Session 2.1

1. Session 2.1

2. Changes in Classrooms • As we spoke last week, the make-up of classrooms have changed over the last twenty years • Each classroom has many more • Special education students ( as we looked at last week) • Children of poverty • English Language learners

3. Diverse classrooms • The growth of African Americans is double that of European Americans • The growth of Hispanic American outpaces the growth or European Americans by 53% • Minorities now comprise 25% of the nations population

4. Effects on Academic Performance • Debate over race and poverty, which has the greatest impact on educational achievement • Last week we spoke of the background knowledge as being a big impact with poverty • A stronger correlation with poor school performance and poverty lies with the education level of the parents

5. Parent’s Education Level • The more educated the parents are, the more likely their children will succeed • Educated parent even if living in poverty: • Value education more • Actively prepare their children for experiences they will encounter in school • Are better able to overcome the effects of poor instruction upon their children • Less educated parents are frequently unaware of the connection between home experiences and school success

6. Parent’s Education Level • Poverty on its own does not cause a child to fail in school • It is the difference between home and school cultures that create the disconnect.

7. Activity • In your small groups, • Define several characteristics that you think it is important to consider when planning a lesson that has diverse learners in the classroom

8. Instructional Strategies • When designing lesson for Diverse learners it is important to keep these characteristics in mind • Retaining information • Learning strategies • Vocabulary knowledge • Language coding

9. Instructional Strategies • Sometimes when looking at helping diverse learners, we have to be careful about what we look at. • Sometimes we see differences between diverse learners and average learners that mean nothing • Eye movement difference • Context clues • Often are confounding factors and not a causal factor

10. Instructional Strategies • These four • Retaining information • Learning strategies • Vocabulary knowledge • Language coding • Are all related to language • They do play a causal role in a Students success • All can be alterable variables

11. Retaining Information • Is based on how learners receive, organize and retrieve information to which they were exposed • Many times when students are not able to remember information, it is assumed they can’t retrain it, when in fact they may not have been paying attention and never learned it • Many diverse learners have difficulty focusing and paying attention

12. Retaining Information • However, there are major differences between the way diverse learners and average learners how information is organized in working memory and retrieve it from long-term memory • Lets review a theory of how memory works • The next clip gives a glimpse of what the process the brain uses to store information to

14. Memory • The dual-store model • Sensory register the input of information • Short-term Memory-/ working memory • Long =-term memory

15. Memory • Information comes in through the s-r ( sensory Register), held for a few second, Then it is processed in a special way to move to STM • It is held in Short term memory again it is held for only a few seconds then it moves to LTM • Information that does not reach LTM is lost • They are not sure if any information is ever lost form LTM

16. Sensory register( sensory memory) • Holds information long enough to get processed • Capacity- is unlimited all information that humans can process can be stored briefly here • Form of storage- information is stored how it has been sensed, visual auditory… • Duration- depending on what sense entered the information, it can last up to four seconds

17. Working memory( short -term Memory) • It selects what information will be attended to and hold that information in the sensory register until it is processed

18. Working memory( short -term Memory) • Capacity- much more limited than the sensory register, seven items plus or minus two • It is increased when you combine information • Normally you can only remember five to seven numbers • 631458291 • But if you group them together, (Chunking), it is easier • 631 458 291

19. Working memory( short -term Memory) • Retrieval- Information only stays in STM for a short time, specific times vary on the amount of information • Many times you see people repeating numbers. This is called maintenance rehearsal and it helps keep information in memory

20. Long term Memory(LTM) • Most complicated part of the human brain • Capacity- Unlimited • Form of storage/ stored in a number of different ways, but most is stored by its meaning • Memory is usually shortened and it only stores the “Gist” • Related information is stored together

21. Long term Memory(LTM) • Duration- researchers disagree on this some argue that it is never forgotten just lost, • Others feel that there are a number of processes that can take place to erase memories from long term storage

22. Retrieval of Information • Retrieval of information largely depends if a person searches in the right spot- • This is why that teachers should state objectives and do closing activities- it helps organize information in the brain

23. Retaining Information • Working memory function two major roles • First it organizes information by integrating new information with existing information • Second it temporarily stores information for learners use

24. Retaining Information • Research shows that teaching students when to use knowledge is as important as teaching them the information/knowledge • Diverse learners do not spontaneously organize information the way average learners do.

25. Retaining Information • The first stage of retaining information in working memory, learners must use rehearsal and categorization strategies. • Rehearsal refers to consciously repetition of of information, either sub vocally or orally, to recall information at a later date • Categorization is organizing information in a way that is meaningful

26. Retaining Information • Long term memory- is where information is stored on a permanent basis • The effectiveness of how well people retain information can be tied to the way information is connected in memory and the strategies learners use to retrieve information • Diverse learners remember information the same as average learners when it comes to non-verbal tasks

27. Learning Strategies • Learners can absorb new information only in relation to what they already know • If I tried to explain hull speed, and said it was related to length at the water line because it is dependent on the difference between the bow and stern wave. What would it mean to you? • You need to tie information to information you have, hull speed, bow wave may mean nothing to you.

28. Learning Strategies • Some examples of learning strategies include • Solving problems using diagrams • Writing story grammar • Using a variety of study techniques- rehearsal, study guides summarization

29. Learning Strategies • Students that succeed in school use • conspicuous learning strategies • Actively monitor tasks demands in relation to their own learning • Adjust their learning strategies on the basis of their own learning outcomes

30. Learning Strategies • Diverse learners tend to use the same strategy and use them over again, • They tend to use the first strategies that gave them success the first time • Some research shows that a diverse learners have the same structural information processing system, instead • They lack practice in using the correct strategy

31. Learning Strategies • Often diverse learners, because of their difficulty learning to read and lack of exposure to text, they were not able to practice strategies • Often diverse learners use the wrong strategies

32. Vocabulary Knowledge • Vocabulary development must take place in many different subject areas, • Science, • Social studies • math and reading all have their own specific vocabulary • Diverse learners have a bigger gap in vocabulary than average learners

33. Vocabulary Knowledge • It is estimated that an average child learns about 3000 new words words a year

34. Vocabulary Knowledge • Because average children learn so many words a year and there is such a large gap, direct instruction on vocabulary will not bridge the gap • Any instruction in vocabulary, needs to include some methods that will increase a child’s ability to learn words on their own

35. Vocabulary Knowledge • The fact that many diverse learners, are poor readers complicates and read as much as One tenth the fact that they do not learn vocabulary • Diverse learners store vocabulary words based on Meaning, Average learners story words based on their sound. This storage makes recall more difficult

36. Vocabulary Knowledge • Some instructional implications for diverse Learners • Address vocabulary problems early and comprehensively • Match vocabulary goals with instruction • Combine direct instruction in word meanings with techniques to help students become independent word learners • Set goals for students to learn many words at the basic levels of meaning and fewer critical words at deeper levels

37. Vocabulary Knowledge • Some instructional implications for diverse Learners • Set goals for students to learn many words at basic levels of meaning and fewer, critical words at deeper levels • have students tie the new vocabulary to their own experiences • Ensure that strong beginning reading programs is primary vehicle for helping students become independent word learners

38. SESSION 2.2

39. Writing Vocabulary • Grammar • Mechanics • Story Grammar • Syntax • conventions

40. Writing Vocabulary • story grammar addresses the elements of a story. These include but are not limited to: the title, author, setting, main characters, conflict and resolution, events, and conclusion. Some additional elements that may be specified under "events" are: the initiating event, internal response, attempt, consequence, and reaction.

41. Writing Vocabulary • Grammar-the structure and system of a language, or of languages in general, usually considered to consist of syntax and morphology. • Syntax-refers directly to the rules and principles that govern the sentence structure of any individual language. • Morphology- is the identification, analysis and description of the structure of morphemes and other units of meaning in a language like words and parts of speech.

42. Writing Vocabulary • Mechanics- The mechanics of writing specifies the established conventions for words that you use in your documentation. • Conventions- include spelling, punctuation, capitalization, grammar, and paragraphing.

43. Writing • It is common sense to realize that for students to improve in writing, they should write for at least 30 minutes a day at least of four days a week.

44. Primed background knowledge • Primed background knowledge is important in all subjects, but not as crucial in many writing areas • Learning a given text structure is not dependent on a large base of foundation knowledge • Must understand grammar usage • Can give pretest for some of this information

45. Judicious Review • Very little research done on review in relation to writing • There is a lot of review about the positive effects of review in all other subjects • Daily Oral Language is a common method for review.

46. Judicious Review • When you use mediated scaffolding review is somewhat natural, • Each week or step you review the concept, but expert more from the students • Teaching a text structure thoroughly can take a long time • Keep review varied, this allows for greater generalization of the concepts • The review should include many different types of examples

47. Designing Instructional tools • Instruction should focus on a few text structures a year • Instruction should emphasize the stages in the writing process • Strategies should not be to general or specific

48. Designing Instructional tools Using story starters • What is the boy running from?

49. Designing Instructional tools What did this child just find? Why is this man chasing the child on the bike?