ED594T ONLINE Teaching Students from Poverty K-12

 

De Angela Cooper ( 216 970-7580) & Sonequa Reeves(216-469-5581), Instructors

Email: idsteacherleaders@gmail.com 

( students will need a gmail account to participate online through Google Classroom) 

COURSE DESCRIPTION: A course for K-12 educators interested in learning proven strategies for working with students from a low socioeconomic level.  Primary emphasis on this course will be understanding the effect of poverty on school age children, developing and using strategies to reach children in poverty and developing lesson plans on poverty to use in the classroom.

LIST OF REFERENCES CONSULTED:
Jensen, Eric, (2013), Engaging Students with Poverty in Mind: Practical Strategies for Raising Achievement. Alexandria, Virginia: ASCD.
Jensen, Eric, (2009), Teaching with Poverty in Mind: What Being Poor Does to Kids Brains and What Schools Can Do about It. Alexandria, Virginia: ASCD.
Payne, Ruby K., (2003), A Framework for Understanding Poverty. Highlands, TX: aha! Process Inc.
Stailey, Jay, (1998), Think Rather of Zebra: Dealing with Aspects of Poverty through Story. Highlands, TX: aha! Process Inc.
180 Days: A Year Inside an American High School. (2013). Documentary. American Graduate/Corporate for Public Broadcasting NBPC/ Public Media PBS.
180 Days: Hartville. (2015) . Documentary. American Graduate/ Corporate for Public Broadcasting NBPC/ Public Media PBS.
Educational Leadership (April 2008) “Poverty and Learning,” Volume 65. Alexandria, Virginia: ASCD.
https://seattleu.edu/poverty-education/resources/lesson-plans/ (Website).

INSTRUCTIONAL OBJECTIVES:
THE STUDENT WILL:

1. Become familiar with current statistics on poverty.
2. Understand how poverty affects behavior and academic performance.
3. Create a journal of proven academic and social strategies as observed in a documentary.
4. Learn and implement the factors that correlate with student engagement and are strongly tied to socioeconomic status.
5. Design age appropriate lesson plans dealing with the issues of poverty.
6. Compare and contrast actual teaching situations to their own environments.
7. Develop a plan of action for his/her own teaching environment based on strategies and knowledge that they learned.

INSTRUCTIONAL PROCEDURES:
This course will include cooperative learning, oral presentations, group discussions, journaling, videos, web searches and summary writing.

COURSE OUTLINE:
SESSION ONE:

1. Basic statistics on poverty – direct teaching with quiz to follow 
2.  180 Days: Hartville Part I- discussion and journal writing
3.   “Understanding the Nature of Poverty” – cooperative learning 
4.   Individual and group activities
5.   Independent reading.    

SESSION TWO:

1. 180 Days : Hartville Part II – discussion and journal writing
2. “How Poverty Affects Behavior and Academic Performance” – discussion and journal writing
3. Lesson planning – “One Whisker from a Wild Dog” –create a lesson plan to use
4. Individual and group activities
5. Independent reading.

SESSION THREE:

1. 180 Days: A Year Inside an American High School  Part I– discussion and journal writing
2. Building Learning Structures Inside the Head - Four Structures – each group to teach one of the four structures
3. Web site exploration (computer lab needed) www.seattleu.edu
4. Individual  and group activities
5. Independent reading.

SESSION FOUR:

1. 180 Days: A Year Inside an American High School Part II – discussion and journal writing
2. Lesson plans presented
3. Article summaries due
4. Individual and group activities
5. Independent reading.

SESSION FIVE:

1. Action plans presented and shared
2. Survey
3. Grade level discussions of “What Works”
4. Group presentations.

ASSESSMENT & EVALUATION

The following is a breakdown of how students’ grades will be assessed:

• 10 %   Participation 
• 10 %   Poverty Quiz
• 10%    Article Summary
• 10%    Lesson Plan on Poverty
• 20%    Group Presentation
• 40%    Journal of strategies from 180 Days and Plan of Action