enhancin academic experiencesthrou hhome visitsandfamily ... · •send letters h me with all...
TRANSCRIPT
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Enhancin Academic Experiences throu h Home
Visits and Family En a ement
ERIC J. JOHNSON, PH.D. ASSOCIATE PROFESSOR OF BILINGUAL/ESL EDUCATION
WASHINGTON STATE UNIVERSITY TRI-CITIES COLLEGE OF EDUCATION [email protected]
HTTP://EDUCATION.WSU.EDU/DIRECTORY/FACULTY/JOHNSONE
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Purpose of Trainin Series Provid prof ssional d v lopm nt and practical onlin tools that will support classroom t ach rs and oth r ducators in:
• Conducting hom visits as a m ans of:
• Engaging th par nts of English Languag L arn r (ELL) stud nts to incr as communication and collaboration and to s k th ir input in th valuation and planning of th planning of th district’ s English Languag D v lopm nt Programdistrict s English Languag D v lopm nt Program.
• Gath ring information about stud nts’ funds of knowl dg to int grat into classroom practic s.
• Building on ELL stud nts’ background knowl dg as a m ans of str ngth ning conn ctions b tw n classroom cont nt and th stud nts’ cultural sch m s to nhanc acad mic progr ss and incr as stud nt ngag m nt.
• Structuring classroom practic s bas d on ELL stud nts’ funds of knowl dg .
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Alyssa.W [email protected] – 360-725-4476 – Program Sup rvisor, Bilingual Education
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th
Background Exp ri nc s
EDUCAT ON K-12 TEACH NG
Gi Harbor Hi h School
Western Washin ton University
◦ Spanish & Anthropology
NorthernNorthern Arizona Arizona University University
◦ Curriculum and Instruction
Arizona State University
◦ Sociocultural/Linguistic Anthropology
Apache Junction Hi h School, AZ
◦ Spanish, ESL
Murphy School District, AZ
◦ 4th –7th Summ r Sci nc
◦ ◦ 77 th Social Studi s Social Studi s
◦ 2nd aft r school lit racy (21st C ntury)
Pasco School District, WA
◦ 7th Social Studi s
◦ 4th Math/Sci nc
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W binar Outlin
1. Cultural Transmission
2. R vi w of Cultur , Languag , & Lit racy
3. Conducting Hom Visits
4. Id ntifying & Applying Funds of Knowl dg in th classroom
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“En lish Lan ua e Learners will meet state standards and develop En lish lan ua e proficiency in an environment where lan ua e and cultural assets are reco nized as valuable resources to learnin .”
(Washington TBIP: Malagon & Chacon, 2009, p. 1)
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~Cultur l Tr nsmission~
Enculturation C1C1
AcculturationAcculturation C1C1
C2C2
Deculturation C1
C2
What role do
schools play in
these processes?
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RRRReeeeffffrrrraaaammmm nnnngggg AAAAccccaaaaddddeeeemmmm cccc LLLLaaaannnngggguuuuaaaaggggeeee
Academic
Lan ua e
Oracy
Skills
Literacy
Skills
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Sk lls Sk lls
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Academ c Language of
xyz
Oracy L teracy
Sk lls Sk lls
School
Math Social Studi s Sci nc Languag Arts Band Socc r tc.
Oracy L teracy
Product ve Speaki g Writi g
Recept ve Liste i g Readi g
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Languag domains across cont xts:
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Profici nci s across Languag Cont xts
Oracy L teracy
Product ve Speaki g Writi g
Recept ve Liste i g Readi g
Languag domains across cont xts:
School
Shopp ng
Cook ng
Sports
Art
etc.
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Football racy & Literacy
Football
Lan ua e
Oracy
Skills
Literacy
Skills
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racy teracy
O L
Cookin
Lan ua e
Oracy
Skills
Literacy
Skills
Oracy L teracy
Product ve Sk lls
•comman s
•foo specific vocabulary
•quantities
•recipe genre
Recept ve Sk lls
•receiving instructions
•proce ural a verbs
•metric & stan ar measurements
•ingre ients vocabulary
•abbreviations
•time
•temperature
•measurements an conversions
•proce ures
•calories
•visual literacy— iagrams 11
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Knowled e to
Identifyin Stren ths to Enhance
Academic Pro ress
Brid in Home Knowled e to the Classroom
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WA ELP Standards & Funds of Knowled e
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•Academ c and ersonal back round knowled e
Funds of Knowled e
Funds f kn wledge refers t an individual’s hist rically accumulated set f abilities, strategies, experiences, and b dies f kn wledge. (G nzález et al., 2005; Vélez-Ibañez & Greenberg, 1992)
•Academ c p g g and personal background knowledge
•Accumulated l fe exper ences
•Sk lls and knowledge used to nav gate everyday soc al
contexts
•World v ew(s) structured by broader h stor cally s tuated
soc ocultural forces
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Technology
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Funds of Knowled e Accumulation of life experiences, skills,
and back round knowled e
Econom cs Geography Pol t cs Agr culture Sports Technology
Rel g on
Language
H story
Ch ldcare
Art Art
Cook ng
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Why HO E VISITS?
•Parent en a ement (vs. involvement)
•Stren thenin relationships
•Academic motivation and investment
•Depth of understandin
•Perspective
I c mpleted my first h me visit and it was such a success! The parents and student were excited t have me ver and seemed at such ease while I was there. The student shared h w c mf rtable she feels in my classr m and has put in m re eff rt in daily w rk this week. She is even taking n the r le f a natural leader wh helps keep her gr up n task…
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3 Phas s of ConductingHom Visits
Phase 1: Before the V s t
•Inquire ab ut administrative p licy n h me visits.
•Find sch l r c mmunity assistance with translati n f d cuments r
ph ne calls.
•Send letters h me with all students describing purp se f h me visits.
•Talk t parents ab ut h me visits in pers n when inf rmal ccasi ns arise.
•Set up visits acc rding t appr priate days/time f r the family.
•Research culturally appr priate etiquette f r visits.
•C llect h me visit pr ps (w rk samples, ph t graphs, games, f d, etc.).
•C mpile a list f c mmunity res urces that might be useful t the family.
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Phase 2: Dur ng the V s t
• When intr ducing y urself, let the family kn w what name they can use with y u (e.g.,
Ms./Mr. Xyz r by first name).
• Greet every ne present, including y ung children.
• Accept refreshments, th ugh pr vide inf rmati n ab ut allergies if y u cann t c nsume
s mething being ffered.
• Discuss t pics that aren’t related t sch l if p ssible—use y ur pr ps as a pr mpt f r
c nversati n.
• Inquire ab ut the family’s h me, cust ms, children, etc.
• Take pictures if appr priate—start by asking if it is kay t get a ph t f y u and y ur
student (include siblings, pets, friends, etc.).
• Menti n t parents that y u enj y having parents visit y ur class and extend an invitati n if
they seem interested.
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• C ntact ther parents ab ut visits, especially th se wh kn w the families y u have
Phase 3: After the V s t
• Rec rd details f visit and devel p a “funds f kn wledge” list.
• Share y ur experiences with faculty and administrat rs.
• Send a “thank y u” n te h me with the student, include ph t graphs f the visit.
• P st ph t graphs in classr m n a “h me visit wall” f r ther students and faculty t see
(after getting permissi n fr m student).
• C ntact ther parents ab ut visits, especially th se wh kn w the families y u have
already visited.
• Maintain inf rmal c mmunicati n: e.g., send a pers nal n te h me t ne family per
week, r dr p by the families’ h mes peri dically f r brief greetings.
• Invite an administrat r and/ r c lleague t acc mpany y u n a subsequent visit.
• Offer t acc mpany a c lleague n a h me visit.
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Qu stions/Comm nts?
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Identifyin Funds of Knowled e durin a Home Visit
Funds of
Knowledge
Econom cs
Geography
Pol t cs
Agr culture
Sports
Technology
Rel g on
Language
Health
Ch ldcare
Art
Cook ng
Enterta nment
¿……………?
Home/Commun ty Pract ces Classroom Appl cat on
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amateur b xer f r the C lumbia Basin
AAppppllyyiinn FFuunnddss ooff KKnnoowwlleedd ee
Funds of Knowledge Home/Commun ty Pract ces Classroom Appl cat on
Sports
J se is a very active athlete since he was
a child. He t ld me ab ut h w his dad
and uncles played baseball but he did n t
like it because he th ught the ball came
t fast. S , he decided t play s ccer
and t this day, he c ntinues t play f r
the Pasc League. J se als was an
amateur b xer f r the C lumbia Basin
B xing Club. He retired with a 10-0
rec rd and was able t meet ne f the
greatest b xers, R bert “Man De
Piedra” Duran.
Esmeralda als l ves sp rts. She talked
t me ab ut h w t ugh she is n T ni
when he is playing s ccer and is an avid
Seattle Seahawks Fan.
S ccer is a very p pular sp rt and I w uld use
this sp rt as part f mathematic st ry pr blems.
I c uld als even start a s ccer club at a sch l,
where J se has even said that he w uld be
willing t bec me a c ach wherever he is
needed.
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Funds of Knowledge Home/Commun ty Pract ces Classroom Appl cat on
Rel g on
B th Esmeralda and J se are
very religi us. Their living r m
is filled with ab ut 3 Vir en de
Guadalupe statues/frames and
has a few candles with different
saints. They sp ke ab ut the
imp rtance f their Cath lic faith
and h w they are preparing T ni and h w they are preparing T ni
t d his Primera Comunión.
Alth ugh religi n is a very sensitive
t pic in the K-12 educati n system,
there is a way t integrate religi ns by
talking ab ut celebrati ns. Many
Cath lics in Mexic celebrate Día de
los Muertos, which is a h liday that is
widely celebrated in American public
sch ls. sch ls.
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ncea ras, we ngs a s
Funds of Knowledge Home/Commun ty Pract ces Classroom Appl cat on
Enterta nment
&
Art
I was very intrigued by what
entertainment J se and Esmeralda
like. J sé is the f rmer lead
v calist f r his gr up, Grupo
Masivo. He sings any genre
(c rrid s, cumbias, regi nal)
kn wn t the Mexican c mmunity.
His gr up w uld perf rm in
qui ñe ddi nd he’ quinceañeras, weddings and he’s
als perf rmed at the Cinc de
May event in Pasc . He decided
t step back fr m his gr up and
rather f cus his time n family.
I w uld like t inc rp rate music int
my classr m. Alth ugh music is part f
the sch l’s specials, I can inc rp rate
music as a way t better learn c ntent
c vered in the class. Musically talented
parents, like J se, can als be invited t
c me share a s ng that is related t
c ntent areas.
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Using ome Visits to Increase
Academic Motivation and “Investment” (Norton, 1995)
Ceasar
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Lesson 1: Lan ua e Arts
•Stud nt s l ct d topic
(automobil s)
•Stud nt d sign d proj ct
( xpository r port)
•Stud nt facilitat d r s arch topics
•Stud nt guid d not taking
•Stud nt c nt r d ass ssm nt of
proj cts
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Lesson 2: Science
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Nileya & Marlene
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Home Visit
Cookin Lessons
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Home/Community Visit: Sharin Family Moments on the Ranch
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Home/Community Visit: Flea Market Visit
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Home/Community Visit: Family Restaurant
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Funds of Knowled e Lesson Plan
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Brin in Home to School: Standard &Metric Measurements CCSS.MATH.CONTENT.4.MD.A.1
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Sc nario #1: C lia
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us
C lia’s Funds of Knowl dg : •G ography
•History
•Math matics
•Art
•M ic •Music
•Linguistics
•Agricultur
•Civics
•????
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Sc nario #2: Abdi & Anan
Abdi and Anan ar broth rs and liv in K nn wick with th ir
uncl , aunt, and 4 young r cousins. Abdi is in 8th grad and
Anan is in 6th grad . Th y ar r fug s from Somalia who
s ttl nn wick 4 y ars ago by World R li f r fug ww rr s ttl d in K d in K nn wick 4 y ars ago by World R li f r fug
r location c nt r. Th y ar d vout Muslims, lov playing
socc r, and go fishing v ry chanc th y g t. Th ir uncl is an
auto m chanic and has a part tim job fixing up cars on th
w k nd in th ir driv way. Th boys oft n h lp by f tching
tools and putting parts back tog th r for th ir uncl .
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o ogy
Abdi & Anan’s Funds of Knowl dg •G ography
•Politics
•History
•Sports
•Bi l •Biology
•Engin ring
•R ligion
•Linguistics
•????
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r war ng t ngs av on . wou r comm n to a
Overcom ng Anx et es
Johnson, E.J. (2014). From the classroom to the living room: Ero ing aca emic inequities through home visits.
Journa of Schoo Leadership, 24(2), 357-385.
Post Hom Visit T stimony, El m ntary T ach r
I d finit ly think that v ryon should g t to xp ri nc conducting a hom visit. It has b n on of th most
di hi h don . I would r I comm d r I d nd to a warding things I hav ld coll agu to not b afraid of doing a hom visit. Through a hom visit you will truly g t to appr ciat what stud nts go through v ry singl day at hom . Hav an op n mind and an op n h art.
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•Creatin educational environments that inte rate community experiences
Advoca ing for equi y akes…
•Reco nizin our own enthocentrism, biases, and positions of power
•Takin different (and possibly more difficult) routes to en a e lan ua e minority students and
families
•Creatin educational environments that inte rate community experiences
•Makin education relevant by buildin on students’ funds of knowled e
•Stren thenin relationships and ensurin hi h standards
•Perspective
Pedro No uera:
https://www.youtube.com/watch?v=wiEKs01ZIho
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Qu stions/Comm nts?
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strat gi s and ass ssm nt r sults, and curriculum and instructionaldistrict's alt rnativ instructional program, appropriat us of instructional
Professional Development
School district board of directors duties WAC 392-160-010
(3) Shall provid prof ssional d v lopm nt training for administrators, t ach rs, couns lors, and oth r staff on bilingual program mod ls, and/or district's alt rnativ instructional program, appropriat us of instructional strat gi s and ass ssm nt r sults, and curriculum and instructional mat rials for us with culturally and linguistically div rs stud nts.
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Alyssa.W [email protected] – 360-725-4476 – Program Sup rvisor, Bilingual Education
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acad mic subj cts, and m t th sam chall nging Stat acad micassisting th ir childr n to l arn English, achi v at high l v ls in cor
Family En a ement
"Each LEA using Titl III funds to provid a languag instruction ducational program must impl m nt an ff ctiv m ans of outr ach to par nts of limit d English profici nt childr n. LEAs must inform such par nts about how th y can b activ participants in assisting th ir childr n to l arn English, achi v at high l v ls in cor acad mic subj cts, and m t th sam chall nging Stat acad mic cont nt and stud nt acad mic achi v m nt standards as all oth r childr n ar xp ct d to m t."
Titl III Non-r gulatory Guidanc
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Alyssa.W [email protected] – 360-725-4476 – Program Sup rvisor, Bilingual Education
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, ,
How can Title III support this work in my district?
• Professional development costs (train r, coaching, stip nds or xtra hours to att nd training, substitut t ach rs, collaboration tim , trav l, training suppli s)
• Home visits with families of Title III-eli ible students ( xtra hours or stipor stip nd for classroom t ach rs to conduct hom visits, mil agmil ag nd for classroom t ach rs to conduct hom visits , int rpr t r if n d d)
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Alyssa.W [email protected] – 360-725-4476 – Program Sup rvisor, Bilingual Education
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Upcomin Webinars, Archived Webinars, and Upcomin Trainin s Upcomin trainin s are posted on:
http://www.k12.wa.us/MigrantBilingual/Training.aspx
Content-Based and Sheltered Instruction: Components for Success R gist r Now!: https://att nd .gotow binar.com/r gist r/8158937395699819522 Jun 5, 2015, at 10:00 AM
This on -hour w binar will highlight ss ntial compon nts for succ ssful impl m ntation of a Cont nt-Bas d or Sh lt r d Instructional program. Pr s nt r: Dr. Joan N lson
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Alyssa.W [email protected] – 360-725-4476 – Program Sup rvisor, Bilingual Education
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Upcomin Webinars: To be scheduled soon Academic Lan ua e: Important for ALL, Essential for ELLs
Participants will gain a th or tical und rstanding of th dim nsions of acad mic languag and instructional implications for ELLs, including th rol that languag r gist r plays in th classroom.
Academic Academic Lan ua e: From Paper to Practice Lan ua e: From Paper to Practice
Participants will a) b familiar with sp cific strat gi s for incorporating acad mic languag in plans for stud nt l arning; and b) b abl to us ELP standards as a tool for acad mic languag instruction for ELLs in mainstr am classrooms.
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Alyssa.W [email protected] – 360-725-4476 – Program Sup rvisor, Bilingual Education
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State-sponsored Au ust Trainin s
Full day, in East rn and W st rn Washington: • Funds of Knowl dg and Hom Visits
• Acad mic Languag
• English Languag Profici ncy Standards
Do s your district hav a training spac that can accommodat 60+ p opl comfortably at tabl s? Would you lik to host on of th s trainings? If so, pl as contact T rri .B [email protected] (360-725-6147).
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Alyssa.W [email protected] – 360-725-4476 – Program Sup rvisor, Bilingual Education
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Thank you!
•I will mail r spons s to any unansw r d
qu stions/comm nts from th chat box.
•Any furth r qu stions/comm nts can b mail d
to m .
Eric J. Johnson, Ph.D. Associate Professor of Bilin ual/ESL Education
Washin ton State University Tri-Cities
Colle e of Education
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http://education.wsu.edu/directory/faculty/johnsone