1. 1. Using Technology to Address The Needs of Students Living in Poverty Matt Bergman Milton Hershey School
2. 2. Objectives: What is poverty? 3 strategies for using technology to help students in poverty
3. 3. Chronic condition that results from multiple adverse risk factors and affects the mind, body, and soul (Jensen 2011)
4. 4. Kahoot.it
5. 5. Poverty that occurs after a sudden crisis emerges (health issue, job loss, divorce). Type of poverty impacting families who are often ill-equipped with the tools to move out of this type of situation. Rare type of poverty in US, where struggle to survive and find shelter, food, and running water. SOURCE: Jensen, E. (2009). Teaching with poverty in mind. United States: ASCD. Situational THE 6 TYPES OF POVERTY IN THE US Generational Absolute
6. 6. Poverty based on meeting the poverty thresholds set by the government. Type of poverty most prone to significant stressors like violence, noise, crowding, and inadequate services. The fastest growing type of poverty in the United States. SOURCE: Jensen, E. (2009). Teaching with poverty in mind. United States: ASCD. Urban Rural
7. 7. We DO NOT have control the barriers our students face outside of the classroom; however, we DO have control how students learn inside our classrooms.
8. 8. We can plan for high-probability barriers and frontload instruction with supports.
9. 9. Recognition Strategic Affective 3 Ways We Can Use Technology to Help Students in Poverty REPRESENT EXPRESS ENGAGE
10. 10. REPRESENT Idea # 1: Reading Assignments
11. 11. goo.gl/5gQHhz
12. 12. Shifting MY perspective
13. 13. Planning to overcome High-Probability Barriers Goals Methods Materials Assessments Predict Overcome Plan
14. 14. goo.gl/hwZt0K
15. 15. Ingredient # 1 Options for Reading Required Text
16. 16. Option: Read Write Extension
17. 17. Ingredient # 2 Vocabulary Supports Matthew Effect
18. 18. What could I do to help close the gap?
19. 19. Quizlet to pre-teach KEY terms!
20. 20. Blanchan Shahi
21. 21. Ingredient # 3 Interaction Read Write Think Venn Diagram Maker
22. 22. 4. Summarizing Learning with Padlet
23. 23. Lets see what it looks like! http://www.livebinders.com/edit/index/581083
24. 24. REPRESENT Idea # 2: The Problem with Word Walls
25. 25. What symbol is this?
26. 26. What May Be Obvious to Some, May NOT Be Obvious to Others... Text is a weak form of presentation for students with text or language-related difficulties and disabilities. (CAST, 2015)
27. 27. Vocab Term
28. 28. Recognition Strategic AffectiveREPRESENT EXPRESS ENGAGE
29. 29. EXPRESS Idea # 3: Scaffolding Assignments
30. 30. 3 Types of Students
31. 31. FAQs with a Table of Contents in Google Doc
32. 32. Education Week (2013)
33. 33. Custom Search Engine
34. 34. EXPRESS Idea # 4: Last 5 Minutes of Class
35. 35. What typically happens during the last five minutes of class?
36. 36. The Importance of 5 Minutes per Day
37. 37. Turns into 25 minutes per week
38. 38. 2 Class Periods per Month
39. 39. Class Periods per Year
40. 40. Ways We Can Use Last Five Minutes: Correcting Where am I at? Summarizing Where have I been? Reflecting Where am I going?
41. 41. Go beyond what? to understand why?
42. 42. Often kids know it, we just dont give them options to show it.
43. 43. 2x + 21 = 9x
44. 44. http://tynkielet.blogspot.com/ (2015
45. 45. According to Rief (1993), students retain: of what they read
46. 46. According to Rief (1993), students retain: of what they hear
47. 47. According to Rief (1993), students retain: of what they see
48. 48. According to Rief (1993), students retain: of what they see and hear
49. 49. According to Rief (1993), students retain: of what they say
50. 50. According to Rief (1993), students retain: of what they say and do (aka teach others)
51. 51. The Power of Screencasting
52. 52. Movenote
53. 53. Recognition Strategic AffectiveREPRESENT EXPRESS ENGAGE
54. 54. Engaging Students and Getting Technology Into their Hands
55. 55. goo.gl/2XxP3y
56. 56. ENGAGE Idea # 5: The Power of Choice, Goals, and Scaffolds
57. 57. We may unintentionally lower expectations for students. Keep expectations high!
58. 58. Source: Alice Keeler (2014) Options Supports
59. 59. Thinglink
60. 60. Like effort, cognitive capacity is teachable (Jensen, 2014)
61. 61. Are they setting goals?
62. 62. ENGAGE Idea # 6: Creative Ways to Make Learning Relevant
63. 63. Thank You! @mattbergman14 Bergman-udl.blogspot.com mattbergman14@gmail.com