Please, My Teacher, Open Up Your ' ' '

1
Please, My Teacher, Open Up Your . . . heart to
care ever more deeply for us, mind to think ever
more creatively about ways of helping us
learn, mouth to seek fresh ideas and feedback
(including from us!) and classroom to join
colleagues and parents in a thriving community
where as teachers, parents and children together
we strive to reach our potential. Please? R.
Ferguson, Summer 2003
2
Achievement Gaps and the Tripod Project Ronald
F. Ferguson, Ph.D Wiener Center for Social
Policy John F. Kennedy School of Government
Harvard University Ronald_Ferguson_at_Harvard.ed
u
3
Are Teachers Expectations Racially Neutral? 1.
Unconditional Neutrality? No, lots of studies
find bias teachers expect less of black
students than of whites. 2. Neutrality
Conditioned on Past Performance? Maybe.
Available studies find little if any bias in
teacher expectations, among black and white
students with the same past pattern of
achievement. 3. Neutrality Conditioned on
Potential? Impossible to know, but it seems
unlikely. Teachers learn to expect what theyve
seen in evidence, not whats mostly hidden from
their view.
4
We Underestimate Everyones Potential Any fool
can count the seeds in an apple, but only God can
count the apples in a seed. Rev. Robert
Schuller The bounty of the harvest depends upon
the effectiveness of cultivation, and the
effectiveness of cultivation depends, over time,
on the intensity of the search for effective
methods and the dedication of effort to help
children reach their potential.
5
Progress is feasible. Nationally, there was major
progress in narrowing racial gaps between 1970
and 1990, but progress ended around 1990.
6
FIGURE 5
STANDARDIZED NAEP READING SCORES FOR WHITE 9-,
13- AND 17-YEAR OLDS
(Metric S.D.'s below 17-year-old whites' 1996
mean)
0.2
0
1992
1984
Labels on lines give years that the tests
were taken.
1988
1996
1975
1980
1971
-0.2
-0.4
Age 17
-0.6
1975
1984
1992
1996
-0.8
1980
1988
1971
-1
Standardized NAEP Reading Score
Age 13
-1.2
-1.4
Age 9
-1.6
-1.8
1980
1996
-2
1984
1988
1992
1975
1971
-2.2
-2.4






-2.6
1954
1958
1962/3
1966/7
1971
1975
1979
1983
1987








FIGURE 6
STANDARDIZED NAEP MATH SCORES FOR WHITE 9-, 13-
and 17-YEAR OLDS
(Metric S.D.'s below 17-Year-Old Whites' 1996
mean)
0
Labels on lines give years that the tests
were taken.
1994
1973
1990
1986
1978
1982
-0.5
Age 17
-1
1994
1990
1982
1973

1986

-1.5
1978
Standardized NAEP Math Score
Age 13
-2
Age 9
-2.5
1994
1990
-3
1986
1973

1978

1982




-3.5
1956
1961/62
1964/65
1969
1973
1977
1981
1985








Approximate Birth Year for Cohort
7
FIGURE 3
STANDARDIZED NAEP READING SCORES FOR HISPANIC 9-,
13- AND 17-YEAR OLDS
(Metric S.D.'s below 17-year-old whites' 1996
mean)
0
Labels on lines give the years that the tests
were taken.
-0.2
Age 17
-0.4
-0.6
1988
1992
Age 13
1984
-0.8
1996
1980
-1
1975
-1.2
-1.4
1988
1996
1984
1992
1980
-1.6
Standardized NAEP Reading Score
1975
-1.8
-2
Age 9
-2.2
-2.4
-2.6
1996
1988
1992
1980
-2.8
1984
1975
-3
-3.2
-3.4
1958
1962/3
1966/7
1971
1975
1979
1983
1987







FIGURE 4
STANDARDIZED NAEP MATH SCORES FOR HISPANIC 9-,
13- and 17-YEAR OLDS
(Metric S.D's below 17-year-old whites' 1996
mean)
0
Labels on lines give the years that tests were
taken.
Age 17
-0.5
1994
-1
1990
1986
Age 13
1973
1982
1978
-1.5
Standardized NAEP Math Score
-2
1994
1986
1990
1982
-2.5
1973

1978
Age 9
-3
1990
-3.5
1994
1986

1982
1978
1973





-4
1956
1961/62
1964/65
1969
1973
1977
1981
1985








Approximate Birth Year for Cohort
8
FIGURE 1
STANDARDIZED NAEP READING SCORES FOR BLACK 9-,
13- and 17-YEAR OLDS
(Metric S.D.'s below 17-year-old whites' 1996
mean)
0
Labels on lines give the years that the tests
were taken.
-0.5
1988
Age 13
Age 17
1996
1984
1992
-1
1980
1988
1975
-1.5
1971
1992
1984
1996
1980
1975

Standardized NAEP Reading Score
1971
-2
Age 9
-2.5
1996
1980
1988
1984
1992
1975
-3
1971
-3.5





-4
1975
1954
1958
1962/3
1966/7
1971
1979
1983
1987








FIGURE 2
STANDARDIZED NAEP MATH SCORES FOR BLACK 9-, 13-
and 17-YEAR OLDS
(Metric S.D.'s below 17-year-old whites' 1996
mean)
0
Labels on lines give the years that the tests
were taken.
-0.5
Age 17
-1
1990
Age 13
1994
1986
-1.5
1982
1973
1978
-2
1994
1986

1990
Standardized NAEP Math Score

-2.5
1982
1978
-3
1973
-3.5
1994
Age 9
1990
1986
-4
1982
1978
1973
-4.5
-5
1956
1961/62
1964/65
1969
1973
1977
1981
1985
Approximate Birth Year for Cohort
9
Figure A1 Changes Since 1976 in SAT Verbal
Scores by Racial/Ethnic Background
(Three-Year Moving Averages)
30
25
20
Blacks
Mexican Americans
15
10
Change in Verbal SAT Since 1975-76
5
Whites
0
-5
-10
-15
-20
76
78
79
80
81
82
83
84
85
87
88
89
90
91
92
93
94
95
Figure A2 Changes Since 1976 in SAT Math Scores
by Racial/Ethnic Background
(Three Year Moving Averages)
40
35
30
Blacks
Mexican Americans
25
20
15
Change in Math SAT Since 1976
10
5
Whites
0
-5
-10
-15
76
78
79
80
81
82
83
84
85
87
88
89
90
91
92
93
94
95
Year
Source for A1 A2 NCES Digest of Education
Statistics, 1996, Table 128.
10
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11
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12
None through 1984 One in 1985 None in 1986 Two in
1987 Seventeen in 1988 One-Hundred and
Thirty-Four by 1992
13
Policy Issues Class size Ability
Grouping/Leveling/Tracking Teachers Basic
Skills Teacher Subject-Area Expertise Mobility
Related (Student Teacher Turnover) Teacher
Salaries Differentials Curricular Alignment
(within and across grades) Principals
Qualifications as Instructional Leaders Supports
for Professional Learning Communities Accountabili
ty Policies (Carrots Sticks) Mechanisms for
Monitoring Conditions Progress
14
The TRIPOD PROJECTwww.tripodproject.orgRonald_Fe
rguson_at_Harvard.edu
Content, Pedagogy, Relationships
15

• Why We Began
• Encouragement MSANs Black and Latino 7th-11th
  graders identified teacher encouragement much
  more often that teacher demands, when asked why
  they worked hard when they worked hard.
• Understanding Half of Black and Latino 7th-11th
  graders reported they completely understood half
  or less of their teachers lessons and half or
  less of what they read for school.
• Effort and Skill No difference in average
  reported time on homework among Black, White and
  Latino students, but whites reported higher
  homework completion rates.

16
THE GOAL an extended professional community
crafting, sharing and applying ways of raising
achievement for all while also narrowing gaps.
THE FRAMEWORK A. three legs B. five tasks
stages C. five conditions.
17

• Five Tasks/Stages
• Of classroom social and intellectual engagement.
• Trust Interest vs. Mistrust Disinterest
• II. Balance vs. Imbalanced Teacher Control
  Student Autonomy
• III. Maintain Ambitiousness vs. Ambivalence
• IV. Maintain Industriousness vs. Discouragement
  Disengagement
• V. Achieve Consolidation vs. Irresolution
  Disconnection

18
Task and Stage 1
19

• The Four Trust Questions Pertain to
• Motives/Caring
• Competence
• Dependability/Consistency/Reliability
• Respect/Collegiality
• Respect Campaign 04-05

20
Task 2 and Stage 2
21
Task 3 and Stage 3
22
Task 4 and Stage 4
23
Task 5 and Stage 5
24
Five Conditions for Success with Tasks 3 4. 1.
Success seems Feasible 2. Lessons seem
Relevant 3. Class is Enjoyable 4. Adults are
Supportive and Resolute 5. Peers are Supportive
25
Encourage/Demand Findings Encouragement is
associated with students positive beliefs about
teachers on a number of dimensions (commitment,
respect, help giving, treatment of mistakes,
caring, . . . ) and appears to promote sense of
efficacy, ambitiousness industriousness demand
sometimes contributes, especially to
ambitiousness, but usually less than
encouragement.
26
Correlates of Teacher Encouragement Demands
of students in each column agreeing with
each statement Neither Demanding Encouraging Bo
th D nor E Only Only DE 1. My teacher
shows that he/she will help me succeed in this
class. 31 43 83 90 2. I like the way my
teacher would treat me if I made a
mistake. 31 32 74 77 3. My teacher
welcomes questions if anyone gets
confused. 53 59 90 93 4. My teacher
treats the students in this class with
respect. 49 56 89 92 5. My teacher
makes me feel that he/she truly cares about me.
13 18 61 71
14 High Schools
27
Correlates of Teacher Encouragement Demands
of students in each column agreeing with
each statement Neither Demanding Encouraging Bo
th D nor E Only Only DE I can do this!
(Sense of Efficacy) 1. I can do almost
all the work in this class if I dont give
up. 66 76 87 92 2. Even if the work in
this class is hard, I can learn
it. 59 68 79 87 Ill do my best!
(Ambitiousness Industriousness)
3. I will push myself hard to completely
understand my lessons in this class. 41 62 65
82 4. I plan to do my best quality work in
this class all year long. 52 66 79 89
14 High Schools
28
Help Avoidance Findings Teachers reports that
students seem to avoid seeking help, even when
they need it, can be predicted by both teachers
and students reports of classroom practices and
conditions.
29

• Examples of Elementary teacher statements that
  correlate with more teacher reports of student
  help avoidance
• When planning lessons, I dont think much about
  whether students will enjoy them
• I avoid asking students to help one another with
  class work
• I believe that encouraging low achievers to ask
  questions slows the class down too much.

30

• In contrast, elementary teacher statements that
  correlate with fewer teacher reports of student
  help avoidance
• I ask students for feedback on how well the class
  is going and ways to make it better
• I talk to students about their lives outside of
  school
• I feel successful with regard to students in the
  bottom third of the class
• I feel successful with regard to student in the
  top third of the class.

31

• Examples of elementary students statements that
  correlate with less teacher reporting of student
  help avoidance
• My teacher is nice to me when I ask questions
• My teacher really listens when I speak
• My teacher wants us to help each other with our
  work when we are having trouble
• In our class, not doing well on an assignment is
  okay if you tried your best.

32

• High School Discussion Memo on Help Avoidance
• student-response categories that correlate with
  less teacher reporting of avoidance
• Teachers apparent sensitivity
• Teachers emphasis on persistence
• Teachers emphasis on learning
• Climate of respect among students
• Effective use of instructional time
• Students sense that success is feasible.

33

• Student-reported factors correlated with more
  teacher reporting of avoidance by high school
  students
• Favoritism toward smart students
• Negative assessments in public
• Teasing by peers
• Fear of teachers and/or peers.

34
Range of Classroom Conditions Tabulations for
every school show a wide range of classroom
conditions, suggesting the great potential value
of activities geared to help colleagues share
ideas and learn from one another. This applies
to classes at all levels -- upper, middle and
lower.
35
Range of Conditions among Classrooms for
Selected Items Related to Pedagogy for one High
School.

• My teacher
• 1. makes learning enjoyable.
• 2. makes lessons interesting.
• 3. has several good ways to explain each topic
  we cover in this class.

• Classroom 5th 25th 50th 75th 95th
• Special ed 17 40 60 75 100
• Standard 7 44 62 74 92
• Honors/AP 15 38 58 79 95
• Mixed 18 44 63 79 95
• Special ed 17 33 50 67 100
• Standard 7 43 61 73 83
• Honors/AP 16 35 60 75 95
• Mixed 23 39 62 78 89
• Special ed 33 50 75 78 100
• Standard 23 63 76 85 94
• Honors/AP 37 52 67 79 94
• Mixed 30 46 66 83 93

36
Classroom Goal Structures and Academic
Persistence Preliminary Findings from over
500 of Elementary School Classrooms January 2004
37
The mastery promotion index Help, comprises
three items  My teacher likes it when I ask
questions. My teacher is nice to me when I ask
questions. My teacher is happy to help me with
my work. (alpha.79)
38
The promotion of performance-approach
Perfectionism  In our class, it is very
important to get everything correct. In our
class, getting right answers is very
important. (alpha.84)
39
Four Classroom Goal Climates
40
Slackers (based on teacher perceptions) How may
of your students Seem not to care enough about
doing well in this class Seem to avoid seeking
help, even when they need it? Because of EFFORT
levels, fail to complete their work on a regular
basis? Make excuses for not doing their work,
even when it is relatively easy? (alpha0.83 415
teachers).
41
Classmate Collegiality.   In our class,
kids like to help each other learn.   In
our class, kids help each other if they make a
mistake.  In our class, kids tell you when
they do better than you.  In our class,
some kids tease you if you make a mistake.
42
Exhibit 1 Percent who agree, Some classmates
tease kids who make mistakes. (n15402
elementary students, fall 2002.)
43
Exhibit 2 The percentage who agree "Some
classmates tease kids who make mistakes," for
three classroom racial mixes and five grade
levels. (n15344 elementary students, fall
semester 2003.)
44
Exhibit 3 Classmate Collegiality, shown for
three racial mixes within four classroom goal
environments as reported by students, winter
2003. (542 elementary classrooms)
45
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46
Exhibit 5
47
Exhibit 6 Percent who agree in the Fall
I will do my best work in this
class all year long.
lt25 White or Asian
gt50 White or Asian
Classroom Climate
1 Low
Help, Low Perfectionism 2Low Help, High
Perfectionism 3High Help, Low
Perfectionism 4High Help, High Perfectionism
Classroom Climate
1 Low
Help, Low Perfectionism 2Low Help, High
Perfectionism 3High Help, Low
Perfectionism 4High Help, High Perfectionism
Classroom Climate
1 Low
Help, Low Perfectionism 2Low Help, High
Perfectionism 3High Help, Low
Perfectionism 4High Help, High Perfectionism
48
Exhibit 7 Percent who agree in the spring
I have done my best work in
school all year long.
lt25 White or Asian
gt50 White or Asian
Classroom Climate
1 Low
Help, Low Perfectionism 2Low Help, High
Perfectionism 3High Help, Low
Perfectionism 4High Help, High Perfectionism
49
Exhibit 8 Percent who agree in the fall they
will do their best work all year, minus the
percent who agree in the spring that they did.
(Elementary.)
Less than 1/4th the class is white or Asian
More than half the class is white or Asian
1 2 3 4
1 2 3 4
Classroom Climate

1 Low Help, Low Perfectionism
2Low Help, High Perfectionism
3High Help, Low Perfectionism 4High Help,
High Perfectionism
50
Estimated conditions for black and white middle
and high school students, in classrooms where 80
of the students are white (or Asian) versus
where 20 are white (or Asian).
NEXT THREE SLIDES
Estimated with student-level fixed effects for
students in multiple classrooms of 5 to 40
students. 30 suburban schools. N2800 blacks
and 6400 whites, Each surveyed in at least two
classrooms, Fall semester 2002.
51
A. Students in the class treat the teacher with
respect.B. My teacher treats the students in
this class with respect.C. My teacher shows
confidence in his/her ability to control the
class.D. My behavior sometimes annoys the
teacher.
BETTER BEHAVIOR
Standard Deviation units
Standard dev. units
52
My teacher welcomes questions if anyone gets
confused.B. My teacher shows that he/she will
help me succeed in this class.C. My teacher
encourages me to do my best.D. If I didnt
understand something, my classmates would be
happy to help me.
MORE INSTRUMENTAL SUPPORT FOR ACHIEVEMENT.
53
A. Other students understand the lessons in this
class better than I do.B. Even the hardest
lessons in this class are pretty easy for me.C.
I enjoy coming to this class.D. I feel close to
my teacher in this class.
WORK IS HARDER BUT NO LESS ENJOYABLE
DIFFICULTY (AB) ENJOYMENT (CD)
54
Preliminary report on findings from analysis of
Spring 2004 Tripod Project Secondary School
Student Surveys Ronald F. Ferguson,
Ph.D. September 23, 2004
55

• Classroom Mastery (CM) Orientation
• (Cronbachs Alpha0.89)
• My teacher in this class likes it when we ask
  questions.
• My teacher works hard to make sure we learn a
  lot.
• My teacher makes learning enjoyable.
• The teacher in this class welcomes questions if
  anyone gets confused.
• My teacher doesnt let people give up when the
  work gets hard.
• My teacher makes lessons interesting.
• My teacher wants us to use our thinking skills,
  not just memorize things.

56

• Classroom Performance (CP) Orientation
• (Cronbachs Alpha0.57)
• In this class, getting the right answers is very
  important.
• In this class, getting good grades is the main
  goal.

57
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58
From Student-Level Fixed-Effects Regressions for
3000 Black Middle and High School Students in
Classrooms with Less than 25 White or Asian
Students
59
Indices for Black Middle and High School
Students, Estimated using Student-Level Fixed
Effects, for Classrooms with no more than 25
Whites Asians. Results shown for four CM/CP
combinations.
60

• Mastery Orientation
• (Cronbachs Alpha0.81)
• In this class, it is important to me to
  thoroughly understand my class work.
• One of my goals in this class has been to learn
  as much as I can.
• I have done my best quality work in this class
  all year long.
• I have pushed myself hard to completely
  understand my lessons in this class.
•   mp2 .3282668 .0725966 4.52
• mp3 .3734678 .1095959 3.41
• mp4 .5651639 .0647129 8.73

61

• Efficacy
• (Cronbachs Alpha0.80)
• Even if the work in this class is hard, I can
  learn it.
• Im certain I can master the skills taught in
  this class.
• I can do almost all the work in this class if I
  dont give up.
• I have been able to figure out the most difficult
  work in this class.
• mp2 .0197924 .0793287 0.25
• mp3 .3303878 .1193294 2.77
• mp4 .339832 .0706691 4.81

62

• Behavior
• (Cronbachs Alpha0.77)
• My behavior in this class is good.
• I dont really care whether I arrive on time to
  this class. (neg)
• I sometimes skip coming to this class when Im
  supposed to be here. (neg)
• My behavior in this class sometimes annoys the
  teacher. (neg)
• Trying to be popular sometimes distracts me from
  my work in this class. (neg)
• Sometimes I pretend to be working hard for this
  class, when Im really not. (neg)
• For this class, I try hard to be on time and not
  to be absent. (neg)
• mp2 .3449301 .0735724 4.69
• mp3 .5229926 .1114749 4.69
• mp4 .6549697 .0654954 10.00

63

•  
• Performance Approach
• (Cronbachs Alpha0.75)
• One of my goals is to show others that class work
  is easy for me.
• One of my goals in this class has been to show
  others that I am good at class work.
• mp2 -.0051126 .075987 -0.07
• mp3 -.2834897 .1135705 -2.50
• mp4 .0278415 .067543 0.41

64

• Performance Avoid
• (Cronbachs Alpha0.75)
• In this class, I worry that I might not do as
  well as other students.
• Its important to me that others do not think Im
  dumb in this class.
• Sometimes I pretend Im not trying hard in this
  class, when I really am.
• One of my goals in this class is to keep others
  from thinking Im not smart.
• Sometimes in this class, I worry about not
  looking smart.
• mp2 -.1246005 .0717084 -1.74
• mp3 -.2568353 .1071971 -2.40
• mp4 -.185762 .0637474 -2.91

65

• Help Seeking
• (Cronbachs Alpha0.74)
• I dont like asking the teacher in this class for
  help, even if I need it. (neg)
• I would ask the teacher for help, if I needed it.
• If I were confused in this class, I would handle
  it by myself, not ask for help. (neg)
• I dont mind asking questions in this class if I
  need to.
• mp2 .1345475 .0852041 1.58
• mp3 .2437425 .128005 1.90
• mp4 .3768753 .0758006 4.97

66

• Enjoyment
• (Cronbachs Alpha0.73)
• I like the topics we learn about in this class.
• I enjoy doing the work for this class.
• mp2 .0104492 .0881171 0.12
• mp3 .2562459 .1329136 1.93
• mp4 .5589974 .0785415 7.12

67
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68
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69

• ACTIVITIES FOR 2004-05
• Stage-Specific Activities
• Especially Related to Respect Campaign
• II. Teaching the Hard Stuff" (Kickoff of Idea)
• III. Tripod Trials (Introduction of Idea)
• Planting Routines Conditions Idea
• Setting/Proclaiming Measurable Gap-Related Goals
• V. Surveys (options)

70
Brain Research and Learning Implications for the
Pedagogy Leg of the Tripod Half of black and
Hispanic MSAN students reported understanding
only half or less of their teachers lessons very
well. A similar proportion completely understood
only half or less of their school-related
reading. Even among whites, more than a quarter
reported that they understood half or less of
their schoolwork. Why?
71
Short-Term and Long-Term Memory While long-term
memory has the capacity to store copious amounts
of information, short-term memory is quite
limited. This is especially so, when long-term
memory lacks the particular content needed to
assist it.
72
A Memorable Example Could you close your eyes and
recite all the letters in the present sentence?
Could you do it if they were simply a scrambled
list? How does long-term memory play a role
here? (Also, what makes this a memorable
example?)
73
Fundamentally, effective pedagogy helps students
to use long-term memory (i.e., what they already
know) to interpret and assimilate new
information. It helps students to understand how
old and new information are related, to resolve
apparent inconsistencies, and to store the
results in long-term memory for future retrieval
and use.
74
Five Research-Based Principles (all familiar?) 1.
Scaffold learning on prior knowledge. 2.
Present organizing schemas frameworks. 3.
Make key connectionsdont assume students
will discover them on their own. 4. Apply
concepts in multiple ways and varied contexts to
increase the number of possible connections. 5.
Teach children how to think and learn.
75
Research Example for Principle 1 Scaffold
learning on prior knowledge. Scardamalia and
Bereiter (1992) showed that when studying a new
concept like endangered species, students learned
more and engaged in higher order thinking when
they began the lesson by generating their own
questions about the topic, rather than beginning
by reading reference materials and then
generating questions afterward.
76
Research Example for Principle 2 Present
organizing schemas frameworks. Bransford et al.
(1999) describe how students retention of
information about geography, such as cities,
states, countries, etc., is aided by first
realizing that geographical borders are often
developed around natural features.
77
Research Example for Principle 3 Make key
connections dont assume students will discover
them on their own. Multiple studies suggest that
when children are learning by doing they
learn more effectively when the teacher remains
in the foreground, explicitly guiding them
through the process of connecting tasks,
knowledge, strategies, and concepts. (DeLoache,
2000 Angeard, 2003)
78
Research Examples for Principle 4 Apply
concepts in multiple ways and contexts to
increase the number of possible connections. Word
problems whereby students partition sets of
cookies or coins to friends and classmates can
help students expand their conception that
fractions need not be tied just to parts of a
single unit (Mack, 2001). Manipulatives, like
sets of similar polygons, can help students
understand the relationship aspect of numerator
and denominator and how fractions represent
ratios (Dwyer et al., 2003).
79
Research Example for Principle 5 Teach children
how to think and learn. Bereiter and Bird (1985)
showed that middle school students improved their
reading skills and comprehension when they not
only used reading aloud strategies, but when the
teacher explicitly modeled the reading aloud
process and the strategies that one can use while
doing it. Slaughter and Gopnik (1996) showed
that young children performed better at false
belief tasks (i.e. the basket of soaps that look
like golf balls) when they were given explicit
training on concepts such as belief.
80
What Sounds Do Children Hear? Very young
children discriminate many more phonemic
boundaries than adults, but they lose their
discriminatory powers when certain boundaries are
not supported by experience with spoken language.
Native Japanese speakers, for example, typically
do not discriminate the "r" from the "l" sounds
that are evident to English speakers, and this
ability is lost in early childhood because it is
not in the speech that they hear." Kuhl (1993).
81
Erika Ober Fisher, Retired Teacher,
S.Orange-Maplewood, NJ Personal communication,
June 28, 2002. My experience with students who
could not pass standardized tests for their grade
level confirms Noam Chomskys and Morris Halles
hypothesis as outlined in The Sounds Patterns of
Standard English (1968). This theory explains
that individuals only hear sounds that they use
in speaking. I noticed that students who lacked
important grammatical competencies could not
produce nor decode crucial grammar-generating
sounds.
82
It is easy to demonstrate that the bad
grammar in the following sentences is caused by
the absence of only one sound. (Erika Fisher,
op. cit.) 1. She say she coming. (final
/z/) 2. The teacher talk too much. (final
/s/) 3. He live on the farm last summer.
(/d/) 4. I walk_ to school yesterday. (/t/
sound) 5. They coming. (day comin) ( /v/)
83
6. I_ done that already. (/v/) 7. I_ do it
tomorrow. ( /l/ for will) 8. I_ going to church
on Sunday. (/m/)
84
Following an episode trying to distinguish walk
vs. walked the intelligent young lady
said, Mrs. Fisher, my reading teacher use (sic)
to fuss about this too, but it don (sic) make no
sense to me.
85

• Popular Teaching and Learning Ideas (Blythe,
  1998)
• Back to Basics
• Cooperative Learning
• Essential Questions
• Exhibitions
• Hands-On Learning
• Interdisciplinary Curricula
• Multiple Intelligences-Based Teaching
• Portfolios
• Project-Based Learning
• Textbook-Based Teaching
• Thinking Skills Curricula

86
Useful Resources focused on Understanding Tina
Blythe and Associates, 1998. The Teaching for
Understanding Guide. San Francisco
Jossey-Bass. Grant Wiggins and Jay McTighe, 2001.
Understanding by Design. Columbus, OH Merrill
Prentice Hall. Robert J. Marzano, 2003. What
Works in Schools Translating Research into
Action. Alexandria, VA ASCD. M. Suzanne
Donovan, et. al., eds., 2000. How People Learn
Bridging Research and Practice. Washington DC
National Academy Press. Ruby K. Payne, 2002.
Understanding Learning the How, the Why, the
What. Highlands TX aha Process, Inc.
87
HOW can instruction in Tripod Project schools
more routinely embody the principles that emerge
from research on learning? HOW can we help
students overcome barriers to achieving their
academic potential?
88
Developing the Content Pedagogy Legs The
Teaching The Hard Stuff Initiative Identificatio
n of skills and concepts that students find most
difficult to master seeking explanations
approaches that have been (or have the potential
to be) particularly effective at making success
with such skills and concepts feasible sharing
among schools. Centrally organized experimental
testing of promising practices. Sharing of
results.
89
Thinking about Leadership The exercise of goal
directed influence.
90

• Division of Roles and Responsibilities Across
  Levels gtNeed for Internal External Influence
• Grassroots (students, parents community
  members)
• Front Line (school personnel)
• Local Support (district central office)
• Non-Local Support (state national)
• Capacity, values interests matter
• negotiation skills are key.

91
Levels of Discourse, Activity
Leadership Movement (e.g., mobilization of will
and collective efforts to narrow gaps) Strategies
(e.g., target basic literacy skills) Policies
(e.g., teach literacy in all subjects) Programs
(e.g., professional development programs in
literacy instruction) Projects (e.g., preparation
of a given individual to teach literacy)
92

• For Fostering Engagement (in others), Cultivate
• Options Goals
• Strategies (Recipes)
• Skills Other Resources
• (including social resources such as trust)
• Rewards
• (especially on basic motive dimensions)

93
Major Categories of Rewards to Cultivate (re
basic motive dimensions) Affiliation Influence Ach
ievement Security
94

• Trustworthiness
• Four Trust Questions Concerning
• Motives
• Competence
• Dependability
• Respectfulness Collegiality
• How does a principal signal trustworthiness (or
  not)?

95
Technical Solutions solutions that are already
in an organizations/communitys
repertoire. Adaptive Solutions solutions that
require experimentation discovery and painful
adjustments (gtstress)
96
To avoid the pain of adaptive change, people
often marginalize, divert, attack, or seduce
leaders who promote it. Rather than focus on the
content of your messagecritics frequently find
it more effective to discredit you (Marty
Linsky), often by questioning your
trustworthiness (re the 4 trust questions).
97
Five Conditions for Fostering Ambitiousness and
Maintaining Industriousness (Tasks 3 4) Can
these be applied to teachers as well? 1. Success
seems Feasible 2. Lessons (or agenda) seem
Relevant 3. Class (or activity) is
Enjoyable 4. Adults (or supervisors) are
Supportive, but Resolute 5. Peers are Neutral
or Supportive
98
Four Conditions of Confidence and
Satisfaction High Confidence Low
Confidence High Satisfaction High
Satisfaction High Confidence Low
Confidence Low Satisfaction Low Satisfaction
99
My Principal My principal is my hero Shes the
captain of our team. My colleagues all adore
her. She taught us all to dream.
100
Its a dream of overcoming All the challenges we
face. She helps us build our confidence-- Prepares
us for the race.
101
Its a race to do the best we can To help our
students grow. Theyve got to be quite versatile
-- Prepared for any foe.
102
My principal seeks excellence. She says shell
take no less. Her firm insistence pushes us To do
our very best.
103
I really like our principal Cause she inspires
me. As I strive to be a leader Shes the kind Im
trying to be. Ron Ferguson November 2003
104
the lesson aint over 'til the skinny kid
smiles and signals that he understands. R.
Ferguson, 2000