Motivating Children in Poverty

This professional learning series is designed to foster an understanding of the value system of individuals living and learning in states of poverty. Teachers will gain expertise in applying the theory of human motivation to analyze and meet students' needs. After gaining an initial understanding of the learning differences impacted by poverty, participants will learn concrete strategies to

  • establish the relationships necessary for students' academic success

  • discipline students with dignity

  • improve and extend language and discourse patterns

  • build cognitive capacity for learning through mental models

3-12 Hours / Grades 6-12

Diverse Learners

1/8
Differentiated Instruction

In this session teachers will reconceive notions about differentiated instruction by exploring practical strategies for addressing the needs of diverse learners.  Teachers will explore multiple ways to assess different levels of readiness, learning preferences, and social skills for cooperative and flexible grouping.  Teacher will have ample opportunities to review, assess, and plan tiered instructional activities. 

6-12 Hours / Grades K-12

 

 

 

The Culturally Responsive Teacher

This session is designed to equip teachers with the know-how and "withitness" to create learning environments which appeal to culturally and linguistically diverse learners. Teachers will identify ways to increase their own cultural competence and incorporate the cultural capital of their students into instruction.  Finding inclusive ways to engage parents and community in building funds of knowledge is an essential building block of this practice. Additionally, teachers gain tech-savvy techniques for engaging students in critical questioning of the curriculum.

3-12 Hours  / Grades K-12 

 

 

 

 

The Culturally Responsive Leader

This ineractive session is designed to equip educational leaders with the know-how and "withitness" to create culturally and linguistically diverse teaching and learning environments. With a focus on identifying  one's own cultural competence, leaders learn to harness the cultural capital of their learning community (e.g. teachers, students, parents, and partners). Usng these understandings to promote culturally responseivess, leaders look at policies, practices and programs that silently sustaing education inequities.

3-12 Hours  / Grades K-12 

 

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