Generating Expectations for Student Achievement: GESA

1. Generating Expectations for Student Achievement: GESA Fresno Unified School District Principals and Vice Principals Training June 2007

2. Generating Expectations for Student Achievement (GESA) Historical Overview • TESA – Teacher Expectations for Student Achievement • GESA – Generating Expectations for Student Achievement

3. Academic Support Behavioral Support Generating Expectations for Student Achievement (GESA) Single Plan for Student Achievement – “Clearly define, implement and monitor effective teacher-student interaction strategies at all levels.”

4. GESA Objectives • Increase positive teacher–student interactions (decrease areas of disparity) • Increase student achievement • Increase use of non-stereotypical behaviors, materials, activities • The full GESA model includes peer and self-observation exercises

6. Reinforcing Effort and Providing Recognition 1. Instructional Contact Setting Objectives and Providing Feedback Response Opportunities, Acknowledgement & Feedback Troubling observation* Students who are ignored or asked only easy questions by teachers don’t have a chance to develop their intellectual skills… During a formal validation study for GESA, pre-observations indicated that African-American and Hispanic-American males were interacted with at a rate of 27% less than their class representation.

7. Learning Groups Cues, Questions, and Advanced Organizers Wait Time & Physical Closeness 2. Grouping and Organization Alarming observation*: The average time that a teacher waits for a student to responds to a question is 2.6 seconds, but for low achieving students the average was 0.9 seconds. • Wait time allows students to relax, process information and respond. • 5-7 Second Rule (It’s the ideal time to convey your high expectations of students): count it out silently when waiting as though you expect a correct reply. • Look at the student initially, but do not fix your eyes upon him/her. • 5-7 second rule can be used in most circumstances.

8. Reinforcing Effort and Providing Recognition Setting Objectives and Providing Feedback Touching & Reproof 3. Classroom Mgmt & Discipline • Appropriate reproof is assertive, objective and lacks emotion on the part of the teacher. In today’s Global Economy/ Society and with heightened sexual harassment awareness, touching is a complicated matter. Hand-shaking is generally considered acceptable, but if someone backs off, let it go. If in doubt, don’t touch.

9. Reinforcing Effort and Providing Recognition 4. Enhancing Self-Esteem Generating and Testing Hypotheses Listening & Probing • Listening to another is the highest order of conveying our esteem to that person. • Listening and giving appropriate feedback are covered within items 1 and 2. • When listening to learn about a student’s background and what may motivate the student, be careful to not leap past “listening” into “clarifying,” “problem-solving,” etc. • Simply experiencing a student’s expression style has value.

10. Higher Level Questioning & Analytical Feedback 5. Evaluation of Student Performance • Give students questions, assignments, group projects, etc. that lead them through concrete steps to the top of the Cognitive Domain.

11. Instructional Strategies Reinforcing Effort and Providing Recognition Generating and Testing Hypotheses Cues, Questions, and Advanced Organizers Cooperative Learning Summarizing and Note Taking Setting Objectives and Providing Feedback Non-linguistic representation Identifying Similarities and Differences Homework And Practice

13. Connecting Prior Knowledge Partner Fun GESA

14. With a Partner… or more  • Open your envelope • Sort GESA’s interactions and Marzano’s strategies • Match them with each other

15. Learning from each other… • Table Share • Whole Group