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Alienated learner october 1st o u presentation

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donwashburn
EducaçãoSaúde e medicina
1 de 37
Sam Rutigliano, NFL Coach ,[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Source: QISA-My Voice Student Aspirations in Today’s Schools
The 1/3 Model-Do You Serve ALL?? ,[object Object],[object Object],[object Object],[object Object]
School KILLER Phrases ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],SOURCE: Sandi Redenbach
Alienated Student Characteristics ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Depression will be the 2 nd LARGEST Killer after heart disease by 2020
Who Plays The Role?? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],William Glasser “ Effective Teaching May be the HARDEST job There is.”
Why Address Alienated Students? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],. In Kindergarten, 80% of student have High Self-Esteem By 5 th Grade, 20% of students have High Self Esteem By High School, 5% of students have High Self Esteem SOURCE: Redenbach, 2004
How to Address Middle and Bottom 1/3 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],“ It is easer to raise strong children than repair broken men.” Frederick Douglas
America’s School Dropout Crisis ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],Disproportionality
Given This Reality in Kindergarten…
And This Exit Reality…
[object Object],[object Object],[object Object],[object Object],Hypothesis: Would You Agree?
Rural Learner Characteristics ,[object Object],[object Object],[object Object],[object Object],[object Object],Source: Bloodsworth, 1993
National Study of Rural Stakeholders ,[object Object],[object Object],[object Object]
How Well Are We Preparing Kids? ,[object Object],[object Object],[object Object]
Alienated Student Characteristics Dr. Robert Lynn Canady MORE LIKELY MALE MINORITY RECEIVES FREE/REDUCED LUNCH LOW-INCOME HOME LIMITED ABILITY TO CONTROL BEHAVIOR -Does not delay gratification Likely Attended MORE THAN ONE DISTRICT HAS POOR ATTENDANCE PROBLEMS MANAGING TIME/WORKLOADS, AND MEETING DEADLINES SCHOOL HAS HIGH % OF LOW INCOME FAMILIES ONE PARENT DID NOT RECEIVE H.S. DIPLOMA BY MIDDLE SCHOOL DIS- ENGAGED/DISCONNECTED ENGAGES IN SELF-DESTRUCTIVE BEHAVIORS IN GRADES 6-9---10-14% ARE CLINICALLY DEPRESSED
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Resources
Resource Analysis
Recommendations: At-Risk Students- A DIFFERENT Schedule ,[object Object],[object Object],Southern Regional Education Board
Recommendations: BEHAVIORS ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Recommendations: BEHAVIORS ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Recommendations: ADVISOR-ADVISEE ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
POSSIBLE ADVISEMENTS TOPICS ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Recommendations: Grading Practices ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Recommendations: Grading Practices ,[object Object],[object Object],[object Object],[object Object],[object Object]
Recommendations: Grading Practices Ability-based Effort-based ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Recommendations: Grading Practices ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Recommendations: CURRICULUM ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Rural Realities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
PLACE-BASED EDUCATION ,[object Object],[object Object],[object Object],[object Object]
PLACE-BASED EDUCATION PREMISE Schools and students can and should be major players in building and nurturing community. Schools become community-building institutions when they connect student learning to community needs and interests. Communities become school improvement partners when they embrace, enable, and enhance the community-building work of students.
WHY PLACE-BASED EDUCATION ,[object Object],[object Object],[object Object],[object Object],[object Object]
What Learning Opportunities Are in your Community
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Engaging the Alienated Student
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Addressing the Alienated Student
Contact Information ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Alienated learner october 1st o u presentation

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  • 11. Given This Reality in Kindergarten…
  • 12. And This Exit Reality…
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  • 17. Alienated Student Characteristics Dr. Robert Lynn Canady MORE LIKELY MALE MINORITY RECEIVES FREE/REDUCED LUNCH LOW-INCOME HOME LIMITED ABILITY TO CONTROL BEHAVIOR -Does not delay gratification Likely Attended MORE THAN ONE DISTRICT HAS POOR ATTENDANCE PROBLEMS MANAGING TIME/WORKLOADS, AND MEETING DEADLINES SCHOOL HAS HIGH % OF LOW INCOME FAMILIES ONE PARENT DID NOT RECEIVE H.S. DIPLOMA BY MIDDLE SCHOOL DIS- ENGAGED/DISCONNECTED ENGAGES IN SELF-DESTRUCTIVE BEHAVIORS IN GRADES 6-9---10-14% ARE CLINICALLY DEPRESSED
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  • 32. PLACE-BASED EDUCATION PREMISE Schools and students can and should be major players in building and nurturing community. Schools become community-building institutions when they connect student learning to community needs and interests. Communities become school improvement partners when they embrace, enable, and enhance the community-building work of students.
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  • 34. What Learning Opportunities Are in your Community
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