Rigor Redefined “ How AVID Strategies and Differentiation Prepare Your Students for Success!” Lisa Perry Kell High School AP Coordinator, AVID Trainer, Gifted Endorsed
The classroom of today Students with learning disabilities Highly advanced learners English language learners Students who chronically underachieve Students displaying varying degrees of motivation Students who have different ways of learning
Classrooms today • 3-5 in every 100 identified ADD • 1 in 150 have some degree of Autism • We have the highest rate of child poverty in the developed world • Children from poverty are two and a half times more likely to dropout • Children from poverty are two and a half times more likely to be labeled conduct disordered
Student Diversity • We are becoming a nation of minorities with no one majority • Student populations will become atypical with diversity as the norm • By the year 2015 over half of our students will not speak English as a first language
Building Bridges • Who is opening the door to these students? • Who is saying you are an important kid and you deserve the best that we have? • Who do you teach who you need to do something different for?
Kathleen- age 14 Push me! See how far I go! Work me ‘till I drop-- Then pick me up. Open a door, And make me run to it before it closes. Teach me so that I might learn, Then show me the Tunnel of Experience, And let me walk through it alone. Then, when, near the end, I look back, And see another in the Tunnel, with you watching I shall smile!
Derek is one of four children of a single mother who finished high school. He moved to North Carolina as a young boy with his mother, 2 brothers, a sister, 2 garbage bags holding all the family’s possessions, and $80.00, to live with an aunt and uncle. He has since been homeless and has lived five years in public housing. His family has always had serious struggles with money. He has never known his father.
I knew. Standing at the school bus stop When I was eight, I knew. I had to make a decision. I would cling to my friends from the neighborhood And let go of aspiration. Or I would hold fast to a gauzy dream of learning to become someone who could leave a mark And watch the circle of my friends swallow up the place that was mine. I understood in an eight year old way something about courage and cost that day. And I got on the school bus And opened my paperback novel And sat alone.
Pam • I used to be a creative person. There was something inside me that saw things no one else seemed to see. I was often silent, but my silence was a thing of peace, and inner communication. I have learned that to be wrong is a sin. If I speak up, I may commit that sin, And so I say nothing. My silence is restless and sad. Maybe there is still something unique and alive somewhere deep inside of me. I donﾕt know. This I do know, however. Silence should be used for the breeding of creativity, But creativity, kept in silence, perishes. • Pam, Grade 8
What is that man talking about? Why is he looking at me that way? What does he want me to do? I want to say something? Why am I ignored? I’m smart, damn it! These were the thoughts I suppressed during my years of illiteracy. As an 11-year-old Korean boy, I sat in a classroom full of new peers who cared less about my existence. My first American teacher, Mr. Hall, was a tall, gentle, middle-aged white man. He tried to understand, but he couldn’t. So what did he do? He gave me a stack of blank paper and a pencil and had me sit at the back of the room and draw. Being a typical Asian student, I sat there quietly, minding my own business. Six hours a day, 30 hours a week, 1200 hours a year, I sat and drew pictures of my favorite cartoon characters.He-Man, GI Joe, and the Smurfs. What a great year! What a waste of my precious learning time! I don’t blame Mr. Hall. I blame the ignorance that continues in school. Being an illiterate was one of the most difficult growing experiences I had. Not knowing if the other kids were complimenting or cursing me. It was frustrating. Not being able to tell my teacher that I didn’t steal his pen. It was frustrating. Suppressed frustration becomes anger. Anger becomes violence. Violence becomes a label. I became the angry Asian boy, getting into fights for no reason. No reason except the frustration of being a social illiterate.
Pedagogy of Poverty • Helene Hodges, Michael Haverman • Lots of testing, reviewing and assigning • No application, engaging activites or discussion • Easy to spot an accelerated class, they all look alike!!
Sounds good, but how do I do it? • Identify what students should Know, Understand and Be Able to Do at the end of the unit • Develop a unit plan to ensure student proficiency with essential knowledge, understanding and skill • Pre-assess based on KUD for readiness, also for interest and learning profile
Attending to differences in the classroom • Tracking does not work ( yes for bright kids) • Stop focusing on packs of kids • There are ways to individualize • Teach as though ALL our kids can do great things!
Mindset • Carol Dweck • The fixed mindset or the growth mindset? • Emphasize the hard work not the grade!
How Do I Do It? • Based on pre-assessment data, differentiate the unit plan according to readiness, interest and learning profile • Continue to adjust based on ongoing assessment data • In between, provide support and encouragement!
Readiness Learning Profile Interest • If tasks are a close match for student skills (Vgotsky) • If tasks ignite curiosity or passion • If the assignment encourages students to work in a preferred manner (Gardener)
Students are motivated by: • Novelty • Cultural significance • Personal relevance or passion • Emotional connection • Product focus • Choice • The potential to make a contribution or link with something greater than self. -Tomlinson,2004
Seven Survival Skills • “Today’s students need to master seven survival skills to thrive in the new world of work. These skills are the same ones that will enable students to become productive citizens who contribute to solving some of the most pressing issues we face in the 21st century” - Wagner (Educational Leadership, 2008)
Critical Thinking and Problem Solving • Yesterday’s answers won’t solve the problems of today.How do you learn to do things that have never been done before? • AVID strategy- Problem Solution Journal • Differentiation strategy- PBL
Effective Oral and Written Communication • Today’s students need to be able to create focus and energy around the point they make. They need to be able to ask the right questions and know what to take away from meetings. • AVID strategy- Cornell Notes, Reciprocal Teaching, Think-Pair-Share • Differentiation strategy- Collaboration
Initiative and Entrepreneuralism • Give your students multiple opportunities for authentic assessments • Let them see that what they create matters! • AVID strategy- letter to an editor or government official • Differentiation strategy- PBL or project choice
Accessing and Analyzing Information • There is so much information out there it is almost too much. • AVID strategy- Metacognition journal,synthesis journal, reflective journal, photography investigations, Differentiation strategy- Socratic seminar
Curiosity and Imagination • Daniel Pink in “A Whole New Mind” discusses the essentials for developing young people with capacities for imagination, creativity and empathy. • AVID strategy- poetry, editorial cartoon,interactive notes • Differentiation strategy- Student choice project
Collaboration and Leadership Virtual Teams and Webcasts are the way of the future Are we training our students for this? AVID strategy- Discussion group strategies Differentiation strategy- Tiered assignments or project based learning
Conclusion • Our students must gear down when they come to school. They live in a world of constant connectivity and collaboration. They come to us begging us to ENGAGE them and let them CREATE and COLLABORATE. Don’t let them down!
YOUR TURN TO CREATE • Collaborate with your colleagues and create a lesson plan with an AVID strategy or a Differentiation strategy of your choice to share with the group.