Instruction that Promotes Learning and Achievement for African American Males Dr. Joseph F. Johnson, Jr. National Center for Urban School Transformation San Diego State University September 13, 2012 Welcome and Housekeeping Chat Area: Type messages into chat area 3 Types of Interaction: Quick Polling: check or X buttons CHAT : Type your responses into the chat area Discussion/ Reflection Time Type your responses into the chat area 2 Getting to Share with Each Other Chat During the webinar, feedback, questions and comments are welcomed in the text chat area at any time. 3 4 Tech Tip Private Messages To request tech. support or to connect to an individual Host Quick Poll: Do you know of specific schools that achieve remarkable academic results for African American male students? 6 1
What is your role? Please check which role best describes you: Teacher/School Site Coach School Site Administrator District Administrator County Office or Support Provider Technical Assistance Provider College/University Instructor Researcher/Policy Analyst Other (type in chat area or send to eventquestion@wested.org) Introductions Joseph F. Johnson, Jr., Ph.D. Rose Owens-West, Ph.D. 7 8 Series Overview 1. Archived: Discipline that Does No Harm 2. Today: Instruction that Promotes Learning and Achievement for African American Males 3. November 2012: Learning Environments that Promote Student Success Presentation Agenda Rationale for this discussion Instructional practices that help African American males learn rigorous content Instructional practices that influence the commitment and engagement of African American males School-wide practices that influence change in instructional practices 9 10 Section One Rationale for This Discussion: Why are we focusing upon instruction for African American males? Rationale 1: The American Dream is At Risk Five variables (race/ethnicity,/ i it family income, language background, gender, and zip code) predict student performance in America with impressive accuracy. It is becoming increasingly easy to predict that African American males will perform at low levels on almost any measure of academic achievement. 11 12 2
Rationale 2: The American Dream Still Lives Selected Winners of the National Excellence in Urban Education Award (See www.ncust.org) There are outstanding schools that defy stereotypes and trends: Schools where every demographic group achieves at high levels. In particular, African American males, in some schools achieve results that exceed state averages for all students. Lawndale HS, Los Angeles, CA Marble Hill HS, New York, NY Bursch Elem., Compton, CA World of Inquiry, Rochester, NY Golden Hill Elem., Sacramento, CA R.N. Harris El, Durham, NC Kearny HS, San Diego, CA MC 2 STEM HS, Cleveland, OH Dandy Middle, Ft. Lauderdale, FL Hambrick Middle, Houston, TX Cecil Parker El, Mt. Vernon, NY Henderson Middle, Richmond, VA 13 14 Rationale 3: Instruction Makes a Difference In high-performing urban schools, there are many factors that influence the success of African American male students. Section Two Instructional practices that help African American males learn rigorous content: Cognitive Pedagogical Issues The quality of instruction, however, is a key factor in influencing student success rates. 15 16 Focusing on Mastery Teaching Clearly, Logically, and Concisely Committing to ensuring that every student learns rigorous goals (guaranteed curriculum) Attending to depth of understanding vs. coverage of a multitude of standards (viable curriculum) Attending to student mastery vs. teacher presentation Promoting a sense of student accomplishment and mastery Teaching based upon detailed task analyses Anticipating i student t misconceptions Scaffolding learning experiences so that students ascend safely and securely toward rigorous concepts 17 18 3
Checking for Understanding Building Essential Vocabulary Frequently checking to determine what students understand d (using oral, written, and non-verbal strategies) Requiring feedback from all students Using feedback to refine instruction Engaging in continuous formative assessment Refusing to allow students to fall behind No chicken feeding Pre-identifying the lesson vocabulary that will be the gatekeeper to understanding Providing students plentiful opportunities to use the key vocabulary in original sentences with confidence 19 20 Providing Appropriate Practice Assigning work that students are likely to complete successfully (Gradual release of responsibility: I do, we do, you do WHEN I know you are likely to do it well) Instructing more/assigning less Differentiating assignments (including homework) Employing grading policies that encourage students to strive toward mastery Monitoring student completion of assignments Poll: Which practice is demonstrated least regularly at your school? Focusing on mastery Teaching clearly, logically, & concisely Checking for understanding Building essential vocabulary Providing appropriate practice 21 22 Discussion & Reflection Quick review of the chat area Type into the chat: any questions you have on the information just shared Section Three Instructional practices that influence the commitment and engagement of African American males: Affective Pedagogical Issues 23 24 4
Connecting Students to Content Helping Students Feel Valued & Respected Knowing students well Tapping into student motivations, interests, backgrounds, prior knowledge, culture Using culture/background as a tool to teach rigorous academic content Helping students perceive the foreign as familiar Maintaining a clean, attractive classroom Expressing a genuine interest in each student s ideas Demonstrating courtesy and respect in all interactions Providing specific praise in response to student effort Posting high-quality student work frequently 25 26 Leading Students to Love Learning Demonstrating enthusiasm and helping students understand the importance of the content to be learned Providing opportunities for students to use technology and/or manipulate objects to reinforce lesson objectives Integrating other disciplines to teach lesson objectives Providing students leadership opportunities Encouraging student-to-student interaction Poll: Which practice is demonstrated least regularly at your school? Helping students feel valued and respected Connecting students to content Leading students to love learning 27 28 Discussion & Reflection Quick review of the chat area Type into the chat: any questions you have on the information just shared Section Four School-wide practices that influence change in instructional practices 29 30 5
Building Collaboration and Trust Making Teaching Public Creating a culture in which teachers feel they are part of a team focused upon supporting each other as they help students master critical learning goals Providing time for collaboration and ensuring the time is spent in ways that will lead to better instruction Ensuring that t administrators i t observe classrooms frequently and provide constructive feedback Ensuring that teachers observe each other s classrooms frequently and provide constructive feedback Creating a climate where professionals are focused upon helping support each other as they work to improve practice and improve learning results 31 32 Providing Plentiful Support Persisting Providing plentiful professional development focused on a few key topics that have a high likelihood of influencing student success Giving teachers abundant opportunities to see a practice demonstrated, ask questions, discuss details, try the practice, receive feedback, reflect, and try again Ensuring access to materials, technology, and other resources that can help teach rigorous learning goals Keeping focus on the real goal: changing students lives Celebrating progress and small victories regularly Nurturing a strength of spirit to withstand the inevitable setbacks and disappointments Visiting and collaborating with positive educators who achieve outstanding results for diverse populations of students (See www.ncust.org.) 33 34 Final Open Response Poll/Chat Share some things you have learned today that will help your district implement high quality instruction that promotes learning and achievement for African American males in K-12. Resources Cleveland, K. P. (2011). Teaching boys who struggle in school: Strategies that turn underachievers into successful learners. Alexandria, VA: ASCD. Dufour, R. & Marzano, R. J. (2011). Leaders of learning: How district, school, and classroom leaders improve student achievement. Bloomington, IN: Solution Tree. Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2 nd ed). New York: Teachers College Press. Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers for African American children (2 nd ed.). San Francisco: Jossey-Bass. 35 36 6
Online Resources Executive Order: White House Initiative on Educational Excellence for African Americans http://www.whitehouse.gov/the-press-office/2012/07/26/executive-order-white-house-initiative-educational-excellence-african-am Challenge the Status Quo: Academic Success among School-age African American Males. Washington, D.C.: Congressional Black Caucus Foundation, Inc. Toldson, I. A. & Lewis, C.W. (2012). http://www.cbcfinc.org/ouploadedfiles/ctsq.pdf Counter Narratives: Examining the Mathematical and Racial Identities of Black Boys who are Successful with School Mathematics Robert Q. Berry, III, Associate Professor of Mathematics Education, University of Virginia; Kateri Thunder, Ph.D. Candidate, Mathematics Education, University of Virginia; Oren L. McClain, Ph.D. Candidate, Mathematics Education, University of Virginia Journal of African American Males in Education Feb/Mar 2011- Vol. 2 Issue 1 http://journalofafricanamericanmales.com/wp-content/uploads/downloads/2011/02/counter-narratives.pdf African American Male Discipline Patterns and School District Responses Resulting Impact on Academic Achievement: Implications for Urban Educators and Policy Makers Chance W. Lewis, Bettie Ray Butler, Fred A. Bonner III, Marcus Joubert, Texas A & M University Journal of African American Males in Education Feb/Mar 2010- Vol. 1 Issue 1 http://journalofafricanamericanmales.com/wp-content/uploads/downloads/2010/03/african-american-male-discipline-patterns1.pdf Professional School Counselors and African American Males: Using School/Community Collaboration to Enhance Academic Performance Ahmad Rashad Washington, The University of Iowa Journal of African American Males in Education Feb/Mar 2010- Vol. 1 Issue 1 http://journalofafricanamericanmales.com/wp-content/uploads/downloads/2010/03/professional-school-counselors-as- Advocates.pdf Thank You 37 38 Series Overview 1. Archived: Discipline that Does No Harm 2. Today: Improving Academic Outcomes for African American Males 3. November 2012: Learning Environments that Promote Student Success Next Steps Survey Feedback http://www.surveymonkey.com/s/equity3 Webinar Archive & Resources http://www.schoolsmovingup.net/webinars/eac3 39 40 7