#iste2015: using technology to address the needs of students living in poverty
TRANSCRIPT
- 1. Using Technology to Address The Needs of Students Living in Poverty Matt Bergman Milton Hershey School
- 2. Objectives: What is poverty? 3 strategies for using technology to help students in poverty
- 3. Chronic condition that results from multiple adverse risk factors and affects the mind, body, and soul (Jensen 2011)
- 4. Kahoot.it
- 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. 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. 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. We can plan for high-probability barriers and frontload instruction with supports.
- 9. Recognition Strategic Affective 3 Ways We Can Use Technology to Help Students in Poverty REPRESENT EXPRESS ENGAGE
- 10. REPRESENT Idea # 1: Reading Assignments
- 11. goo.gl/5gQHhz
- 12. Shifting MY perspective
- 13. Planning to overcome High-Probability Barriers Goals Methods Materials Assessments Predict Overcome Plan
- 14. goo.gl/hwZt0K
- 15. Ingredient # 1 Options for Reading Required Text
- 16. Option: Read Write Extension
- 17. Ingredient # 2 Vocabulary Supports Matthew Effect
- 18. What could I do to help close the gap?
- 19. Quizlet to pre-teach KEY terms!
- 20. Blanchan Shahi
- 21. Ingredient # 3 Interaction Read Write Think Venn Diagram Maker
- 22. 4. Summarizing Learning with Padlet
- 23. Lets see what it looks like! http://www.livebinders.com/edit/index/581083
- 24. REPRESENT Idea # 2: The Problem with Word Walls
- 25. What symbol is this?
- 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. Vocab Term
- 28. Recognition Strategic AffectiveREPRESENT EXPRESS ENGAGE
- 29. EXPRESS Idea # 3: Scaffolding Assignments
- 30. 3 Types of Students
- 31. FAQs with a Table of Contents in Google Doc
- 32. Education Week (2013)
- 33. Custom Search Engine
- 34. EXPRESS Idea # 4: Last 5 Minutes of Class
- 35. What typically happens during the last five minutes of class?
- 36. The Importance of 5 Minutes per Day
- 37. Turns into 25 minutes per week
- 38. 2 Class Periods per Month
- 39. Class Periods per Year
- 40. Ways We Can Use Last Five Minutes: Correcting Where am I at? Summarizing Where have I been? Reflecting Where am I going?
- 41. Go beyond what? to understand why?
- 42. Often kids know it, we just dont give them options to show it.
- 43. 2x + 21 = 9x
- 44. http://tynkielet.blogspot.com/ (2015
- 45. According to Rief (1993), students retain: of what they read
- 46. According to Rief (1993), students retain: of what they hear
- 47. According to Rief (1993), students retain: of what they see
- 48. According to Rief (1993), students retain: of what they see and hear
- 49. According to Rief (1993), students retain: of what they say
- 50. According to Rief (1993), students retain: of what they say and do (aka teach others)
- 51. The Power of Screencasting
- 52. Movenote
- 53. Recognition Strategic AffectiveREPRESENT EXPRESS ENGAGE
- 54. Engaging Students and Getting Technology Into their Hands
- 55. goo.gl/2XxP3y
- 56. ENGAGE Idea # 5: The Power of Choice, Goals, and Scaffolds
- 57. We may unintentionally lower expectations for students. Keep expectations high!
- 58. Source: Alice Keeler (2014) Options Supports
- 59. Thinglink
- 60. Like effort, cognitive capacity is teachable (Jensen, 2014)
- 61. Are they setting goals?
- 62. ENGAGE Idea # 6: Creative Ways to Make Learning Relevant
- 63. Thank You! @mattbergman14 Bergman-udl.blogspot.com [email protected]