Learning StructuresLearning Structures

Children of PovertyChildren of Poverty

Ruby K. Payne, Ph.DRuby K. Payne, Ph.D

Learning Theories 5101Learning Theories 5101

Kevin NeuenswanderKevin Neuenswander

Learning StructuresLearning Structures

ResourcesResources• Financial:Financial: Having money to buy goods & services. Having money to buy goods & services.

• Emotional: Emotional: Being able to choose & control emotional responses, Being able to choose & control emotional responses, particularly to negative situations, without engaging in self-destructive particularly to negative situations, without engaging in self-destructive behavior. This is an internal resource.behavior. This is an internal resource.

• Mental: Mental: Having the mental abilities & learned skills (reading, writing, Having the mental abilities & learned skills (reading, writing, computing) to deal with daily life.computing) to deal with daily life.

• Spiritual: Spiritual: Believing in divine purpose & guidance (provides hope).Believing in divine purpose & guidance (provides hope).

• Physical: Physical: Having physical health & mobility (being healthy).Having physical health & mobility (being healthy).

• Support Systems: Support Systems: Having family, friends & backup resources Having family, friends & backup resources available in times of need. These are external resources.available in times of need. These are external resources.

• Relationships/Role Models: Relationships/Role Models: Having frequent access to Having frequent access to adult(s) who are appropriate, who are nurturing to the child, & who do not adult(s) who are appropriate, who are nurturing to the child, & who do not engage in self- destructive behavior(s).engage in self- destructive behavior(s).

• Knowledge of Hidden Rules: Knowledge of Hidden Rules: Knowing the unspoken Knowing the unspoken cues & habits of a group.cues & habits of a group.

Key PointsKey Points

• 1. Poverty is relative.1. Poverty is relative.

• 2. Poverty occurs in all races - it’s about 2. Poverty occurs in all races - it’s about class, not race:class, not race:

40% African American40% African American

38% Latin American38% Latin American

38%Native American38%Native American

17% Asian17% Asian

12% White non-Hispanic12% White non-Hispanic

Key PointsKey Points

• 3. Generational and situational poverty are 3. Generational and situational poverty are different- generational poverty is 2 or more different- generational poverty is 2 or more generations.generations.

• 4. THE KEY POINT-This work is based on 4. THE KEY POINT-This work is based on "patterns". All patterns have exceptions!"patterns". All patterns have exceptions!

• 5. Schools operate from middle class norms 5. Schools operate from middle class norms and values as well as most of society-and and values as well as most of society-and we don’t apologize for that. What is normal?we don’t apologize for that. What is normal?

• 6. Individuals bring with them the "Hidden 6. Individuals bring with them the "Hidden Rules" of the class in which they were Rules" of the class in which they were raised.raised.

Middle ClassMiddle Class

• We make decisions based on the We make decisions based on the following 3 things:following 3 things:

Work, Achievement, Material security, Work, Achievement, Material security, (Things, Children)(Things, Children)

PovertyPoverty

• Make decisions based on the Make decisions based on the following things:following things:

survival, relationships (you own survival, relationships (you own them), entertainment them), entertainment

• Noise level-highNoise level-high

• Information-non-verbal Information-non-verbal

Middle Class vs. PovertyMiddle Class vs. Poverty

Middle ClassMiddle Class PovertyPoverty

Self-sufficientSelf-sufficient SharedShared

Plan and savePlan and save Immediately spent Immediately spent Never get Never get

aheadahead

Always Always emergenciesemergencies

Key PointsKey Points

• 7. There are cultural differences in poverty. 7. There are cultural differences in poverty. Focus: Cross Culture Economics. Focus: Cross Culture Economics.

("There is nothing sexual about a burp" a kind of ("There is nothing sexual about a burp" a kind of hug/pat. Entertainment is more important than hug/pat. Entertainment is more important than the bills – in other countries sex is the the bills – in other countries sex is the entertainment, that is why so many people are entertainment, that is why so many people are dying of STDs.dying of STDs.

• 8. We must never excuse them nor scold them 8. We must never excuse them nor scold them when they break the middle class rules.when they break the middle class rules.

• 9. We must teach them there are "TWO SETS" 9. We must teach them there are "TWO SETS" of rules. The concept of two sets of rules.of rules. The concept of two sets of rules.

Key PointsKey Points• 10. To move from poverty to middle class... 10. To move from poverty to middle class...

One must give up, for a period of time,, One must give up, for a period of time,, relationships for achievement. One must relationships for achievement. One must give up, for a period of time, relationships give up, for a period of time, relationships for achievement. = focusfor achievement. = focus

• 11. Two things which help one move out of 11. Two things which help one move out of poverty are: a. educations & b. poverty are: a. educations & b. relationships.relationships.

• 12. Four reasons one leaves poverty 12. Four reasons one leaves poverty include:include:

* Too painful to stay* Too painful to stay* Vision or goal* Vision or goal* Key relationship* Key relationship* Special talent/skill* Special talent/skill

For Children of PovertyFor Children of Poverty

"No significant learning "No significant learning occurs without a occurs without a

significant relationship", significant relationship", Dr. James ComerDr. James Comer

Phrases to help build Phrases to help build relationships:relationships:(these are the doors to enter) (these are the doors to enter) • ".....win more often...."".....win more often...."

• ".....not cheated......"".....not cheated......"

• "......so you'll be smarter...""......so you'll be smarter..."

• "....in control...""....in control..."

• "...to be safe..."(to verify)"...to be safe..."(to verify)

• "...mind is a tool/weapon...""...mind is a tool/weapon..."

• "...does it hurt you...""...does it hurt you..."

Cognitive StrategiesCognitive Strategies

•Use planning behaviorsUse planning behaviors•Focus perception on specific Focus perception on specific

stimulus.stimulus.•Control impulsivityControl impulsivity•Explore data systematicallyExplore data systematically•Use appropriate and accurate labelsUse appropriate and accurate labels•Organize space using stable Organize space using stable

systems of referencesystems of reference

Cognitive Strategies Cognitive Strategies (cont.)(cont.)

•Orient data in timeOrient data in time• Identify constancies across Identify constancies across

variationsvariations•Gather precise and accurate dataGather precise and accurate data•Consider two sources of Consider two sources of

information at onceinformation at once•Organize data (parts of a whole)Organize data (parts of a whole)•Visually transport dataVisually transport data

When a student When a student cannot:cannot:

One will often see One will often see this:this:

Use planning Use planning behaviors…behaviors…

Does not get his/her Does not get his/her work done, is impulsive.work done, is impulsive.

Focus perceptions on a Focus perceptions on a specific stimulus…specific stimulus…

Misses parts of the task; Misses parts of the task; cannot find the cannot find the information on the page.information on the page.

Control impulsivity…Control impulsivity… Cannot plan.Cannot plan.

Explore data Explore data systematically…systematically…

Does not hve a method Does not hve a method for checking work, for for checking work, for getting all the work getting all the work done, and for finding done, and for finding complete answers.complete answers.

When a student When a student cannot:cannot:

One will often see One will often see this:this:

Use appropriate and Use appropriate and accurate labels (vocab.)accurate labels (vocab.)

Does not have the words Does not have the words to explain; cannot label to explain; cannot label processes; uses generic processes; uses generic words, e.g., “Get that words, e.g., “Get that thing.”thing.”

Organize space with Organize space with stable systems of stable systems of referencereference

Cannot read a map; Cannot read a map; cannot use the cannot use the procedures in math.procedures in math.

Orient data in time…Orient data in time… Cannot sequence or Cannot sequence or plan; cannot follow plan; cannot follow directions.directions.

Identify constancies Identify constancies across variations…across variations…

Cannot make judgments Cannot make judgments or generalizations; or generalizations; cannot identify patterns.cannot identify patterns.

When a student When a student cannot:cannot:

One will often see One will often see this:this:

Gather precise and Gather precise and accurate data…accurate data…

Cannot tell specifically Cannot tell specifically when, where, and how when, where, and how something happened.something happened.

Consider two sources of Consider two sources of information at once….information at once….

Cannot compare and Cannot compare and contrast; does a contrast; does a different assignment the different assignment the way the first one was way the first one was done, whether done, whether appropriate or not.appropriate or not.

Organize data (parts of Organize data (parts of a whole)…a whole)…

Cannot explain why; Cannot explain why; does not recognize does not recognize when something is when something is missing.missing.

Visually transport data…Visually transport data… Cannot cheat because Cannot cheat because he/she cannot copy.he/she cannot copy.

How does the teacher embed How does the teacher embed these processes and develop these processes and develop minds?minds? One way is to teach these processes One way is to teach these processes

with all content to all students. Use with all content to all students. Use five simple process – five simple process – sortingsorting, , code-code-switchingswitching, , question makingquestion making, , planning to planning to control impulsivitycontrol impulsivity, and , and planning and planning and labeling taskslabeling tasks – because these – because these processes embed into all content, use processes embed into all content, use all the input strategies, and are quick all the input strategies, and are quick and easy.and easy.

Sorting, Using PatternsSorting, Using Patternso Information must be sorted of “chunked” in Information must be sorted of “chunked” in

order to be remembered. Details are not order to be remembered. Details are not remembered over time, but patterns are.remembered over time, but patterns are.

o In problem solving at school, it’s very In problem solving at school, it’s very important that the student is able to sort important that the student is able to sort through a large amount of information quickly through a large amount of information quickly through patterns.through patterns.

o So when teaching content, teach the patterns So when teaching content, teach the patterns and mental models of the content. That will and mental models of the content. That will help students sort what is and not important in help students sort what is and not important in the learning.the learning.

Code-switchingCode-switching• Code-switching build cognitive flexibility, a Code-switching build cognitive flexibility, a

skill that plays a significant role in successful skill that plays a significant role in successful literacy learning.literacy learning.

• When students write, I have two sister and When students write, I have two sister and two brother, My dad jeep is out of gas, or My two brother, My dad jeep is out of gas, or My mom deserve a good job, students using their mom deserve a good job, students using their vernacular language are not making errors vernacular language are not making errors but instead are speaking a writing correctly but instead are speaking a writing correctly following the language patterns of their following the language patterns of their community.community.

• With this in mind, there are three strategies a With this in mind, there are three strategies a teacher can use to lead students through a teacher can use to lead students through a critical-thinking process to help them critical-thinking process to help them understand and apply the rules of Standard understand and apply the rules of Standard English.English.

Code-switchingCode-switching• Scientific Inquiry:Scientific Inquiry:

A teacher can notice some of the following errors in A teacher can notice some of the following errors in their students’ writing:their students’ writing:*Subject – verb agreement (*Subject – verb agreement (Mama walk the dog Mama walk the dog every day.)every day.)*Showing past time (*Showing past time (Mama walk the dog Mama walk the dog yesterday, or I seen the movie.)yesterday, or I seen the movie.)*Possessive (*Possessive (My sister friend came over.)My sister friend came over.)*Showing plurality (*Showing plurality (It take 24 hour to rotate.)It take 24 hour to rotate.)*”A” verses “An” (*”A” verses “An” (A elephant, an rabbit.)A elephant, an rabbit.)

• Examine sentencesExamine sentences• Seek patternsSeek patterns• Define the patternDefine the pattern• Test the hypothesisTest the hypothesis

Code-switchingCode-switchingPossessive PatternsPossessive Patterns

Informal EnglishInformal English Formal EnglishFormal EnglishTaylor catTaylor cat is black. is black. Taylor’s catTaylor’s cat is black is blackThe The boy coatboy coat is torn. is torn. The The boy’s coatboy’s coat is torn. is torn.A A giraffe neckgiraffe neck is long. is long. A A giraffe’s neckgiraffe’s neck is long is longDid you see the Did you see the teacher penteacher pen?? Did you see the Did you see the

teacher’s teacher’s penpen??

The PatternsThe Patterns The PatternsThe PatternsOwner + what is ownedOwner + what is owned Owner + ‘s + what is Owner + ‘s + what is

ownedownedNoun + nounNoun + noun noun + ‘s + nounnoun + ‘s + noun

Code-switchingCode-switchingNext, the teacher uses a comparison and Next, the teacher uses a comparison and

contrast strategy.contrast strategy.• The teacher leads students how to in The teacher leads students how to in

contrasting Informal English with the contrasting Informal English with the grammatical patterns of Formal English on grammatical patterns of Formal English on the right-hand side of the code switching the right-hand side of the code switching chart. The teacher can use a T-chart.chart. The teacher can use a T-chart.

Informal EnglishInformal English Formal EnglishFormal English

The boy coat is torn.The boy coat is torn. The boy’s coat is The boy’s coat is torn.torn.

A elephant, an rabbit.A elephant, an rabbit. An elephant, a An elephant, a rabbitrabbit

Mama walk the dogMama walk the dog Mama walked the Mama walked the dogdog

yesterdayyesterday yesterday.yesterday.

Code-switchingCode-switchingCode-Switching as MetacognitionCode-Switching as Metacognition• After using scientific inquiry and After using scientific inquiry and

contrasting analysis to identify the contrasting analysis to identify the grammar patterns of Informal and Formal grammar patterns of Informal and Formal English, the teacher leads students in English, the teacher leads students in putting their knowledge to work.putting their knowledge to work.

• When the teacher asks, “In your writing, When the teacher asks, “In your writing, which one of these patterns do you think which one of these patterns do you think you need to use: you need to use: Owner + what is owned?Owner + what is owned? Or Or owner + ‘s + what is owned?owner + ‘s + what is owned?

• This can be done in individual writing This can be done in individual writing conferences and/or read alouds.conferences and/or read alouds.

Question MakingQuestion Makingo A quick approach is to give students the A quick approach is to give students the

questions stems and then have them use questions stems and then have them use the rules to develop a multiple-choice the rules to develop a multiple-choice question. Developing multiple-choice question. Developing multiple-choice questions develops critical-thinking skills.questions develops critical-thinking skills.

Reading-Objective Question StemsReading-Objective Question Stems

o Objective 1: Word MeaningObjective 1: Word Meaning In this story the word _______________ means…In this story the word _______________ means…

The word ______________ in this passage means…The word ______________ in this passage means…

o Objective 2: Supporting Ideas.Objective 2: Supporting Ideas. What did __________ do after …?What did __________ do after …?

What happened just before ___________…?What happened just before ___________…?

What did _______ do first? Last?What did _______ do first? Last?

Question Making Question Making (cont.)(cont.)

Reading-Objective Question StemsReading-Objective Question Stems

o Objective 3: Summarizing Written TextsObjective 3: Summarizing Written Texts Which sentence tells the main idea of the story?Which sentence tells the main idea of the story?

The story is mainly about…The story is mainly about…

o Objective 4: Perceiving Relationships and Objective 4: Perceiving Relationships and Recognizing OutcomesRecognizing Outcomes

What did What did __(name)_____(name)___ do do ____(action)_______(action)___??

What will happen as a result of ___________…?What will happen as a result of ___________…?

What will happen to _______ in this story?What will happen to _______ in this story?

Question Making Question Making (cont.)(cont.)

Reading-Objective Question StemsReading-Objective Question Stems

o Objective 5: Analyzing Information to Make Objective 5: Analyzing Information to Make Inferences and GeneralizationsInferences and Generalizations

How did ________ feel about _________?How did ________ feel about _________?

How does _______feel at the beginning How does _______feel at the beginning (end)(end) of the story? of the story?

Which word best describes _______’s feelings in this Which word best describes _______’s feelings in this passage?passage?

o Objective 6: Analyzing Information to Make Objective 6: Analyzing Information to Make Inferences and GeneralizationsInferences and Generalizations

Which of these is a fact expressed in the passage?Which of these is a fact expressed in the passage?

Which of these is an opinion expressed in the passage?Which of these is an opinion expressed in the passage?

Planning to Control Planning to Control ImpulsivityImpulsivityo Planning is the key to the tasks that get Planning is the key to the tasks that get

finished and to the control of impulsivity. finished and to the control of impulsivity. Brain research shows that when there is Brain research shows that when there is no planning there are no goals.no planning there are no goals.

o To teach planning it’s important to teach To teach planning it’s important to teach students to plan backwards.students to plan backwards.

o It’s also very important in the planning It’s also very important in the planning process that abstract time (minutes, process that abstract time (minutes, hours, days, weeks) gets assigned to the hours, days, weeks) gets assigned to the task.task.

Planning and Labeling TasksPlanning and Labeling Taskso In addition to controlling impulsivity, In addition to controlling impulsivity,

planning helps a person to finish tasks. To planning helps a person to finish tasks. To complete tasks, both labels (vocabulary) complete tasks, both labels (vocabulary) and procedures must be used.and procedures must be used.

o Teachers need a method for addressing Teachers need a method for addressing each part of the task, i.e., having a each part of the task, i.e., having a systematic method for getting it all done systematic method for getting it all done and checking to see that it has been done.and checking to see that it has been done.

o The following example shows how to make The following example shows how to make a battery. The left side shows the a battery. The left side shows the stepssteps (the process) that were followed and the (the process) that were followed and the right side shows the right side shows the whywhy (the concept) (the concept)

1.1.The student fills a bowl with vinegar.The student fills a bowl with vinegar.

2.2.The student puts pieces of cloth in the The student puts pieces of cloth in the vinegar and squeezes them out.vinegar and squeezes them out.

3.3.The student takes a piece of copper and a The student takes a piece of copper and a piece of zinc and puts the squeezed-out cloth piece of zinc and puts the squeezed-out cloth between the copper and zinc.between the copper and zinc.

4.4.The student makes four of the items The student makes four of the items identified in Step 3.identified in Step 3.

5.5.A piece of aluminum foil is put on the bottom A piece of aluminum foil is put on the bottom of the stack of four and curved to the top of of the stack of four and curved to the top of the stack.the stack.

6.6.A small light connects the foil pieces and the A small light connects the foil pieces and the stack of four. If the light goes on, the battery stack of four. If the light goes on, the battery is completed.is completed.

Planning and Labeling example:

On the right-hand side is the label, or the On the right-hand side is the label, or the why…why…

1.1.Why do we need the vinegar? Why do we need the vinegar? Because it Because it provides electrons and ions.provides electrons and ions.

2.2.Why do we need the cloth dipped in vinegar? Why do we need the cloth dipped in vinegar? Because it provides a conductor and Because it provides a conductor and insulator.insulator.

3.3.Why do we need the copper and zinc? Why do we need the copper and zinc? Because they give and take electrons.Because they give and take electrons.

4.4.Why do we need the stack of four? Why do we need the stack of four? Because Because it makes a current.it makes a current.

5.5.Why do we need the aluminum foil? Why do we need the aluminum foil? Because Because it makes a circuit.it makes a circuit.

6.6.Why do we need the light? Why do we need the light? To close the To close the circuit.circuit.

Hidden RulesHidden Rules

PovertyPoverty Middle ClassMiddle Class WealthWealth

TimeTime Present most Present most important Decisions important Decisions based on feelings, based on feelings, survivalsurvival

Future most Future most important. Decision important. Decision made against future made against future ramifications.ramifications.

Traditions and Traditions and history most history most important. Decision important. Decision on decorum.on decorum.

EducationEducation Valued and revered Valued and revered as abstract but not as abstract but not as realityas reality

Crucial for climbing Crucial for climbing success ladder & success ladder & making moneymaking money

Necessary tradition Necessary tradition for making & for making & maintaining maintaining connectionsconnections

DestinyDestiny Believes in fate. Believes in fate. Cannot do much to Cannot do much to change it.change it.

Believes in choice. Believes in choice. Can change future Can change future with good choices with good choices now.now.

Noblesse oblige.Noblesse oblige.

LanguageLanguage Casual register. Casual register. Language is about Language is about survival. survival.

Formal register. Formal register. Language is about Language is about negotiation.negotiation.

Formal register. Formal register. Language is about Language is about networking. networking.

Family Family StructureStructure

Tends to be Tends to be matriarchal.matriarchal.

Tends to be Tends to be patriarchal.patriarchal.

Depends on who Depends on who has money.has money.

World ViewWorld View Sees world in terms Sees world in terms of local setting.of local setting.

Sees world in terms Sees world in terms of national setting.of national setting.

Sees world in terms Sees world in terms of international of international view.view.

Hidden RulesHidden RulesPovertyPoverty Middle ClassMiddle Class WealthWealth

PossessionsPossessions PeoplePeople ThingsThings One-of-a-kind-One-of-a-kind-objects, legaciesobjects, legacies

MoneyMoney To be used, spentTo be used, spent To be managedTo be managed To be conservedTo be conserved

PersonalityPersonality Is for entertainment, Is for entertainment, Sense of humor is Sense of humor is highly valuedhighly valued

Is for acquisition and Is for acquisition and stability, stability, Achievement is Achievement is highly valuedhighly valued

Is for connections. Is for connections. Financial, political, Financial, political, social connections social connections are valuedare valued

Social Social emphasisemphasis

Social inclusion of Social inclusion of people he/she likespeople he/she likes

Emphasis is one self- Emphasis is one self- governance and self-governance and self-sufficiency.sufficiency.

Emphasis is on social Emphasis is on social exclusion.exclusion.

FoodFood Key question: Did Key question: Did you have enough? you have enough? Quantity importantQuantity important

Key question: Did Key question: Did you like it? Quality you like it? Quality important.important.

Key question: Was it Key question: Was it presented well? presented well? Presentation Presentation important.important.

ClothingClothing Clothing valued for Clothing valued for and. style and and. style and expression of expression of personalitypersonality

Clothing valued for Clothing valued for its quality and its quality and acceptance into acceptance into norm of middle norm of middle class. Label class. Label important.important.

Clothing valued for Clothing valued for its artistic sense and its artistic sense and expression. expression. Designer important.Designer important.

Directions:1. Structure teams of 4-5 participants. (Meeting

Partners)2. Assign each participant on the team a different

number from 1-5.3. Pose a question(s) to the teams. These should

be well-crafted questions that require some thought.

4. Teams put their “heads together” and collaboratively generate an appropriate answer. Teams make sure every member knows the answer.

5. Call out a number at random. All participants with that number raise their hands and are called on either at random or in some designated order.

Directions:1. Choose a subject area and

grade level.2. “What are some

accommodations for low SES students?”