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Students with socio-economic issues - Coggle Diagram
Students with socio-economic issues
Agents with knowledge and experiences shaped by their community (James, 2012, p.1)
My Learning
Critical and reflexive practice
Students respond to teacher's efforts
Exercise agency, let students tell their individual stories, and affirm their voices
Co-construct curriculum and educational programs
Teachers to know the students, build relationships with them, engage in their learning
Essential to creating educational and schooling environments for equity, social justice, and inclusivity (Ayers, Quinn & Stovall, 2009; Farnsworth, 2010; James, 2010; Zajda, Majhanovich & Rust, 2006)
Multiple entry points, differentiated tasks, and heterogeneous groupings
eliminate the possibility of students not even knowing where to start or "getting stuck"
effectively use differentiated tasks to meet the needs of the varying ability of levels of students by first knowing their student and what they're capable of achieving
Reflecting on or using diagnostic assessments as a starting point is important so we can better understand what the ability level of this student is
teachers can also use different visuals, tools, strategies, manipulates, and representations when teaching to ensure differentiation is being supported for all learning abilities
Strategic grouping when doing small groups is a great strategy
Characteristic #2 High Expectations
My learning
Genuine respect for students and their families, regardless of socio econimic issues
Dedicated to the achievement and progression of every student, regardless of social identities
Exceptionalities vs limitations mindset
Fostering growth mindset
Personal biases dismantled
Dismantling oppression
Marian Small
My learning
Representation - use of manipulatives and models
Asking prompting questions - initiating questions
Peer learning - opportunity to learn and feeling success while listening to peers results of open ended tasks (vertical non - permanent surface groups)
Parallel tasks - same idea but meets students in two different places (suiting the different needs)
Open ended tasks - allow students to participate at whatever level they are at/ allowing all students to participate
Observations and Interviews
Reasoning - the power of why (observations and conversations)
Initial diagnostic assessments - finding out where students are relative to the content area of what I am going to teach
Respond differently based on what response the child needs (especially in a high needs classroom)