do now: take a minute to think about your answer to this question: what defines an urban context?...

Do Now:Take a minute to think about your answer to this question: What defines an urban context?

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Week ThreeExploring Learner Diversity and Seeing

our Students from Multiple Perspectives

February 2, 2009

Objectives Objectives We will be able to:Begin to develop a definition of an urban

context and describe factors affecting literacy teachers in an urban context (Lapp, et. al.)

Identify the knowledge, skills and mindsets of successful urban teachers (Ladson-Billings; Case study of Marcus)

AgendaAgenda Overview (3 min)Housekeeping (5 min)

AnnouncementsBlogs (submitting and responding), Observers, School Visits

Defining the Urban Context (20 min)What defines an urban context?

What can we do to be effective? (40 minutes)Habits of mindHolding high expectations

Culturally Relevant Teaching (45 minutes)What is culturally relevant teaching?An examination of culturally relevant teaching - painting a picture

Break (10 min)Brainstorm: Putting Literacy Learning in Context (25 min)New Literacies Project Description (15 min)Coming Attractions/Questions (5 min)

Housekeeping

Blogs

Observers

Schedule

Field Visits

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Agenda Agenda Overview (3 min) Housekeeping (5 min)





Break (10 min) Brainstorm: Putting Literacy Learning in Context (25 min) New Literacies Project Description (15 min) Coming Attractions/Questions (5 min)

Quote of the DayQuote of the Day: : ““Anywhere you teach you will have to

adjust your methods to the experiences students bring into the classroom and the resources that schools provide. I feel that all students have the ability to learn just

as much as a student from any other socioeconomic status; I just think that the

methods that you use to teach each of these students may differ.”.”

- - Sara ParkerSara Parker

What is urban?Brainstorm

Work with your blog group to make a word web of what you think of when you hear the word “urban?”

Groups:Group 1: Rachel A., Lyndsay B., Katalin Z., Alexandra W.Group 2: Andrea B., Alison B., Rachel W., Paula W.Group 3: Colleen C., Melissa C., Jeanette V., Gina V.Group 4: Jessica F., Colleen G., Lindsay P., Brandon P.Group 5: Katherine H., Elizabeth K., Lauren P. Sara P.Group 6: Julie K., Katherine K., Kelley N., Tim M.Group 7: Lisa K., Tiffany L., Mandy M., Shannon M.

What do we notice about our word webs?

What do effective teachers understand?• Their locus of control

• Typical biases held by themselves and/or others and their effect on student learning

• Asset based thinking

• These understandings lead us to hold and maintain high expectations for ourselves and our students

Holding and Maintaining High Expectations

•Read the 4th grade writing sample - this is the benchmark for the end of the year

•Read Marcus’s beginning of year writing sample•Read Marcus’s talking about Marcus’s background

•Ask yourself and respond in a quick write:•What do we know about Marcus as a person and as a writer?•What thoughts would go through your mind if Marcus were your student? Emotions?•Share in table groups

Holding and Maintaining High ExpectationsRead what Marcus’s teacher said about her

action stepsHow do you see her exhibiting these

understandings:Locus of control?Typical biases held by myself or others and their

effects on student learning?Asset based thinking?

Now let’s read Marcus’s end of year writing sample -- What did you notice?

How do effective teachers view their students, themselves and their community?“Culturally relevant teaching uses student culture in order to maintain it and to transcend the negative effects of the dominant culture…Specifically, culturally relevant teaching is a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills and attitudes” (Ladson-Billings, 1994, p. 17)

Example: Teaching the constitution using local community center or church by-laws - this values their experiences

How do effective teachers view their students, themselves and their community? (Ladson-Billings, Chap. 3) 1. Teachers with culturally relevant practices have high self-esteem and a high regard for

others (p. 33 - 38; Gina, Kelley, Brandon, Rachael A., Lyndsay B.) 2. Teachers with culturally relevant practices see themselves as part of the community,

see teaching as giving back to the community, and encourage their students to do the same (pp. 38 - 41; Sara, Kati H., Andrea, Shannon)

3. Teachers with culturally relevant practices see teaching as an art and themselves as artists (pp. 42 - 44; Rachel W., Colleen C., Melissa, Lindsay P.)

4. Teachers with culturally relevant practices believe that all students can succeed (pp. 44 - 48; Liz, Lauren, Colleen G., Janie, Tiffany )

5. Teachers with culturally relevant practices help students make connections between their community, national and global identities (pp. 49 - 52; Julie, Katalin, Paula, Jessica)

6. Teachers with culturally relevant practices see teaching as “Digging knowledge out of students” (pp. 52 - 53; Tim, Lisa, Alison, Katie K.)

Take 10-15 minutes to read your section - TAKE A BREAKTake 15 - 20 minutes to create a visual representation to

teach the rest of the group about your quality






Break (10 min)

Brainstorm: Putting Literacy Learning in Context (25 min) New Literacies Project Description (15 min) Coming Attractions/Questions (5 min)

The Urban ContextFleming, J., Chou, V., Ransom, S., Nishimura, M., and Burke, K. (2004) Putting literacy learning in context: What practicing teachers

say about the realities of teaching in urban schools

Themes: Need for deep-level cultural understandings Negotiating the impact of poverty on teaching and learning Working with children with adult responsibilities Mismatched contexts: Higher education vs. Real-world teaching Lack of resources Instability in student and teacher population Working with a wide range of readers Lack of intervention services for children with special needs

What “reality” concerns you the most? What proactive steps could you take to address

these concerns?

The Urban ContextNeed for deep-level cultural understandings

Proactive steps to take:•Work with veteran teachers at the school to get to know the different cultures and observe them to see what strategies they use in their classrooms•Create opportunities in the classroom to discuss different cultures•Do my own research about the community and the cultures that make up the community (visit the local library, talk to the librarian about the community and ask him/her to recommend books)

The Urban ContextDirections:

Walk around the room to find the “realities” that most concern you

Develop proactive steps to take to counter that reality and write down that use asset based thinking and operate within your locus of control

Move around to add more suggestions






Break (10 min) Brainstorm: Putting Literacy Learning in Context (25 min)

New Literacies Project Description (15 min) Coming Attractions/Questions (5 min)

Purpose:To learn about a new type of literacy beyond reading, writing, speaking, listening

Visual, environmental, cultural, social, digital, emotional, print literacy, numeracy, scientific literacy

To learn about a new type of instructional technology

Blogs, Wikis, Web movies, Power Points, Websites and so on

To deepen our knowledge of a new literacy through the use of an instructional technology -- you will use an instructional technology to teach about a new literacy

New Literacies Exploration QuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.

New Literacies ProjectSteps:

Explore: In class on February 9, explore some instructional technology

Exlpore some more: Take a “digital natives” quiz in class on February 16 to see how proficient you are in digital literacy (you will blog about this)

Explore even more: In class on Feburary 16, explore types of new literacy to start thinking about which new literacy you want to learn more about

Create an Exploration Plan detailing what new literacy you will learn/teach about and what kind of technology you will use

Create your project using a new technology to teach about a new literacy

Review one of your colleague’s projectsReflect on your own learning process and blog about itRespond to your group’s blogs about their learning

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New Literacies ProjectTo get you through all of this: Our Wiki!

http://te402newliteraciesspring2009.pbwiki.com/BOOKMARK THIS!

Accept the Wiki invitation I will send to your email, create a password - set preferences to never receive updates about the Wiki

Explore the Wiki for all the information you need for this project

This is my exploration!

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http://te402newliteraciesspring2009.pbwiki.com/

Coming Attractions: Week 4, 2/9/09 - Classroom DiscourseReadings

Everyone reads: Almasi (1996) (On Angel)

Jigsaw readings (All on Angel except Weinstein) PLEASE READ CAREFULLY SINCE YOU WILL BE TEACHING OTHERS ABOUT YOUR ARTICLE: Weinstein, Chapter 10 - Rachael A., Katalin, Lyndsay B, Ally W.,

Andrea, Rachel W., Kelley McGee (1996) - Alison B., Paula, Colleen C., Janie, Melissa, Gina,

Jessica Goldenberg (1993) - Lindsay P., Colleen G., Brandon, Kati H.,

Lauren, Liz, Sara Triplett (2005) - Julie, Katie K., Lisa, Tiffany, Mandy, Shannon, Tim

Going over in class (look them over to see if you have questions):

Where I’m From Handout (Week 4 readings folder)Lesson Planning assignment (assignments folder)

Due on 2/9 by start of class: Noteblog: How could you, as a teacher, learn more about the diversity in your classroom and get to know your students from multiple perspectives? Why is this important? Make sure to reference the readings and the class discussion

do now: take a minute to think about your answer to this question: what defines an urban context?...

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