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GESA (Generating Excellence for Student Achievement

GESA (Generating Excellence for Student Achievement. GESA consists of three strands:. 1 Identifies the area of disparity 2 Includes specific behaviors to support and motivate Identifies equity issues in instructional materials and methods. Gesa program objectives.

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GESA (Generating Excellence for Student Achievement

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  1. GESA (Generating Excellence for Student Achievement

  2. GESA consists of three strands: • 1 Identifies the area of disparity • 2 Includes specific behaviors to support and motivate • Identifies equity issues in instructional materials and methods

  3. Gesa program objectives • To reduce the disparity in teacher-student interactions • To increase student achievement • To increase use of non-stereotypical behaviors, materials and activities

  4. Major influences on your perceptions • 1. Who or what are the main sources of messages about your capacities (what you could/ couldn’t, should/ shouldn’t do)? • 2. Who or what influences your beliefs about what is appropriate and/or inappropriate for yourself and/ or others?

  5. Major influences on your perceptions • What physical characteristics influence your perceptions?

  6. Areas of disparity

  7. Area of Disparity 1 • Instructional Contact Interactions: Response opportunities, acknowledgement/ feedback

  8. Area of Disparity 2: Grouping and Organization Interactions: Wait time (think time) and Physical Closeness

  9. Area of Disparity 3: Classroom Management/ Discipline Interactions: Touching & Reproof

  10. Area of disparity 4: • Enhancing Self-esteem/ self-concept Interactions: Listening and Probing

  11. Area of Disparity 5 • Evaluation of Performance Interactions: High level questioning and Analytical Feedback

  12. Most exciting findings: • All students gain • The students identified with the greatest need are the students who gain the most; consequently, the learning gap between specific groups narrows

  13. Persistent problem areas: • Issues pertaining to education equity are still not perceived to be of critical concern to large numbers of educators, researchers and policy makers • There is lack of willingness to invest time, money and effort needed to implement an effective approach to achieving success for all students

  14. GESA is based in following assumptions about professional development • Changing deep seated attitudes is difficult • Doing is more effective than talking about • Teachers can reinforce each other in the change process • Teachers can learn from observing and being observed by their peers

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