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Identifying , Inspiring , and Engaging Struggling Student and Reluctant Learners

Identifying , Inspiring , and Engaging Struggling Student and Reluctant Learners. Identifying High Risk Students: How hard can that be??? Sore thumb. On what evidence do we base our decisions? Who do we expect will be at risk?.

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Identifying , Inspiring , and Engaging Struggling Student and Reluctant Learners

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  1. Identifying, Inspiring, and EngagingStruggling Student and Reluctant Learners

  2. Identifying High Risk Students:How hard can that be??? Sore thumb On what evidence do we base our decisions? Who do we expect will be at risk?

  3. Sleepy, Dopey, Grumpy, Happy, Bashful, Sneezy

  4. Biases????

  5. The big WHY • Underprepared • Intimidated • Fearful • Shy • Nervous • Discouraged • Bored • Overextended • Etc.

  6. Communicating Low Expectation • A teacher’s beliefs about students’ chances of success in school influence the teacher’s actions with students, which in turn influence students’ achievement. Marzano, The Art and Science of Teaching, p. 162

  7. Beliefs people hold about their abilities is a better predictor of success that their actual abilities. Bandura, 1997

  8. How do we exhibit those expectations? • Voice and Tone • Quality of Interactions Marzano, The Arts and Science of Teaching, 2007

  9. Teachers praise lows less frequently than highs • Teachers are less friendly • Teachers give lows less eye contact • Teachers are less attentive (e.g.headnodding and leaning in)

  10. Quality of Interaction • Wait less time for responses • Do not delve into the logic of a reply • Briefer and less informative feedback • Interact less frequently • Demand less • Less use of time-consuming instructional methods

  11. The Issues with Open EnrollmentWe must teach the students we have, not the students we wish we had.

  12. Impediments to Learning • Intrinsic vs. Extrinsic

  13. 1. Identify differential treatment of low-expectancy students and own it.

  14. 2. Share your own learning strategies and struggles.

  15. 3. Clarify your expectations for success. • Don’t take for granted that students understand the level at which they must perform. Show samples of quality work, use rubrics, give clear instructions and examples.

  16. Invest in specific feedback and correction.4. Give prompt, specific feedback.“Good job” is not feedback. A grade is not feedback.Consider allowing re-do.Personal contacts.

  17. 5. Make sure that low-expectancy students receive verbal and nonverbal indications that they are valued and respected.

  18. 6. Ask questions of low-expectancy students. Prompt and expand upon their responses.

  19. And so… Traditionally as we plan to teach, we ask: What? How? Why? We less often ask: Who? We teach what we are. Parker Palmer, The Courage to Teach

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