Cultivating the Cultural Pearl: Layering Excellence in Instructional Practices

Time allocation for content and engagement: -Introduction: 5 minutes -The Pearl Analogy: 7 minutes -Key Components: 15 minutes -Case Study: 10 minutes -Action Planning: 10-15 minutes (adjust based on audience engagement) -Conclusion: 3-5 minutes -Total: 50-60 minutes Process -Frequency of Engagement: Aim for at least one engagement activity every 10-15 minutes to maintain audience attention and participation. -Tactics: Use a variety of engagement tactics throughout the presentation, including: ---Peer-to-peer interaction: Small group discussions, partner activities, and think-pair-share. ---Device-based activities: Polls, online collaboration tools, and interactive quizzes. ---Visual aids: Images, videos, and infographics to enhance understanding and engagement. ---Storytelling: Personal anecdotes and case studies to make the content relatable and memorable. Q&A sessions: Provide opportunities for participants to ask questions and clarify their understanding.

Baker, D. (1988). Research Matters - To the Science Teacher: Teaching for Gender Difference. Retrieved September 14, 2024, from NARST: https://narst.org/research-matters/teaching-for-gender-difference Bryk, A.S., Bender Sebring, P., Allensworth, E., Luppescu, S., Easton, J.Q. (2010). Organizing schools for improvement: Lessons from Chicago. Chicago, IL: University of Chicago Press. Chatterji,R., Campbell,N., & Quirk,A. (2021). Closing advanced coursework equity gaps for all students. Center for American Progress, 1-48. Retrieved from https://files.eric.ed.gov/fulltext/ED617048.pdf Darling-Hammond,L. & Cook-Harvey,C.M. (2018). Educating the whole child: improving school climate to support student success. Learning Policy Institute, 1-69. Retrieved from https://learningpolicyinstitute.org/sites/default/files/product-files/Educating_Whole_Child_REPORT.pdf Datnow,A., Park,V., Wohlstetter,P. (2007). Achieving with data: How high-performing school systems use data to improve. Center on Educational Governance Rosier School of Education University of Southern California. Retrieved from https://people.uncw.edu/kozloffm/AchievingWithData.pdf Gage, N.A., MacSuga-Gage, A.S. (2017). Salient classroom management skills: Finding the most effective skills to increase student engagement and decrease disruptions. Rep Emot Behav Disord Youth, 17(1), 13-18. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6345407/pdf/nihms982089.pdf Gerrard, H. (2021, December 14). Four strategies that increase student opportunity in advanced courses. School Leadership. Retrieved from National Association of Secondary School Principals: https://www.nassp.org/2021/12/14/four-strategies-that-increase-student-opportunity-in-advanced-courses/ Henderson, A.T. and Geller, J. (n.d.). Family and community engagement. Retrieved from New York University Steinhardt: Metropolitan Center for Research on Equity and The Transformation of Schools: https://steinhardt.nyu.edu/sites/default/files/2020-05/01222020_FamilyCommunityEngagement.pdf Lee, M, & Louis, K. (2019). Mapping a strong school culture and linking it to sustainable school improvement. Teaching and Teacher Education, 81, 84-96. Riggers-Piehl,T., Lim,G. & King,K. (2018). Fostering academic and social engagement: An investigation into the effects of all-girls education in the transition to university. Retrieved from Higher Education Research Institute (HERI): file:///C:/Users/jtjackson/Downloads/NCGS-ResearchReport_final.pdf Slavin, R.E., Cheung, A., Holmes, G., Madden, N.A., and Chamberlain, A. (2013). Effects of a data-driven district reform model on state assessments. American Educational Research Journal, 50(2), 371-396. Retrieved from https://doi.org/10.3102/0002831212466909 Snipes, J., Doolittle, F., Herlihy, C. (2002). Foundations for success: Case studies of how urban school systems improve student achievement. Retrieved from Council of the Great City Schools: https://www.cgcs.org/cms/lib/DC00001581/Centricity/Domain/35/Publication%20Docs/Foundations.pdf Standards: Curriculum Assessment and Instruction. (2024). Retrieved from Learning Forward: https://standards.learningforward.org/standards-for-professional-learning/rigorous-content-for-each-learner/curriculum-assessment-and-instruction/#:~:text=Educators%20assess%20student%20learning%20to%20advance%20progress.&text=Educators%20use%20assessment Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms: 2nd edition. Alexandria: Association for Supervision and Curriculum Development. Retrieved from https://rutamaestra.santillana.com.co/wp-content/uploads/2020/01/Classrooms-2nd-Edition-By-Carol-Ann-Tomlinson.pdf What is the CASEL Framework? (n.d.). Retrieved from Collaborative for Academic, Social, and Emotional Learning (CASEL): https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/

N/A