So What Should You Do?

Manya Whitaker, Ph.D. Teaching and Learning in the Urban Classroom. Colorado College. 3.30.12.

Common teaching practices in urban schools: (Haberman, 1991)

• Giving information • Asking questions • Giving directions • Making assignments • Monitoring seatwork • Reviewing assignments • Giving tests • Reviewing tests • Assigning homework • Reviewing homework • Settling disputes • Punishing non-compliance • Grading papers • Giving grades

This is a pedagogy in which learners can succeed without becoming either involved or thoughtful.

Common learning strategies for urban students (Anyon, 1980):

• Emphasis on following steps • Little decision making • No connections across subjects or tasks • No ‘big picture’ explanations • Little use of textbooks • Work is evaluated for adherence to

procedures • Teacher is the sole source of

information • Questions should not be asked • There is no talking • Notes should be copied from the board • Non-compliance to rules/procedures is

the worst offense

In these classrooms learning involves rote behavior, and course content is ahistorical, irrelevant, and fact-based.

Promising teaching practices in urban schools: (Haberman, 1991)

• Involving students in issues they regard as vital concerns

• Engaging issues of human difference

• Constructing a ‘big picture’ • Including student input • Applying knowledge in their world • Providing experiential learning

opportunities • Facilitating heterogeneous groups • Encouraging students to challenge

texts, you, and each other • Making time for revision • Utilizing technology • Allowing for self-reflection

This is a pedagogy in which students compare, analyze, synthesize, and evaluate class content in relation to themselves and society.

Promising learning strategies for urban students (Anyon, 1980):

• Emphasis on problem-solving • The process is often more important

than the end product • Research enhances learning • Make connections to current social

issues • Discussion yields deeper thought • Applying knowledge is more

important than acquiring knowledge • Leadership is desirable • Initiative is expected • Autonomy is required • Learning can’t be restricted by

schedules • Accessing and utilizing resources is

a part of learning

In these classrooms learning is developing analytical powers, and course content is contextual, challenging, and interdisciplinary.