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Concept Map-Foundations (Achievement Gap: (Lisa Delpit - There is No…
Concept Map-Foundations
High Expectation - Setting the bar high enough that the students are challenged not just academically but in their personal lives to try and achieve a higher standard.
Guided Classroom Expectations - Providing students a framework within which to operate as they create their classroom expectations to ensure a safe environment.
Bell-to- Bell instructions - Engaging students from the moment they enter until they leave. Attempts to create a sense of urgency in the classroom that promotes student learning and participation.
Brave Space - A model which emphasizes civil conflict and argumentation for the sake of achieving a higher understanding, not to prove that one is right or not. This system focuses on discomfort as a valuable tool for growth.
Safe Space - A space which emphasizes comfort with complex issues and gives individual members the ability to dictate their own participation.
Purpose of School - Varies based on who is asked and this fundamental question shapes the curriculum and methods of delivery employed by the schools.
Positionality: the stance or positioning of the researcher or educator in the social and political context of the school community
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"Color and Culture Line": body of literature generating alternative epistemologies (theories of knowledge ) and alternative methodologies for studying communities of color
(a) disrupting and extending notions of 'Normality': problematizing of what is accepted as 'normal' in education practice; critique of epistemologies that privilege certain sources and forms of knowledge while diminishing experiences of POC; disruption of the practice of treating non-white experiences and perspectives as 'deviant'
(b) disrupting deficit discourses and beliefs: critique of 'deficit' discourses that shape perceptions of people of color in education research and practice
(c) disrupting and extending the socioeconomic status rationale: critique of SES approach that uses class as sole explanatory framework for racism, inequity, and oppression -- race and racism are not reducible to class dynamics
Professionalization: Moving away from calling teaching an art form and a personal calling and toward understanding it as an actual profession.
Instructional Core: The focus of education is on what is happening with Students, Content, and Teacher and the interplay within that. A method for understanding professional development in education.
Innovative Instruction: Pushing the boundaries of education to try and find new ways to approach curriculum that are more efficient for increasingly diverse student populations.
Instructional Methods: Different techniques that can be used within the instructional core to help with content delivery and promoting student learning.
Cold call: Instructional tool designed to keep all students accountable. Depends on asking students without warning to answer a question about the content.
classroom design: Different arrangements for the class can have an impact on student learning. The design of the class should be intentional and focused and not random. All aspects of the room should be deliberate.
agency-Giving students control over the educational process. The goal is that students take ownership of their own learning and do not merely passively intake information from the instructor.
Jigsaw: An instructional method where each student is assigned a portion of the content. They then come together and explain their sections to one another after. Designed to promote active learning.
Understanding Motivation: The goal for an educator to promote customization of curriculum. If an educator understands why a student works this can be used to make the class more engaging for that student.
learning profiles: Customized files with information on each student. A resource for tailoring instruction for each student and promote content delivery in their style.
Achievement Gap:
Lisa Delpit - There is No Achievement Gap at Birth- Challenges the idea that students of color are somehow "damaged goods" and cannot be expected to succeed. The quality of teaching and access to resources is not equal, not the children themselves. We can avoid this by getting to know our students' backgrounds and cultures so we can teach with differentiation and make it work for each student.
McCarthy et. al. - Vestiges of Segregation - Special Ed- Schools are more segregated than they have ever been. Having special classrooms for kids with special needs, it is doing more harm than good. Labels certain children as "inferior" to others based on ability. Spectrum of ability is incredibly broad. "Otherness" argument- used to justify difference in teaching or resource gap.
Differentiation- Teaching in a way that accommodates the learning styles of many children. Examples include: sensory teaching, repetition, performance etc.
Karen Mapp- Race Accountability, and the Achievement Gap- Lack of strategy being employed for teaching minority students. Weast's reformation project beginning at elementary level to raise the bar from the start
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