EQUITY AND DEEPER LEARNING:

Transcription

1 EQUITY AND DEEPER LEARNING: MAKING HIGH STANDARDS AND POWERFUL LEARNING OPPORTUNITIES AVAILABLE TO ALL STUDENTS P E D R O A. N O G U E R A, P H. D. N E W Y O R K U N I V E R S I T Y

2 PERVASIVE INEQUALITY MAKES THE PURSUIT OF EQUITY DIFFICULT, BUT ESSENTIAL Equity is: Addressing the needs of all students - Academic and social Compensating for disadvantages Recognizing that children learn in different ways and at different paces Staying focused on outcomes academic and developmental

3 CHILD AND FAMILY POVERTY IN THE U.S. DeNavas-Walt, C., Proctor, B. D., & Smith, J. C. (2010). Income, Poverty, and Health Insurance Coverage in the United States: U.S. Census Bureau, Current Population Reports, P60-238,.Washington, DC.: U.S. Government Printing Office. Available at:

4 THE FAILURE OF POLICY NCLB moved us forward by requiring schools to produce evidence of learning, but: Ignored standards related to the conditions required for learning Provided insufficient guidance on how to expand learning opportunities Narrowed focus of curriculum Relied on pressure as strategy to improve schools Largely ignored the non-academic needs of children

5 IMPACT OF TEST-BASED ACCOUNTABILITY ON TEACHING AND LEARNING Led to more scripted teaching aligned to packaged curricula Greater emphasis placed on low level testable skills, rather than higher order thinking in low-income schools Limited opportunities for deeper learning. Distorted the use of testing - used to measure and monitor achievement, rather than to improve teaching and learning Overlooked importance of delivering high quality instruction, particularly for vulnerable groups

6 Under the right conditions, Poor children are capable of learning and excelling, but WHEN CONDITIONS ASSOCIATED WITH POVERTY (E.G. POOR NUTRITION, EXPOSURE TO VIOLENCE, FAMILY AND HOUSING INSTABILITY, ETC.) ARE IGNORED, IT SIGNIFICANTLY REDUCES THE LIKELIHOOD OF EDUCATIONAL SUCCESS.

7 A FRAMEWORK FOR PURSUING EQUITY Child Development a holistic approach to learning (social and emotional factors) and the need for differentiation Neuroscience elasticity of brain requires the use of strategies to promote cognitive development and mitigate harmful factors in the environment Understanding and responding to the way students are affected by: Family Peers Community Society

8 TOXIC STRESS IMPACTS LEARNING Children exposed to higher levels of poverty for longer periods of time have greater difficulty with Attention Working memory Inhibitory control Increasing evidence for the toxic stress hypothesis Stressors associated with poverty increase wear and tear on cardiovascular and HPA axis- > hypothesized to be biomediator of impact on brain development and function

9 TRAUMA EXPOSURE IN MILITARY VS. URBAN DETROIT Type Ohio National Guard DETROIT Combat 46.5% (n = 1151) 10.9% (n = 146) Fire/explosion 31.9% (n = 790) -- Rape/sexual assault 10.1% (n = 251) 19.1% (n = 256) Shot or stabbed 8.3% (n = 205) 15.7% (n = 210) Held captive 0.6% (n = 15) 6.1% (n = 82) Mugged/badly beaten/ threatened w/ a weapon 38.2% (n = 946) 38.4% (n = 515) Transportation accident 30.1% (n = 744) 31.0% (n = 416) Other accident 18.4% (n = 456) 17.1% (n = 229) Natural disaster 17.5% (n = 433) 21.5% (n = 288) Sudden unexpected death 70.6% (n = 1747) 79.5% (n = 1068) Caused injury/death 12.4% (n = 307) -- Witnessed death/human suffering 54.0% (n = 1337) 36.2% (n = 486) Learned of other s illness/injury 76.3% (n = 1889) 73.6% (n = 988) Karestan Koenen in collaboration with Kate Walsh

10 The overlap Students experiencing higher exposure to crime had more difficulty with attention and impulsive behavior. Legend % Poverty ") CSRP Participant Home Address Children who were more anxious/sad were especially vulnerable.!( Homicides

11 FIVE ESSENTIAL INGREDIENTS FOR SCHOOL IMPROVEMENT - A coherent instructional guidance system - Ongoing development of the professional capacity of staff - Strong parent-community-school ties to mitigate effects of poverty - A student-centered learning culture/climate - Shared leadership to drive change

12 EXPAND ACCESS TO HIGH STANDARDS AND HIGH QUALITY LEARNING OPPORTUNITIES Language Arts - The Common Core State Standards create a staircase of increasing text complexity. Students are expected to both develop their skills and apply them to more complex texts. The standards require students to systematically acquire knowledge in literature and other disciplines through reading, writing, speaking, and listening. English teachers will still teach their students the literature and literary nonfiction texts that they choose. However, because college and career readiness overwhelmingly focuses on complex texts outside of literature, the standards also ensure that students are being prepared to read, write, and research across the curriculum, including in history and science. See: Common Core, Culture and Argumentation in the Disciplines by Carol Lee

13 ADAMS SCHOLARSHIP WINNERS 2014 BROCKTON HS

14 Abe Barretto Vice President of Educational Sales abarrett leeandlow.com ext.# 23

15 MATH STANDARDS The standards are designed to support a student's ability to learn and apply more demanding math concepts and procedures. The middle school and high school standards call on students to practice applying mathematical ways of thinking to real-world issues and challenges. In particular, problem-solving, collaboration, communication, and critical-thinking skills are interwoven into the standards.

16 STUDENTS IN CONTROL OF LEARNING AT HOLLENBECK MIDDLE SCHOOL, LA

17 ENGLISH LANGUAGE LEARNERS AND STUDENTS WITH LEARNING DISABILITIES In order for ELLs and students with disabilities to meet high academic standards they must acquire conceptual and procedural knowledge and skills in mathematics, reading, writing, speaking and listening. For this to occur their instruction must include: Supports services designed to meet their unique needs. Fidelity in the implementation of the Individualized Education Plan (IEP). This must include annual goals aligned with gradelevel academic standards. Teachers and specialized instructional support personnel who are prepared and qualified to deliver high-quality, evidence-based, individualized instruction and support services.

18 BRONX ACADEMY OF LANGUAGE AND TECHNOLOGY

19 THE STANDARDS WILL ONLY LEAD TO IMPROVEMENT IF WE FOCUS ON ENGAGEMENT Behavioral Engagement Preparation Persistence Instrumental Help-seeking Cognitive Engagement Deep Processing Meta-cognition Affective Engagement Interest Value

20 UTILIZE STRATEGIES THAT ARE EFFECTIVE AT ENGAGING STUDENTS IN LEARNING 1. Active learning, interactive classroom, on-task learning 2. Draw on prior knowledge Personalized learning plans Inquiry-based pedagogical strategies Simulations and experiential learning Socratic seminars and debate Project-based learning Student leadership in the classroom Public presentations of student work

21 TEACHERS FOCUS ON EVIDENCE OF LEARNING Make expectations clear and standards explicit Model and expose students to high quality work Utilize diagnostic tools to check for understanding Learn about their students interests in order to make lessons culturally relevant Expect students to revise and resubmit work Solicit feedback and questions from students Analyze student work with a focus on evidence of competence and mastery, and with a willingness to reflect on efficacy of methods

22 ALIGN THE SKILLS OF TEACHERS WITH THE NEEDS OF STUDENTS Provide access to mentors and content area coaches selected based upon a record of effectiveness and an ability to work well with colleagues Provide time for observation and feedback from veteran teachers and knowledgeable administrators Provide time to plan and collaborate with colleagues and learn from student work Don t assign new teachers to teach the most challenging classes

23 NEUROSCIENCE AND INTERVENTION Recent advertisement for Webinar in Education Week: Researchers at the University of Wisconsin-Madison believe new video games like Crystals of Kaydor and Tenacity can measure student learning in real time while literally rewiring kids' brains to help them pay better attention and improve their behavior. Lure of neuroplasticity - the rapid development in childhood of the neural substrate of EFs -> explosion in the number of products that claim to train the brain (Rabipour & Raz, 2013). Efforts to improve children s executive function: Laboratory-based game-like computer-based training administered to individual children (Loosli,Buschkeuhl, Perrig, & Jaeggi, 2012; Mackey, Hill, Stone, & Bunge, 2011), Clinically oriented training targeting children with difficulty (such as those children with ADHD) (Klingberg et al., 2005), Interventions targeting children s classroom, home environments (Diamond et al., 2007).

24 UTILIZE CSRP AND OTHER INTERVENTION PROGRAMS TO PROMOTE RESILIENCE Communities and schools can make big difference by investing in universal preschool. School leaders (and teachers, students) can actively capitalize on classic neuroscientific finding: The social buffer hypothesis The presence of supportive adult dramatically reduces biological stress response as well as experience of anxiety for individuals facing major challenge or stressor

25 NEED FOR A PARADIGM SHIFT Old Paradigm Intelligence is innate Job of schools is to measure intelligence and sort accordingly Students expected to meet requirements of school, failure is normalized Discipline used to weed out the bad kids New Paradigm Intelligence and ability are influenced by opportunity It is the job of school to cultivate talent and resilience among students Schools organized to meet student needs and resources are allocated based on need Discipline used to reinforce pro-social values and norms

26 STRATEGIES THAT SUPPORT TEACHING AND LEARNING Systems to facilitate Cultural Changes: school effectiveness Diagnostic assessment Early intervention procedures Ongoing evaluation to insure quality control On-site, ongoing professional development for teachers Shared leadership Supportive relationships between teachers and students Willingness among teachers to share ideas, curricula, materials Peer culture where it is cool to be smart Partnerships between school, community and parents

27 UNDOING THE EFFECTS OF NCLB Broaden and deepen the curriculum Move away from scripted teaching and move toward greater teacher responsibility in curriculum development and lesson design Ensure greater opportunities for deeper learning. Use assessment to diagnose learning needs and to provide feedback on how to improve teaching and learning Place priority on the development and implementation of high quality instruction of instruction, particularly for vulnerable groups

28 A HOLISTIC VISION OF SCHOOL CAPACITY BUILDING TO ACHIEVE EQUITY IN OUTCOMES Teaching and Learning Health and Nutrition Extended Learning Family engagement Safety, mentors Community partners- Universities