Differentiated Instruction & Family Engagement

Angela & Eric Johnson 2013

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2.
3. 4.

5.

Relationship between language & culture Second Language Acquisition Language Domains: Oracy vs. Literacy Academic Language Cooperative Learning

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.

Homework:
Understanding Your Students Language Proficiency Levels
Level

Listening/Speaking Beginning Beginning Advanced

Reading

Writing

Intermediate

3
4

Advanced
Transitional

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 these evaluations in our next workshop to discuss further strategies for enhancing your instruction.

Concept-based teaching- focus on concepts and principles instead of facts. Alternative tasks- allows students to be successful respecting their learning style- BUILD ON STRENGTHS Using a variety of text and resource materialdifferent levels of resources

Mini-lessons- tailored to students needs- small group, whole group and one-on-one.
Note taking organizers- to scaffold their learning Highlighting important ideas by using different colors

Peer and Adult Mentorsclassmates or community members and volunteers that are willing to help in the classroom. Digestion of Key ideassketching, peer oral communication, written summarizing notes, team tasks to promote scaffolding, etc.

Supporting systems- study buddies, reading partners, audio and video recorders, peer and adult mentors.

Duration Differentiated time on task-Everyone learns differently and in different pace!

Choice -BUILD ON INDIVIDUAL STRENGTHS

Book 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 board game 20 points Create a comic book based on the book 10 points Create a play based on the story 15 points Write a summary of the book 30 points

Create a diorama 20 points

Write a journal as if you were one of the characters 30 points Chant 15 points

Create a bumper sticker with the theme of the story 10 points Book Talk 15 points

Puppet Show or Poster of the story 20 points Lead a book discussion 30 points

 Math Workshop Writers

Workshop Readers Workshop

Building vs. Tapping into Background Knowledge Academic vs. Personal Background Knowledge

Context Embedded Lessons Make content meaningful by building background knowledge.

Videos Photos Manipulatives Stories Songs ?????

Make content meaningful by tapping into different types of background knowledge.

Background Knowledge

Academic

Personal

Linguistic

Give examples of different types of background knowledge you could tap into for a lesson on WA State Geography?

Background Knowledge

Academic

Personal

Linguistic

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! The parents and student were excited to have me over and seemed at such ease while I was there. The student shared how comfortable she feels in my classroom and has put in more effort in daily work this week. She is even taking on the role of a natural leader who helps keep her group on task. I am sending a thank you card to the parents for the welcoming experience and signed it, "look forward to visiting again" to keep the door open for future visits.

Before
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 appropriate etiquette 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. ??????????

During
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 possibleuse your props as a prompt 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). ???????????

After
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. ???????????

Funds of Knowledge
Religion Language History Childcare Art Music Cooking

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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
?

Bridging Home Practices to the Classroom

Language of Home Oracy Skills Literacy Skills
Language of School Oracy Skills
Home Language
Classroom Practices

Literacy Skills

School Language

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 Ceasar

Lesson 1

Lesson 2

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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 of knowledge.

2.

Reassess your students language proficiency levels according to the provided chart for October.

Day 3: Questions????

Day 4: Sustaining Linguistically & Culturally Responsive Classrooms

Eric J. Johnson, Ph.D.

WSU Tri-Cities ejj@tricity.wsu.edu

Angela Johnson, Ed.M.

Pasco School District & Heritage University

anjohnson@psd1.org
www.angelajohnsonseducationcorner.blogspot.com
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