WEBVTT

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Hi, my name is Monica Martinez.

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I'm the Vice-President for Education Strategy for the KnowledgeWorks Foundation.

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Teachers have to understand that if they create the culture in a school

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where everyone is taking collective responsibility for students,

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nobody has to play the blame game.

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It's not the students' fault if they come to you unprepared.

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It's not the students' fault if they've had failure in their life; and instead,

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the most rewarding thing that a teacher can do is actually help that student find success.

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And there are multiple ways to help that student find success.

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And simply it's individualized attention, it's personalization,

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but there is also some serious structural issues you can do

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to provide extra time and extra help to students.

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And once students-or once teachers see how effective they can be

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with students who've had failure in the past and how students respond to success,

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that will motivate the rest of the teachers to also help students and to be more supportive

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of the different structures required.

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A very intuitive and natural way to provide intensive intervention is simply

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by having teachers engaged in differentiated instruction.

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Differentiated instruction really takes a change in the classroom

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that it's no longer teacher-centric, but it's student-centric: What does a student need?

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What can I give that individual student, and how do I differentiate my instruction

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so I am not instructing the whole class

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but thinking about the individuals who make up that class?

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Key to differentiated instruction is not to use whole class direct instruction,

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but to use multiple groups working together simultaneously,

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so the teacher can move around in the classroom to change up pedagogy

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and have students actively engaged in different projects at the same time.

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In addition, formative assessment is key to how you work

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with students who need intensive intervention.

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Teachers must constantly know what the student knows and what the student doesn't know,

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and the only way to do that is through formative assessment.

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There are multiple ways to do that.

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It could be simply by asking the students questions on the spot.

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It could be through something very advanced

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that Northwest Educational Association uses called MAP,

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which is an adaptive computer testing mechanism, or it could be simply offering short quizzes

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at the end of the day or at the beginning of the day.

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But most importantly, teachers have to keep looking individually at the students,

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thinking about what they know and what they don't know,

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and adjusting the instruction for that student and for that skill level.

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Sometimes differentiated instruction isn't enough.

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Sometimes there are very intense remediation or intervention issues that you have to do,

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and that means students simply need extra time on task.

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This may be double-blocking classes such as math or reading;

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this may mean Saturday schools where students have to come

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in on a Saturday-maybe not every Saturday, maybe just once a month,

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maybe every other week-but just to be able to spend that extra time

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to catch up and to stay on course.

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It may mean learning labs, something that a Sacramento school I've been to does.

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And when they realize there are certain students failing,

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then they require the students to participate in a learning lab, which takes place one hour,

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five days a week, after school, and all students who are failing have to stay

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in that learning lab until they are on grade level for whatever subject they are.

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The bottom-line is differentiated instruction is very helpful.

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However, you might have to add on a few other programs to your weekday,

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to your weekend, or even before the weekday.

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But students need extra help and extra time for that help.

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When teachers have success with students who've had nothing but failure in their life,

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teachers will be so enthusiastic it will spread through the culture of the school themselves.

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And other teachers will become believers in the fact that extra time,

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personalization will help students achieve.