Title

Strategies for Teaching At-Risk Students: Small Groups, Tutoring, Whole Groups, and Differentiated Instruction

Location

Harborside Center

Strand #1

Academic Achievement & School Leadership

Relevance

This proposal is tied to conference strand #1 Academic Achievement and School Leadership. It offers teaching strategies based on research that can work with students in at-risk classrooms. These strategies are based on classical theories and research studies.

In urban schools, about half of the new teachers leave the profession within five years (Curran and Goldnick, 2002). Teachers working in schools with minority populations greater than 50% may leave sooner than teachers in schools with smaller minority populations (Haycock, 2000). It is imperative that teachers utilize teaching methods that will work.

Brief Program Description

The presenter will target novice teachers and administrators looking for teaching strategies to engage at-risk learners. This presentation will provide the following: 1. basic definition for each method 2. a synthesis of the research for each method 3. steps for implementing and/or recommendations for success 4. examples to show how 5. relevant questions (to engage the audience) on what teachers need to consider.

Summary

1. The presentation will begin with a demonstration of what not to do to engage students in the classroom (role-modeling).

2. Next the presenter will introduce the topic and discuss basic description of each method in title.

3. Each method will include the following:

a. a brief description of each

b. synthesis of the research

c. steps for implementing or recommendations for success

d. a demonstration example(s) of how strategies would be used

e. Finally---Questions teachers should ponder : Have you tried the strategy? What was your experience with it? Is the strategy best suited for math, reading, or some other subject area? Where could it be used most effectively in your curriculum? What are the most important factors in making the strategy effective? Could you imagine using all of these strategies in a school year? A week? A day? What are your greatest concerns in using any of these strategies?

Evidence

These methods are based on numerous years of research studies and backed by theorists and researchers such as John Dewey, Piaget, Vygotsky Jerome Bruner, Albert Bandura, Robert Marzano, R. E. Slavin, and Carol Ann Tomlinson, Tomlinson & McTighe, Tomlinson & Imbeau, G. Gregory & C.Chapman. There are books and textbooks written on these strategies. Some favorites are Learning to teach, A handbook for classroom instruction that works, and The differentiated classroom: Responding to the needs of all learners.

Format

Poster Presentation

Biographical Sketch

Brenda Logan -Associate Professor at Armstrong in Savannah in Secondary, Adult Ed & Physical Education Department; wrote three handbooks for middle school teachers-Diary of a Suburban Middle School Teacher, Meat & Potatoes of Middle School Writing & Don't Stop Telling Those Stories; Has written articles and book chapters (on Differentiated Instruction, Charter Schools, Retaining Teachers, Inclusion..)and has presented in Hawaii, Greece, and Las Vegas; Veteran middle-school Language Arts Teacher, Nashville, TN; She teaches Curriculum and Instruction, Introduction to Education, and Classroom Management to pre-service undergrad students and students working on a masters in teaching. She serves on numerous university and department committees. In Nashville, she was Teacher of the Year 1998 and WSMV -TV Terrific Teacher in 1995.

Keyword Descriptors

teaching methods, strategies, pedagogy, implementing methods

Presentation Year

2016

Start Date

3-8-2016 4:00 PM

End Date

3-8-2016 5:30 PM

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Mar 8th, 4:00 PM Mar 8th, 5:30 PM

Strategies for Teaching At-Risk Students: Small Groups, Tutoring, Whole Groups, and Differentiated Instruction

Harborside Center

The presenter will target novice teachers and administrators looking for teaching strategies to engage at-risk learners. This presentation will provide the following: 1. basic definition for each method 2. a synthesis of the research for each method 3. steps for implementing and/or recommendations for success 4. examples to show how 5. relevant questions (to engage the audience) on what teachers need to consider.