Chapter three review

1. Teaching with Poverty in Mind Chapter 3 Embracing the Mind-Set of Change Interactive Presentation by Leslie McFarlane Terra Smith Pat Stanford Drew Elzie Joel Glorvigen

2. The Bad NewsandThe Good News

4. The good news is that being in poverty is not a sentence for a substandard life.

5. Brains are designed to reflect the environment they are in.

10. Genes can be active (expressed) or silent (not expressed).

12. Intelligence (as measured by IQ test), although highly inheritable is not 100 percent genetically determined.

14. Early childhood experiences and early educational intervention(Chaudhari et al.,2005).

15. Quality of nutrition(Isaacs et al.,2008).

17. Considered mentally retarded and unsuitable for adoption

18. Control Group

21. Affectionate caregiver and aunts

22. Self-supporting

24. Dependent on others

30. Educational Intervention and Long-Term Enrichment To maximize educational gains focus on early education (children under the age of 5). From birth to the age of 5 the brain is more receptive to major rewiring. Well-run, high-quality, early education programs can narrow or eliminate the socioeconomic performance gap (Brooks-Gunn, 1994; Barnett, 1998). Many improvements take four to six years (Campbell & Ramey, 1994).

31. Results of Individual, Early Childhood, or School-Based Enrichment Intervention Programs Improved language fluency, IQ, and other cognitive processes. Reduced school problems and academic failure in both elementary and high school. Improved social, academic, and emotional intelligence when implemented in early childhood. Displayed fewer risk behaviors, have fewer legal problems, are less likely to drop out of school, and are less dependent on welfare.

33. The Boys & Girls Clubs of America After-School Enrichment Program (Schinle, Cole, & Poulin, 2000).

34. The Abecedarian Project at The University of North Carolina at Chapel Hill (Ramey & Campbell, 1991).

36. Practical Intelligence Intervention of Middle School Students This intervention boosted achievement in four skill areas: reading, writing, homework, and test taking. Results indicate that thinking skills can be taught to enhance academic success. The program emphasized five sources of metacognition: Knowing Why, Knowing Self, Knowing Differences, Knowing Process, and Revisiting.

37. The Boys & Girls Clubs of America After-School Enrichment Program Designed to help low-SES students living in public housing. The program was set up outside school, close to kids’ homes, provided transportation, and met parental cost , time, and curriculum wishes.

38. The Boys & Girls Clubs of America After-School Enrichment ProgramThe Resulting Data Showed Improved reading, verbal, writing, and tutoring skills. Better overall school performance. Stronger interest in class material. Higher school grades than those of the control group. Improved school attendance.

39. The Abecedarian Project at The University of North Carolina at Chapel Hill A carefully controlled study that randomly selected 57 low-SES infants to receive early intervention in a high-quality child care setting up to age 5. Sixteen years after the end of the intervention, when subjects were 21, the treated students, on average, attained higher scores on both cognitive and academic tests. Some critics point out that IQ gains in the experimental group initially rose then leveled off. True, yet in the area of life-skill intelligences the did very well.

40. Academic Benefits of Abecedarian

41. The Abecedarian Project at The University of North Carolina at Chapel HillThose Receiving The Enrichment Treatment Earned higher cognitive test scores through age 21. Demonstrated enhanced language skills. Earned consistently higher reading achievement scores. Demonstrated moderate effect sizes in mathematics achievement. Were more likely to still be in school at age 21 (40% vs. 20%). Were likely to attend a four-year college (35% vs. 14%). Were less likely to have experienced trouble with the legal system.

42. The Head Start Program Federally funded program provides economically deprived preschoolers with educational, nutritional, medical, and social services at special centers based in schools and community settings throughout the United States. Participating students demonstrate a higher educational outcomes and lower occurrences of criminal activities in later years (Love, 2005; Oden, Schweinhart, & Weikart, 2000).

43. Action Steps Change staff members’ mind-sets. Invest in staff. Support ongoing collaboration. Encourage staff dialogue. Gather quality data.

44. The Enrichment Mind-Set What Does Not Work! Focusing only on the basics (drill and kill). Maintaining order through a show of force. Eliminating or reducing time for arts, sports, and physical education. Increasing and intensifying classroom discipline. Decreasing interaction among students. Installing metal detectors. Delivering more heavy-handed top-down lectures. Pity kids raised in poverty. Assume that a background of poverty dooms them to failure.

45. The End

46. You Can Win! Or Can You Win? The Game Show You Love To Hate or Hate To Love!

47. You Can Win!OrCan You Win? Answer the following question correctly to win. To increase a child’s ability to learn early intervention is… Not important. The sky is green and brown. I am really good looking. Very important. The Game Show You Love To Hate or Hate To Love!

48. You Can Win!OrCan You Win? Answer the following question correctly to win. What strategy works to increase a child’s intellectual ability? Pity children in poverty. Increase time in music, art, & PE. Focusing on drill and kill basics. Decrease student interaction. The Game Show You Love To Hate or Hate To Love!

49. You Can Win!OrCan You Win? Answer the following question correctly to win. Well-run, high-quality, early education programs can … A. be unproductive. B. hurt children in poverty. C. narrow or eliminate the socioeconomic performance gap. D. be intimidating for wealthy families. The Game Show You Love To Hate or Hate To Love!

50. You Can Win!OrCan You Win? Answer the following question correctly to win. Fluid Intelligence generally encompasses problem solving, pattern recognition, abstract thinking, ability to draw inferences and … A. not paying attention skills B. not prepared skills C. reasoning skills D. tardy skills The Game Show You Love To Hate or Hate To Love!

51. You Can Win!OrCan You Win? Answer the following question correctly to win. Brains are designed to reflect the ________ students spend time in everyday. A. Six Flags B. McDonalds C. Environment D. Movies The Game Show You Love To Hate or Hate To Love!

52. You Can Win!OrCan You Win? Answer the following question correctly to win. Some brains changes have positive impact due quality nutrition, exercise, and ______. A. boredom B. drug abuse C. LEARNING D. skipping School The Game Show You Love To Hate or Hate To Love!

53. You Can Win!OrCan You Win? Answer the following question correctly to win. Learning to play music may cause changes in several sensory, motor & higher thinking order areas of the ________. A. hair B. brain C. stomach D. foot The Game Show You Love To Hate or Hate To Love!

54. You Can Win!OrCan You Win? Answer the following question correctly to win. Genes correlated with reading difficulties were also correlated with math difficulties such as the ability to sort data, sequence data, and ________. A. sleep B. play video games C. process data D. go to the movies The Game Show You Love To Hate or Hate To Love!

55. You Can Win!OrCan You Win? Answer the following question correctly to win. Research shows that IQ may also be affected positively by a good home environment, positive early childhood experiences, and _________. A. dropping out of school. B. attending school daily ready to learn. C. tardy to school daily. D. not bringing supplies to school. The Game Show You Love To Hate or Hate To Love!

56. The End Thank you for learning & having fun!