We Solve These Basic Needs? • Tired • Hungry • Emotionally Insecure

10. How Can We Solve These Basic Needs? • Tired • Hungry • Emotionally Insecure • Feel Physically Unsafe

11. How Can We Solve These Basic Needs? • Tired • Hungry • Emotionally Insecure • Feel Physically Unsafe • Lack of Classroom Management

12. Once Basic Needs Have Been Met… We can begin to provide best practices that include and engage all students.

13. Think and Talk Time Wait-time is the period of silence that follows a teacher’s question before a student responds. Research demonstrates that educators practice very little wait-time, frequently less than one second. But the information processing demands in cognitive tasks require uninterrupted periods of time to think about what has been asked and to formulate a response. When students are given at least 3 seconds of silent wait-time before being asked to respond, students benefit. • The number of students responding, “I don't know” decreases. • The number of students who have no response decreases. • Greater numbers of students volunteer appropriate answers. • Academic achievement test scores tend to increase. Stahl, R. J. (1994). Using ”Think- Time" and "Wait-Time" Skillfully in the Classroom. Retrieved January 2009 from ERIC Clearinghouse for Social Studies/Social Sciences. Bloomington IN. (ED370885).

14. Think and Talk Time All students should be given ample time to think and express their thoughts and ideas.

15. Think and Talk Time All students should be given ample time to think and express their thoughts and ideas. • Provide wait time

16. Think and Talk Time All students should be given ample time to think and express their thoughts and ideas. • Provide wait time • Time to write (Scaffolding wait time by writing out a thought)

17. Think and Talk Time All students should be given ample time to think and express their thoughts and ideas. • Provide wait time • Time to write (Scaffolding wait time by writing out a thought) • Think-Pair-Share

18. Think and Talk Time All students should be given ample time to think and express their thoughts and ideas. • Provide wait time • Time to write (Scaffolding wait time by writing out a thought) • Think-Pair-Share • Not trying to do too much

19. Variation of Instructional Strategies “Educators need to be explicit in structuring opportunities for students to hear varying perspectives. Students, like adults, given the choice of selecting partners or forming groups will gravitate toward those with whom they share common values, beliefs, opinions, and/or friendships. It is human nature to surround one’s self with those who affirm our preconceived notions and beliefs.” Equity Training and Development Team. (2008). Multiple perspectives in the classroom. Retrieved November 2008, from MCPS website: http://www.montgomeryschoolsmd.org/departments/development/teams/diversity/diversity.shtm

20. Variation of Instructional Strategies Teachers should include a variety of instructional strategies that will build an inclusive and equitable learning environment for a wide range of students.

21. Variation of Instructional Strategies Teachers should include a variety of instructional strategies that will build an inclusive and equitable learning environment for a wide range of students. • Reflective Writing

22. Variation of Instructional Strategies Teachers should include a variety of instructional strategies that will build an inclusive and equitable learning environment for a wide range of students. • Reflective Writing • Expression (Presentation)

23. Variation of Instructional Strategies Teachers should include a variety of instructional strategies that will build an inclusive and equitable learning environment for a wide range of students. • Reflective Writing • Expression (Presentation) • Collaboration

24. Variation of Instructional Strategies Teachers should include a variety of instructional strategies that will build an inclusive and equitable learning environment for a wide range of students. • Reflective Writing • Expression (Presentation) • Collaboration • Diverse Grouping

25. Active Involvement “The teacher’s positive attention toward students results in positive academic changes. Hispanic students’ grades improved more than 10 % per year when students were given equal opportunity to respond and received individual help. Schoolwork turned in by students increased 15 % as a result of having equitable opportunities to respond in class (Bartley, et al, 1999).” Los Angeles County Office of Education. (2002). Teacher Expectations Student Achievement (TESA): A staff development program for all teachers, coordinators manual. Downy, CA: Los Angeles County Office of Education. p. D-1.

26. Active Involvement Teachers should encourage and actively manage the participation of all students.

27. Active Involvement Teachers should encourage and actively manage the participation of all students. • Random Calling (Popsicle Sticks)

28. Active Involvement Teachers should encourage and actively manage the participation of all students. • Random Calling (Popsicle Sticks) • Assign Reporters for Small Groups

29. Active Involvement Teachers should encourage and actively manage the participation of all students. • Random Calling (Popsicle Sticks) • Assign Reporters for Small Groups • Whip Around (Every Student Responds)

30. Active Involvement Teachers should encourage and actively manage the participation of all students. • Random Calling (Popsicle Sticks) • Assign Reporters for Small Groups • Whip Around (Every Student Responds) • Multiple Hands/Multiple Voices (Need at Least 3 Volunteers)

31. Active Involvement Teachers should encourage and actively manage the participation of all students. • Random Calling (Popsicle Sticks) • Assign Reporters for Small Groups • Whip Around (Every Student Responds) • Multiple Hands/Multiple Voices (Need at Least 3 Volunteers) • Hand Raising (Establish a Culture of Participation)

32. Effective Use of Feedback “The re-teach and reassess policy creates an environment of learning that promotes effort and persistence. Giving students the opportunity to master a skill over time and with repeated attempts may change their ideas about how and why they succeed in class. If we offer our students the opportunity to try again and really work with them to achieve, perhaps their perceptions of the causes of achievement can change from an innate ability to perform to persistence and effort.” Guthrie, J. (2007). Engaging adolescents in reading. Thousand Oaks, CA: Corwin Press. p. 29.

33. Effective Use of Feedback Students should be provided opportunities to experience feedback in a variety of ways.

34. Effective Use of Feedback Students should be provided opportunities to experience feedback in a variety of ways. • Student receives effective, specific, timely feedback that prompts improved performance

35. Effective Use of Feedback Students should be provided opportunities to experience feedback in a variety of ways. • Student receives effective, specific, timely feedback that prompts improved performance • Teacher provides opportunities to use feedback to revise/resubmit work

36. Effective Use of Feedback Students should be provided opportunities to experience feedback in a variety of ways. • Student receives effective, specific, timely feedback that prompts improved performance • Teacher provides opportunities to use feedback to revise/resubmit work • Teacher asks students for feedback on effectiveness of instruction

37. In Conclusion… An equitable classroom should provide a learning environment that is structured to allow student involvement, sharing, exploration, flexibility in presentation, and opportunities for improved student performance.