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Closing the Achievement Gap

Closing the Achievement Gap. Processed using Classroom Instruction that Works: Research-Based Strategies for Increased Student Achievement. Opening activities Dual-coding theory of information storage Non-linguistic representations: Graphic organizers Physical models

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Closing the Achievement Gap

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  1. Closing the Achievement Gap Processed using Classroom Instruction that Works: Research-Based Strategies for Increased Student Achievement

  2. Opening activities Dual-coding theory of information storage Non-linguistic representations: Graphic organizers Physical models Generating Mental Pictures Drawing Pictures and Pictographs Kinesthetic Activity Creating your own Non-linguistic representation using: “Confronting the Racism of Low Expectations” Debrief and Good-Bye Agenda

  3. Targets for Today • Learn one of nine instructional strategies that have a high probability of success with ALL students, in ALL subjects, at ALL grade levels. • Practice and apply that strategy using an article from ASCD’s publication for November 2004, Educational Leadership entitled “Confronting the Racism of Low Expectations.” • Talk to each other about the important issues of using successful strategies and having high expectations of all students

  4. Three Elements of Effective Pedagogy Instructional Strategies Management Techniques Curriculum Design Effective Pedagogy

  5. In your mind’s eye, visualize a tree.

  6. Dual –Coding Theory of Information Storage

  7. Two (2) Generalizations to Remember: • A _______ of activities produce ____________ representations. • Cre_____ • Making _______ • General ______________ • Engaging in ____________ • _________________________ should elaborate on ___________. • Adds to: • Can be enhanced by:

  8. Graphic Organizers Physical Models Generating Mental Pictures Drawing pictures and pictographs Kinesthetic Activity Examples ofNon-Linguistic Representation

  9. Time to Practice!! • Work in groups of 5, unless you like to work alone! • Using “Confronting the Racism of Low Expectations: everyone reads pp. 28-30, stoppingat the section entitled, “Exploring the Issues Intellectually” • Divide the 5 sections, each person taking one to read and lead. • Regroup after reading and create a graphic organizer using “Inspiration” or chart paper if you don’t have a computer!

  10. Let’s Talk About: • Page 32: Does Your School Have High Expectations for All Students?

  11. References Marzano, R. J., Pickering, D. J., Pollock, J. E. (2001). Classroom instruction for increased student achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Landsman, J. (2004). Confronting the racism of low expectations. Educational Leadership: 62 (3), 28-32.

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