TRAIN THE TRAINER
A couple of Notes…..
TRAIN THE TRAINER:
WHAT WE NEED TO KNOW ABOUT ADULT LEARNERS

What we know is that Adults Learners have accumulated life
experiences that support the formation of their opinions and
beliefs; therefore, their learning experience should include
opportunities for expertise sharing.

What we know is that Adult Learners need to have social
interactions built into their learning encounters.

What we know is that most Adult Learners learn best in
democratic, participatory and collaborative environments.

What we know is that Adult Learners are goal-oriented and
relevancy oriented.

What we know is that Adult Learners are practical problemsolvers.
ACCORDING TO W. GLASSNER, ALL
LEARNERS REMEMBER :
 18%
of what they read
 20% of what they experience
 30% of what they see
 50% of what they both see and hear
 70% of what is discussed with others
 80% of what we experience personally
 95% of what we teach to someone else
WHAT WE KNOW IS THAT WE MUST SET
EXPECTATIONS IF WE PLAN TO HAVE
EXPECTATIONS OF ALL LEARNERS



Be Respectful: Actively listen while an individual
is talking; respectfully, agree or disagree with
speaker
Be Safe: Limit external artifacts that take your
attention off of the speaker
Be Engaged: Ask questions and for clarifiers
during your discussions.
CULTURAL
COMPETENCY IS PART
OF THE SOLUTION
FOCUS OF CULTURE COMPETENCY WITHIN
HENRICO COUNTY PUBLIC SCHOOLS




Race refers to a person's physical appearance, such
as skin color, eye color, hair color, bone/jaw structure
etc.
Ethnicity relates to cultural factors such as
nationality, culture, ancestry, language and beliefs.
We must understand that this is a social construct
based on our societies social reality and can only exist
within the context of culture and environment.
Gender is the identity a child personifies or that
exhibits male or female personality traits
Low Socioeconomics Status (SES) is often
measured as a combination of education, income, and
occupation.
CULTURALLY RESPONSIVE TEACHING
REQUIRES….
A
Teacher Who Develops a Caring
Classroom Environment (Builds
Relationships)


A Teacher Who Observes Culturally Relevant
Learning Practices & Communicates High
Expectations
A Teacher Who Instructs using 21st Century
Teaching Practices (Differentiating Instruction)
A TEACHER WHO OBSERVES CULTURALLY RELEVANT
LEARNING PRACTICES & COMMUNICATES HIGH
EXPECTATIONS IS ABLE TO……..


Understand the Importance of Utilizing Learning
Profiles to Drive Instruction
Create On-Going Opportunities for Students to
Utilize Culturally Appropriate & Relevant
Instructional Material

Teach Students to Envision the Possible

Reflection: Four Word Focus
WHO ARE OUR
LEARNERS?
Differentiation is the Key
to meeting the needs of
ALL Learners!
Differentiation
Is a teacher’s response to
learners’ needs
Utilizing Guidelines for
Differentiation
Clarity of
Learning Goal
Continuous
Assessment
Flexible
Grouping
Respectful
Tasks
Teachers can differentiate
Process
Content
Product
Learning
Environment
According to Students’
Readiness
Interest
Learner Profiles
Adapted from: Tomlinson, Carol Ann, 2010; http://www.diffcentral.com/model.html
KNOW YOUR LEARNERS!
Interest
Readiness
Knowledge
Skills
Emotional
Maturity
Background
Considerations
• SocioEconomic
• Race
• Ethnicity
• Gender
Content Areas
Theater / Film
/ TV
Technology
Travel
Pop
Culture
Hobbies /
Crafts
Outdoors
Spirituality
Music/games
Athletics
Social
Issues
Community
Service
Culture /
Family
Content Areas
Learning Profile
Group
Orientation
Cognitive
Style
Environment
Intelligence
Independent
Creative /
Conforming
Quiet /
Noisy
Verbal/
Linguistic
Group /
peer
Essence /
Facts
Warm /
Cool
Logical
Adult
Expressive/
controlled
Still /
Mobile
Visual /
Spatial
Combination
Non-linear /
Linear
Flexible /
Fixed
Kinesthetic
Personal
Relationships
Inductive
&
Deductive
Busy /
Sparse
Auditory
Theater / Film /
TV
Concrete /
Abstract
Musical
Active /
Reflective
Practical
Collaborate/
compete
Creative
Adapted from: Tomlinson, Carol Ann, 2010;
http://www.diffcentral.com/model.html;
How to Differentiate in Mixed-Ability Classrooms. 2nd
Ed. Alexandria, VA: ASCD, 2001. p 56, 61.
Traditional
Classroom
Differentiated
Classroom
• Differences are acted upon when • Student Differences are
problematic.
studied as a basis for
instructional planning
• Assessment is most common at
the end of learning to see “who
got it”.
• Assessment is on-going and
diagnostic; it is used to make
instructional decisions.
• A relatively narrow sense of
intelligence prevails.
• Focus on multiple forms of
intelligences is evident.
• Coverage of curriculum guides
drives instruction.
• Student readiness, interest,
and learning profile shape
instruction.
• Whole class instruction
dominates.
• Many instructional
arrangements are used.
• A single text prevails.
• Multiple culturally relevant
materials are provided.
Adapted from “The Differentiated Classroom: Responding to the Needs of All
Learners,” by Carol Ann Tomlinson, 1999, p.16
REFLECT ON TEACHING PRACTICES
(SIDE-WAY DISCUSSION)




What do I know about the cultures and languages
represented in my classroom?
How can I (and my students) learn more about these
differences?
In what ways might my teaching practices conflict
with students’ home cultures?
How can I think about assessing my students’
learning in ways that allow them to develop and
share their competence?
CULTURALLY
RELEVANT MATERIAL
DOES USING CULTURALLY RELEVANT MATERIAL
WORK FOR STUDENT ACHIEVEMENT?
In a study that looked at the development of literacy skills,
Tatum (2000) they identified 29 African American 8th grade
students in low level reading track and implemented used
culturally relevant pedagogy, that include four aspects of
reading development: fluency, word study, comprehension,
and writing.

Curriculum: Students and teachers developed a
supportive community. They taught decoding and
vocabulary using popular culture songs, and culturally
relevant historical and contemporary fiction, non-fiction,
poetry and songs that emphasized physical and
psychological survival against great odds. To increase oral
fluency, they instituted cooperative and repetitive
readings that also included speeches of Black people.
THE RESEARCH
SAYS IT WORKS…………

At the beginning of the year, all of the students
were several years below grade level. At the
end, 25 of the 29 students went on to Chicago
high schools, passing a raised standard set by
Chicago schools wherein eighth-graders had to
score the minimum equivalent of 7.9 on the
Iowa Test of Basic Skills; many surpassed that
minimum requirement.
SMALL GROUP DISCUSSION



In what ways does your
teaching take into
consideration your students’
family and cultural
backgrounds? Give specific
examples.
In what ways might you
augment your instruction,
curriculum, or assessment to
incorporate more of your
students’ families and
cultures?
What culturally relevant
material is located on the
walls of a classroom using
culturally relevant material?
ENVISIONING THE
POSSIBLE
Envisioning the Possible
Read “The Power of Words” pg. 32 – 39
For many students academics is “HARD
WORK” so we must create an atmosphere that
inspires them to want to “WORK HARD”:
We must Reflect on What is Important to a Child
 We must Pay Attention to their Areas of Struggle
 We must Provide them “SUCCESS” Language
 We must Teach them to Craft their own “SUCCESS”
Vision

We must GIVE them a HARD HAT !!!
HOW TO TEACH THEM TO
ENVISION THE POSSIBLE


Seek to Understand. Since an educator can only
actively control what goes on inside the classroom,
penetrating the barriers between classroom and the
home can help a student succeed.
Inside & Out: Show your students you care about
their success and well-being inside and outside the
classroom.
Read more : http://www.ehow.com/how_8186803_make-students-feelsuccessful.html
HOW TO TEACH STUDENTS TO
ENVISION THE POSSIBLE

Visually Represent. Motivate students by

Reward Effort. Create a reward system for effort,
create a visual representation of the student's
success. Students study harder and put more effort
into projects by graphing test scores, posting good
grades and placing their projects on display.
not just grades. If you only reward students based on
grades, the ones who are not at the same academic
level will lose all motivation to try. If you give
incentives based on effort, all students can feel as
though they have a chance of receiving the prize.
Read more : http://www.ehow.com/how_8186803_makestudents-feel-successful.html
WHAT HARD HATS
ARE YOU GIVING YOUR
STUDENTS?
 In
what ways does your teaching
practices build HARD HATS? Give
specific examples.
 In
what ways might you augment
your instruction, curriculum, or
assessment to build HARD HATS
for students?
A REFLECTIVE TEACHER
SHOULD…….
“WHO AM I TEACHING?”
“WHAT SHALL I TEACH?”
“HOW DO STUDENTS LEARN?”
AND THEY ENSURE….
“ALL STUDENT WILL LEARN”
CONDUCT
YOUR
COALITION
TRAINING IN YOUR SCHOOL
WAY ON YOUR SCHOOL DAYS
!!!!!
CONTACT INFO: MMANNS@HENRICO.K12.VA.US
SURVEY AVAILABLE ON ELEMENTARY BLOG: NOVEMBER 4, 2014
DUE DATE: JANUARY 26, 2015
OPTIONAL: HOMEWORK
Application of the Information
Presentation Homework:
• Present the information in the powerpoint ask that the
faculty conduct powerpoint and the presentation activity.
• This can be done in a variety ways, we discussed of
presentation.
• Following the completion of the training they can use the
instructional planners located on the instructional planner
website or use a general lesson plan.
• Answer the attached reflection questions.
• Have them come back and have a whole group conversation
with the entire school.
• Have the coalition member work with the administrative to
complete the questionnaire on the elementary blog.
Survey Available: November 4, 2014
Due Date: January 26, 2015
Grade: __________Teacher: Mrs. G.
Goal:Research and present information on a flower.
NETWORK
Group A
Readiness
Learning Profile
Preferences/Interests
Jake – on level, mature
Tim – on level, poor organization
Frank – 1 below level, mature
Larry – 1 below level, mature
Phil – on level, poor organization
Fip – on level, poor organization
Cary – 2 grade above, dysgraphia
Ciara – on level, poor handwriting
China – on level, leader but
immature and playful
Latch – 1 grade above, poor
handwriting
Jake – dancer,
Tim – football, rap music, cooking
Frank – football, lives with
grandmother, Ninja Turtles
Larry – baseball, rap music,
artistic, Ninja Turtles
Phil – baseball, rap music, lives
with grandmother, artistic
Fipel – telemundo, track, single
parent, Ninja Turtles
Cary – loves maps, single parent
Ciara – football, single parent
China – father, cooking, ESL
student, DORA
Latch – married parents, no ESL
speakers, pop music, DORA
Jake – independent, expressive, quiet, kinestic
Tim – combination, concrete, quiet, off task
behavior, auditory
Frank – independent, concrete, noise, off task
behavior, auditory
Larry – independent, expressive, abstract, noise,
logical
Phil – combination, linear, noise, logical
Fip – combination, non-linear, quiet, logical
Cary – adult attention, concrete, quiet, kinestic
Ciara – adult attention, abstract, noise, off task
behavior, visual
China – group, concrete, noise, kinestic
Latch – group, concrete, noise, kinestic
Michele – creative artwork,
father, single parent, DORA
Timothy – country music, plays
the guitar, lives w/ grandparent,
Ninja Turtles, fascinated flowers
Samual – married parents, BOB,
outgoing, married parent, DORA
Kimika – outgoing, single parents
Lania – ESL Speaker, fire truck,
lives w/ grandmother, pop music
Pakila – baseball, married parent
Bastor – rap music, single parent
Polima – singer, single parent
Delton – singer, pop music, fire
trucks, loves outdoors
Pramela – football, pop music,
DORA, Ninja Turtles
Michele – combination, concrete, quiet, kinestic
Timothy – independent, expressive, quiet,
auditory
Samual – independent, concrete, noise, auditory
Kimika – independent, expressive, abstract,
noise, logical
Lania – adult attention, expressive, noise,
creative
Pakila – combination, collaborate, quiet, off-task
creative
Bastor – adult attention, non-collaborative,
quiet, kinestic
Polima – adult attention, abstract, noise, offtask behavior, visual
Delton – combination, non-collaborative, noise,
kinestic
Pramela – group, concrete, noise, off-task visual
Difficulty discerning key concepts:
Phil, Fip, Cary, Frank, Larry
Group B
Michele – on level, quiet, oratory
skills, easily discouraged
Timothy – 1 grade level below,
outgoing, talented at drawing,
strong self-esteem
Samual – on level, very confident,
strong leader
Kimika – 2 grade level above,
limited vocabulary, quiet,
extensive vocabulary
Lania – on level, very confident
Pakila – on level, extremely
persistent, afraid to take risks
Bastor – on level, very confident
Polima – quiet, on level
Delton – limited vocabulary
Pramela – 2 grade level above
SCHOOL / CLASSROOM
DEMOGRAHICS
School Demographics
Classroom Demographics
Ethnic Demographics
Ethnic Demographics








Black – 193
White – 183
Hispanic – 71
American-Indians – 1
Asian – 26
Multi Ethnic – 48
Pacific Islander - 1
Unclassified - 6
Gender


Male – 267
Female – 262
Students Eligible for Free Lunch – 44%
Students Eligible for Reduced Lunch – 33%
ESL Students – 33%
Teacher – Student Ratio (1:17)








Black – 5
White – 11
Hispanic – 3
American-Indians – 0
Asian – 1
Multi Ethnic – 1
Pacific Islander - 0
Unclassified - 0
Gender


Male – 10
Female – 10
Does your plan use documents and materials that are culturally
relevant classroom? Explain.
What differentiated instructional strategies are being used to address
the students learning profile found within this activity? Explain.
Did the lesson consider students' cultures and language skills when
developing learning objectives and instructional activities? Explain.
Do the assignments clearly outline real-life relevancy with rationales?
Explain.
Did the lesson include both qualitative and quantitative data
assessments for student growth? Explain.
What type of activities could the teacher include that would support the
“envisioning of the possible”? Explain.
What school-wide activities can be implemented that includes students'
culture and language skills? Explain.
How could teachers identify their students’ learning profile and keep a
working record of this information to review during lesson planning?
CULTURAL RELEVANCY REFLECTIONS
What Shall I Teach ?