day 3 diff instruction and family engagement

7/29/2019 Day 3 Diff Instruction and Family Engagement

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Differentiated Instruction

&

Family Engagement

Angela & Eric Johnson2013


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1. Relationship between language & culture2. Second Language Acquisition3. Language Domains: Oracy vs. Literacy

4. Academic Language5. Cooperative Learning


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Participants will be able to:

provide methods of differentiated instruction; support the importance of building background

knowledge in the classroom;

describe various family engagement strategies;

outline steps for conducting home visits; discuss potential classroom activities based on

their students funds of knowledge.


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4

Conduct an evaluation of your students language proficiency characteristics over the next 4

weeks using the WA Language Proficiency Levels

(http://www.k12.wa.us/MigrantBilingual/ELD.aspx) matrix. Determine your students

language proficiencies by circling specific characteristics in the matrix as demonstrated by

each student. Use a separate evaluation matrix for each student. We will use theseevaluations in our next workshop to discuss further strategies for enhancing your instruction.

Level Listening/Speaking Reading Writing1 Beginning

BeginningAdvanced

2 Intermediate

3 Advanced

4 Transitional

Homework:Understanding Your Students Language Proficiency Levels
http://www.k12.wa.us/MigrantBilingual/ELD.aspxhttp://www.k12.wa.us/MigrantBilingual/ELD.aspx


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Concept-basedteaching- focus onconcepts and principlesinstead of facts.

Alternative tasks- allowsstudents to be successfulrespecting their learningstyle- BUILD ON

STRENGTHS Using a variety of textand resource material-different levels ofresources


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Mini-lessons- tailored to studentsneeds- small group, whole group

and one-on-one.

Note taking organizers- to

scaffold their learning

Highlighting important ideas byusing different colors


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Peer and Adult Mentors-classmates or communitymembers and volunteers thatare willing to help in theclassroom.

Digestion of Key ideas-sketching, peer oralcommunication, writtensummarizing notes, team tasksto promote scaffolding, etc.


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Supportingsystems- study

buddies, readingpartners, audio andvideo recorders,peer and adultmentors.


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Duration -Differentiated

time on task--Everyonelearns

differently andin differentpace!


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Choice -BUILD ON INDIVIDUAL STRENGTHSBook Project

You need to choose

activities that add up to

60 points total or more.Choose your favorite

ones!

Create a book jacket that

describes the story

10 points

Create a comic book based on

the book

10 points

Write a summary of the book

30 points

Create a board game

20 points

Create a play based on the story

15 points

Create a diorama

20 points

Write a journal as if you were

one of the characters

30 points

Create a bumper sticker with the

theme of the story

10 points

Puppet Show or Poster of the

story

20 points

Chant

15 points

Book Talk

15 points

Lead a book discussion

30 points


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Math Workshop

Writers

Workshop

Readers

Workshop


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Building vs. Tapping into Background Knowledge

Academic vs. Personal Background Knowledge


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Context Embedded Lessons

Make content meaningful by building background

knowledge.

Videos

Photos

Manipulatives

Stories Songs ?????


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Make content meaningful by tapping into different

types of background knowledge.

Background

Knowledge

Academic Personal Linguistic


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Give examples of different types of background

knowledge you could tap into for a lesson on WAState Geography?

Background

Knowledge

Academic Personal Linguistic


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What is the difference between Parent

Involvement and Parent Engagement?

What are some strategies for engaging parents?


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10/6/11

I completed my first home visit and it was such a success! Theparents and student were excited to have me over andseemed at such ease while I was there. The student sharedhow comfortable she feels in my classroom and has put inmore effort in daily work this week. She is even taking on the

role of a natural leader who helps keep her group on task. Iam sending a thank you card to the parents for thewelcoming experience and signed it, "look forward to visitingagain" to keep the door open for future visits.


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Before During After

Inquire about administrative policy on

home visit.

Find school or community assistance

with translation of documents or phone

calls.

Send letters home with all students

describing purpose of home visits.

Talk to students and parents about

home visits in person when informal

occasions arise.

Set up visits according to appropriate

days/time for the family.

Research culturally appropriateetiquette for visits.

Check on family background

information (e.g., family size, living

conditions, schools attended).

Collect home visit props (e.g., work

samples, photographs, games, food,

etc.).

Find a home visit partner (e.g., a friend,

spouse, or colleague).

Ask other faculty and administrators

for history of visits with the

participating families so that you are

aware of any previous interactions

(good or bad).

Compile a list of community resources

that might be useful to the family.

Dress casually, though conservatively.

??????????

When introducing yourself, provide a

school business card and let the family

know what name they can use with

you (i.e., Ms./Mr. Xyz or by first

name).

Greet everyone present, including

young children.

Accept refreshments, though provide

information about allergies if you

cannot consume something being

offered.

Discuss topics that arent related to

school if possible

use your props as aprompt for conversation.

Avoid teaching and be open to

learning about the familys home,

customs, children, etc.

Take pictures if appropriatestart by

asking if it is okay to get a photo of

you and your student (include

siblings, pets, friends).

Mention to parents that you enjoy

having parents visit your class

extend an invitation if they seem

interested.

Ask if the parents have any questions

about the school or your class.

Make sure the family has your contact

information (as well as information

for district interpreters).

???????????

Record details of visit (time, place,

discussion topics, etc.).

Develop a funds of knowledge list.

Send a thank you note home with

the student, include photographs of

the visit.

Share your experiences with faculty

and administrators.

Contact other parents about visits,

especially those who know the families

you have visited.

Invite multiple families to your

classroom for a parent day. Maintain informal communication:

e.g., send a personal note home to one

family per week, or drop by the

families homes periodically to say hi.

Post photographs in classroom (on a

home visit wall) for other students

and faculty to see.

Compile a home visit photo album

which you can share during

subsequent visits.

Invite an administrator and/or

colleague to accompany you on a

visitespecially to a home that you

have already visited.

Offer to accompany a colleague on a

home visit.

Develop an ongoing checklist of

procedures and logistics that you can

share with colleagues. ???????????


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23

Religion

Language

History

Childcare

Art

Music

Cooking

Funds of Knowledge


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Funds of

Knowledge Home/Community Practices Classroom Application

Economics

Geography

Politics

Agriculture

Sports

Technology

Religion

Language

Health

Childcare

Art

Cooking

Entertainment

?


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Language

ofHomeOracy

Skills

Literacy

Skills

Language

ofSchoolOracy

Skills

Literacy

Skills

Bridging Home Practices to the Classroom

School

Language

Home

Language

Classroom

Practices


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Ceasar


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Lesson 1 Lesson 2


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29


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1. Funds of Knowledge Chart: Over the next month, note as many examples of your

students funds of knowledge as possible according to

the provided chart. Brainstorm (and implement if possible) potential

classroom activities stemming from those funds ofknowledge.

2. Reassess your students languageproficiency levels according to the providedchart for October.


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Day 3: Questions????

Day 4: Sustaining Linguistically &

Culturally Responsive Classrooms

Eric J. Johnson, Ph.D.WSU Tri-Cities

[email protected]

Angela Johnson, Ed.M.Pasco School District & Heritage University

[email protected]
mailto:[email protected]:[email protected]://www.angelajohnsonseducationcorner.blogspot.com/http://www.angelajohnsonseducationcorner.blogspot.com/mailto:[email protected]:[email protected]

day 3 diff instruction and family engagement

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