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Actively challenging students by posing questions and material that creates discussion and active thinking to solve problems by modeling potential solutions.RH

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Actively challenging students by posing questions and material that creates discussion and active thinking to solve problems by modeling potential solutions.RH

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Clarity, Consistency and predictability in every facet of the classroom: The Gestalt 

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Clarity, Consistency and predictability in every facet of the classroom: The Gestalt 

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RH

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How do we implement these rituals and strategies in such a short time when attendance is low? SF

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ID your triggers to come up with alternative coping mechanisms to have in your back pocket. We have the most control over our own reactions, having a system of countermeasures for our negative reactions will in turn prevent our students from experiencing unintended conflicts with us. SF

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ID your triggers to come up with alternative coping mechanisms to have in your back pocket. We have the most control over our own reactions, having a system of countermeasures for our negative reactions will in turn prevent our students from experiencing unintended conflicts with us. SF

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Trauma interrupts the connection between the thalamus, hippocampus, and amygdala. Thus, resulting in disturbed command center of the brain and a loss in executive function skills. SF

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Trauma interrupts the connection between the thalamus, hippocampus, and amygdala. Thus, resulting in disturbed command center of the brain and a loss in executive function skills. SF

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Coping mechanisms have become "codified" and they should not be confused with cultural norms or behaviors that belong to people in poverty. SF

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Coping mechanisms have become "codified" and they should not be confused with cultural norms or behaviors that belong to people in poverty. SF

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I think many of the teachers here do a lot of this already. especially the ones who have been "trained" by our kids for years. There is always room for improvement, and this book has helped bring these important points to the forefront.
JN

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Oh my gosh, I love this scavenger hunt! Great find. 

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Oh my gosh, I love this scavenger hunt! Great find. 

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JN

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Students need a voice in how the culture of the school is feeling, how community is developing, and even how the school develops policies, procedures, and overall community.
JN

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Incorporate into daily teaching to support deeper learning

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The classroom matters - inclusive posters, art work, messaging, etc.
JN

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1)Talk to learn
2) Song / spoken word poetry.
3) Story-ify content
4) Use nonlinguistic representation (graphic organizers)
5) Metaphors and analogies
6) Word play and humor
JN

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1) Connections to what they already know
2) What are natural relationships/patterns?
3) Larger system? how do they fit?
4) Whose point of view?
JN

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1) Call and Response
2) Music
3) Provocations (quotes, puzzles, powerful images)
4) Talk
JN

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1) Ignite - Activate student's interest and/or attention
2) Chunk - "Feed student right-sized bits of info"
3) Chew - Think time, cognitive routines. Present info in 12-20 minutes, and allow time for kids to do active processing. In other words, STOP TALKING
4) Review
JN

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"Culturally responsive information processing techniques grow out of the learning traditions of oral cultures where knowledge is taught through story, song, movement, repetitious chants, rituals, and dialogic talk." Yet another reason to teach song, songwriting, and incorporate music into the curriculum.
JN

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Three stages in information processing: input, elaboration, application. 

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Three stages in information processing: input, elaboration, application. 

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When students can effectively process information it has, "the ability to ... offset other disadvantages."

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...is very different than remembering dates. To process you stop, pay attention, relate it to something you already know, and think about how to apply or use it.
We need to teach cognitive skills that allow students to do this.
JN

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Information processing happens when we "minimize the impact of school environments that are less than welcoming." This underlines the importance of not only the physicality of the school, but also the moral and attitudes of the principal, teachers, and staff that come in contact with students every day. 

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Information processing happens when we "minimize the impact of school environments that are less than welcoming." This underlines the importance of not only the physicality of the school, but also the moral and attitudes of the principal, teachers, and staff that come in contact with students every day. 

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JN

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Meet them where they are and be generous and authentic with praise.  Find time to connect and have fun alongside the brain.  Connecting fun to learning helps form a more permanent memory of the concepts associated with those experiences.  RH

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Having dependent learners or keeping the pattern of dependent learners, in a systemic setting. How do we branch out, collectively?

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Shifting Academic Mindset in the Learning Partnership

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Shifting Academic Mindset in the Learning Partnership

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Students have to believe in themselves as learners. this seems to be the relevant question throughout this chapter.  Thew section "Strategies to Help Shift Mindset" is an invaluable part of this chapter - lots of intuitive ideas. DK

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There seemed to be a lot of relevant info here in this chart alone. Kids really do seem to be aware that "Hokey Hope" is just that -  blind optimism that ignores the realities of inequities. The word unrealistic comes to mind. The move from Hokey Hope to MAterial Hope seems critical to establishing an alliance that works with culturally diverse students. DK

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Interesting chapter. While establishing an alliance with marginalized students is undoubtedly valuable, the line between being "friendly" vs "familiar" always needs to be heeded. The chapter stresses making a formal "pact" with the student so that the lines never become blurred in the alliance. DK

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The "culture of poverty"  concept seems to be thoroughly  put to rest in this chapter. Rather, student struggle in the classroom because they aren't given the opportunities to develop the cognitive skills to enable them to  take on more advanced academic tasks. DK

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The "culture of poverty"  concept seems to be thoroughly  put to rest in this chapter. Rather, student struggle in the classroom because they aren't given the opportunities to develop the cognitive skills to enable them to  take on more advanced academic tasks. DK

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The last chapter laid the foundations for self-awareness. The focus of this chapter seems to be need to focus on the quality of relationships with students rather that being so focused on curriculum.                                                  This seems to go hand in hand with prior discussions - students will engage in curriculum if they feel that you ass a teacher genuinely care about who they are. DK

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Self Management involved being aware of ones own emotions and ability to use this information to manage and adjust one's emotional state.
...so if one person in the classroom gets emotionally hijacked it's likely others will be infected with anxiety, resistance or disengagement.

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We are wired to connect with one another.

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1) Make students feel safe
2) Provide a caring social community
3) Incorporate music, movement, story and art for cultures with a strong oral tradition.
4) Attention drives learning - use attention grabbing strategies
5) Couple all learning with connections to background schema
6) The brain grows through challenge and stretch

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Stress hormones make learning almost impossible. 

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Stress hormones make learning almost impossible. 

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Cortisol sucks.

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The amygdala and the RAS.

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What's going on in their RAS and limbic systems? Lack of attention, focus, emotional regulation, behavior regulation, cognition, and memory all found in these regions.

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this is always a fascinating and relevant subject

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"There are several urban myths about hte culture of poverty that have become memes in education."

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One third of children suffer from PTSD. 

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One third of children suffer from PTSD. 

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Coping skills are not a norm or belief system 

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Coping skills are not a norm or belief system 

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Implicit bias: Subconscious attitudes and sterotypes - not implicit racism
Structural racialization:
1) No Child Left Behind
2) Least experienced teachers with the most high needs kids.
*"As a result, culturally and linguistically diverse students don't develop the skills, vocab, or background knowledge to be ready for rigor. ... We see this acutely in the area of reading.

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"Oral tradition (favored by collectivistic cultures) places a heavy emphasis on relationships."

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"Oral tradition (favored by collectivistic cultures) places a heavy emphasis on relationships."

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I am fascinated by the collectivism v individualism and how these different deep cultural values affect our students. 

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I am fascinated by the collectivism v individualism and how these different deep cultural values affect our students. 

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Surface, shallow, and deep culture is a useful and interesting concept in terms of construction of worldview or "schema." Schema as software of the brain transcribes well when thinking of our students and their worldviews. 

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Surface, shallow, and deep culture is a useful and interesting concept in terms of construction of worldview or "schema." Schema as software of the brain transcribes well when thinking of our students and their worldviews. 

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Students who don't feel supported are vulnerable to feeling threatened. neuroception

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An implicit bias test from Harvard University

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Preliminary Information

On the next page you'll be asked to select an Implicit Association Test (IAT) from a list of possible topics . We will also ask you (optionally) to report your attitudes or beliefs about these topics and provide some information about yourself.

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On the next page you'll be asked to select an Implicit Association Test (IAT) from a list of possible topics . We will also ask you (optionally) to report your attitudes or beliefs about these topics and provide some information about yourself.

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Found that chart of the countries very interesting!
New Zealand & Netherlands really surprised me.

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1) Members post interesting facts, opinions or points they learned from the assigned reading.

2) Post as many times as you would like.

3) Try to include in your posts items that challenged your current thinking and aligned with your current thinking.

4) Organize your posts by the subheadings of the chapters.

COME BACK TO THIS PADLET REGULARLY AS ADDITIONS ARE MADE AND COMPLETE THE FOLLOWING:

1. Respond to at least two of your colleagues posts with affirmation of their post.

2. Respond to at least one of your colleagues posts with a probing/clarifying question. or
s with an application of their post to your practice.