Communicating with Diverse Families...RIGHT PLACE 26 Jaime Madison Vasquez. DELIVER on the RIGHT...
Transcript of Communicating with Diverse Families...RIGHT PLACE 26 Jaime Madison Vasquez. DELIVER on the RIGHT...
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STRENGTHENING
CommunicationWITH
Diverse FamiliesTO FOSTER STUDENT LEARNING
Jaime Madison Vasquez University of Illinois at Chicago
[email protected]@jaimeliteracy
Language Matters Spring Conference - March 14, 2015Loyola University Chicago
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What should teachers communicate with families about teaching and learning to foster student learning and empower families?
How can teachers more effectively communicate with culturally and linguistically diverse families?
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COMMUNICATION WITH FAMILIES
can make or breakSCHOOL-FAMILY
TIES
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SCHOOL-FAMILY TIES
IMPACTSTUDENT
PARTICIPATION
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Communication with familiescan impact student
attendance, attitude, and behavior
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STUDENT PARTICIPATION
IMPACTSCLASSROOM
INSTRUCTION
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COMMUNICATION WITH FAMILIEScan empower
FAMILIESor handicap
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EMPOWEREDFAMILIES
CANMAKE DECISIONSfor their children
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EMPOWEREDFAMILIES
CANMAKE DECISIONS
for the school
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EMPOWEREDFAMILIES
CAN FURTHERSUPPORT LEARNINGoutside of school
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COMMUNICATION WITH FAMILIES IS ABOUT
THE STUDENTS
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REALIZE YOURCOMMUNICATION
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TEACHERSshould be to
FAMILIESas
PUBLIC SERVANTS should be to
CONSTITUENTS
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PUBLIC SERVANTS should be to
CONSTITUENTS
Focus on Key Issues
Be Transparent
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TEACHERSand FAMILIES should act as partners
as
OLYMPIC COACHESand FAMILIES should act as partners
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OLYMPIC COACHESand FAMILIES should act as partners
Focus on Common Goal
Coach has Expertise
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TEACHERSshould communicate about
LEARNINGas
DOCTORS should communicate about
HEALTH
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Recommendations follow explanations
DOCTORS should communicate about
HEALTHMake the Technical Understandable
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TEACHER-FAMILYcommunication should celebrate
STUDENT LEARNINGas
A WEDDING TOAST should celebrate
THE HAPPY COUPLE
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A WEDDING TOAST should celebrate
THE HAPPY COUPLE
Polished, yet familiar
Tells a story
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What roles resonate?
What roles come easily?What roles are a challenge?
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2
INVITE FAMILY
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DELIVER the
RIGHTMESSAGE
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DELIVER at the
RIGHT TIME
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DELIVER in the
RIGHT PLACE
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DELIVER on the
RIGHT PLATFORM
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1. Micro-survey2. Micro-interview3. Simple Task
Ask & Listen
Look & Listen1. Observe students2. Observe families
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What times, places, andplatforms are used to
communicate with families?
What family feedback do you have? do you need?
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4
COMMUNICATION
INVITE
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How often is
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FRAMEWORKFOR
TEACHINGComponent 4C
Communicating with
Families
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RARELY
REGULARLY
FREQUENTLY
DOES NOT
SOMETIMES
TIMELY
IS NOT TIMELY
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How frequent and timely isyour communication
with families about• Teaching and learning?• Student Progress?• Family Learning Activities?
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In What Time???35
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4INTEGRATE
COMMUNICATIONINTO
TEACHING & LEARNING
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FOCUS ONLEARNING
PROCESSES
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MORE focused onlearning processes.
LESS listing of curricular topics.
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Uncovering the skills, strategies, and learning processesthat matter, canempower culturally and linguistically diversefamilies and equip them tomake decisions for their children in school.
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TELLSTUDENT STORIES
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MORE personal tone focused on students.
LESS generaldescriptions and
commands.
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Families are rightlyfocused on the learning anddevelopment of their ownchildren. Sharing student stories from the classroommay lead to families sharing stories from home.
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Do you focus on learning processes?
In communicatingWith families…
Do you tell student stories?
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COMMUNICATIONINTENTIONAL
DESIGN
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MAKE ITRESPONSIVE
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MAKE ITENGAGING
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MAKE ITCLEAR
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MAKE ITMEANINGFUL
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MORE showingthrough images or student work.
LESS telling throughtext.
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MORE intentional, simplified language.
LESS complicated language and jargon.
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in the design.
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3-minute Design Challenge
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PRACTICAL• Allen, Creating welcoming schools• Edwards, Tapping the Potential of
Parents• Henderson, et. al., Beyond the
Bake Sale
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RESEARCH• Bryk & Schneider, Trust in schools
• Delgado‐Gaitan, Literacy for empowerment:
• González et. al., Funds of knowledge
• Heath, Ways with words• Rodríguez‐Brown, The home‐school connection
• Rogers, A critical discourse analysis of family literacy practices
• Valdés, Con respeto
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COMMUNICATION• Krashen, The input hypothesis• Kress & Van Leeuwen, Reading images• Sherwin, Creative workshop• Tognazzini, First Principles of Interaction Design (Revised & Expanded) http://asktog.com/atc/principles‐of‐interaction‐design/
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