EDU 684: Including Diverse Populations Session 11
Housekeeping • Questions • Group Presentation Dates • Class format going forward • Class photo • 3 stories • 12:1 J • Parental refusal • B’s conception of me
Agenda • Talk about parent teacher conferences. • Watch/discuss issues involving dropout. • Watch/discuss Geoffrey Canada and the Harlem Children’s Zone. • Discuss Baldwin (1963). • Teach/learn from our mini-lessons. • Planning time for book presentations.
Parent / Teacher Conferences Memories of your own PTCs. Current format. Student/Teacher Conferences. Avoiding conflict. Concerns with doing this for the first time.
Some parental concerns: Forgetting homework books Being held over Testing for G&T Counseling in school More updates Social interactions Other students touching “I don’t mind putting a child over my knee” Seating arrangements Academics Lunch / bus Parent Teacher Conferences
Parent Teacher Conferences • Avoiding blame. • Minimizing surprises. • Target positives, but don’t sugar coat. • Have a plan. • Setting the tone in the beginning of the year. • Having the hard conversation. • Your experiences?
70 % overall in the US graduate high school Closer to 50 % in urban areas Why do students drop out? How can schools prevent? How can individual teachers prevent? Dropout Concerns
Geoffrey Canada, Harlem Children’s Zone • “Waiting for Superman” • Charter schools • Reactions? Charter Schools
Journal Discussion • James Baldwin • “A Talk to Teachers”
Mini-lessons • Mini-lesson, not maxi-lesson. • Popular structure: The “Workshop Method” • ~10 minute mini-lesson • ~25 minute independent work • ~10 minute share/review • Boredom = no learning. • Keep it simple.
Mini-lessons (cont.) • Important components: • Aim/objective – What do we want the students to learn? • Motivation – How will we *spark* interest for our lesson? (less than 1 minute) • Materials – What supplies do we need? • Procedure – numbered list – What steps will we take to teach our lesson? • Questions – What are some key questions we will ask during the lesson to check for understanding?
Mini-lessons (cont.) • Independent work – What will the class do to practice the new skill that you have taught them? • Student evaluation – How will you assess if the students learned the material? • Follow up – What will be your next lesson/homework assignment to build on this learning?
Motivations! What we want them to know What they already know Education! • The most important part of the lesson! • Assumption: kids are hostile to learning. • The goal of education: • The clock is ticking! 60 seconds or less?
Motivations! • Some ideas for motivations: • Pictures! (Look at this . . .) • Jokes • Stories • Topical issues
Mini-lessons Grade Levels Subjects Topics
Group Meeting Time • Book Presentation Groups
For Next Time . . . • Be ready for our first two group presentations. • Be thinking about your upcoming assignments (see syllabus). 11/29 – Group Presentations begin 12/13 – Researched Position Due 12/13 – Participation Reflection Due