teaching with poverty in mind
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Teaching with Poverty in Mind. Dr. Eric Jensen. How Do W e Measure Poverty?. The official poverty measure is a specific dollar amount that varies by family size. According to the guidelines, the poverty level is $22,050 a year for a family of four and $18,310 for a family of three. - PowerPoint PPT PresentationTRANSCRIPT
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Teaching withPoverty in MindDr. Eric Jensen
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The official poverty measure is a specific dollar amount that varies by family size. According to the guidelines, the poverty level is $22,050 a year for a family of four and $18,310 for a family of three.
Current measures do not accurately account for living in urban or rural locations, family expenditures, government assistance or available resources.
How Do We Measure Poverty?
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In North Carolina, there are 1,214,672 families, with 2,227,476 children.
Poor Children: 22% (494,023) of children live in poor families. (National: 21%)
Statistics
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Statistics
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Prevalence of Food Insecurity Average 2006-08
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Statistics Twenty percent of Greensboro’s families live in
poverty.
Twenty-five percent of Greensboro and High Point families struggle to feed their themselves.
The two cities together are ranked 4th nationally in the number of families who say they don’t have enough money for food. (Winston-Salem ranked third and Asheville ranked 7th)
Greensboro News and Record.Kernels, Mike. "Going Hungry in Guilford." March 19, 2011. http://
www.newsrecord.com/content/2011/03/19/article/going_hungry_in_guilford
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Statistics North Carolina ranks 6th nationally in food hardship.
The state has 443,000 children living in poverty. Out of the above, 8,597 become homeless each year
— one out of every 25 — with 1,717 currently living in Guilford County.
Greensboro News and Record.Kernels, Mike. "Going Hungry in Guilford." March 19, 2011. http://
www.newsrecord.com/content/2011/03/19/article/going_hungry_in_guilford
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Types of Poverty (22% of all children) Absolute vs. Relative Poverty
Scarcity of necessities – shelter, food, water (Daily food scarcity - Will we eat today?)
Insufficient Income (60 million people live on 27 dollars a day – 1 in 5... And this is increasing)
Generalization vs. Situational Poverty Two or more generations with no increase in
assets and living in poverty Poverty due sudden crisis or loss(job, theft,
medical)
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Urban vs. Rural Occurs in metro areas – children deal with more
acute stressors such as overcrowding, violence, noise
Less access to resources –serves, support, etc.
Poverty is a chronic condition. It negatively affects the mind, body and soul in a synergetic way. The results are multiple adverse risk factors.
Types of Poverty (22% of all children)
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How does each type affect learning?
Absolute vs. Relative Poverty Generalization vs. Situational Poverty Urban vs. Rural
Types of Poverty (22% of all children)
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Emotional and Social Challenges
Acute and Chronic Stressors
Cognitive Lags
Health and Safety Issues
Effects of Poverty (22% of all children)
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Emotional Keyboard
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Social Challenges
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Number of Stressors
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Chronic Stress
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Normal and Chronic Stress
Positive Stress Negative Stress
http://www.patrickholford.com
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Normal and Stress-exposed Neuron
When neurons are exposed to to much stress, dendrites wither and die off.
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Cognitive Stimulation
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Health and Safety Issues
36th President Lyndon B. Johnson
1963-1969War on Poverty
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Skills: Every lesson-Every day Attention and focus skills. Short- and long-term memory. Sequencing and processing skills. Problem-solving skills. Perseverance and ability to apply skills in the
long term. Social skills. Hopefulness and self-esteem.
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National Center for Children of Poverty http://www.nccp.org/
This site includes many statistics about children in poverty. It also includes research information, projects, state profiles and publications. Very useful information for policy makers, educators and parents.
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Ten Most Effective Tips Using Brain-based Teaching and Learninghttp://www.jensenlearning.com/pdf/10MostEffectiveTips.pdf
This site gives a quick review of brain-based learning strategies, their effects and how they should be implemented.
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iPad VersionDr. Elizabeth R. Hubbell
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New Arrangement of Marzano’s Nine Instructional Strategies
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Dramatization/simulation/modeling
Experiment
Assessment
Independent practice or worksheet
Individual student interview/demonstration
Learning game
Oral reading
Peer teaching
Student discussion
Student drawing/graphic organizing
Student performance/presentation
Silent reading (little evidence)
Student writing/journaling
Teacher directed lecture (little evidence)
Teacher directed question/answer
No evidence
0 1000 2000 3000 4000 5000 6000 7000 8000
Evidence of Learning
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None
Brainstorming/Idea Mapping Software
Clickers
Communication tool
Diagnostic/prescriptive system
Interactive whiteboard
Multimedia (showing)
Spreadsheet
Web-based research
Other (make note)
0 2000 4000 6000 8000 10000 12000 14000
11784
131
86
485
78
2244
719
48
194
494
Teacher Use of Technology
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http://www.auhsdonline.org/ipads-ipods
https://docs.google.com/present/view?id=dfvwdtqp_1266gnjc7ts8
https://spreadsheets.google.com/ccc?hl=en&hl=en&key=tr00d--mDOsWawtbstmsB8Q&authkey=CO-B6acC#gid=0
(Shared Apps Spreadsheet – Elizabeth Hubbell)
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Link to Shared List of Apps
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Khan Academy-Rethinking Instruction
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