Saturday, July 3, 2010
Thursday, June 10, 2010
TRESOL CONFERENCE
June 10, 2010 -- Held at BYU Campus
OPENING SESSION
Dean Richard Young -- to "Tony" "Don't make me call your mother."
Strengthen youth to meet challenges
noble educators
must be literate
contributing citizens
care for each individual child as an individual
Carol Solomon -- The Little Prince -- the rose, tame the fox -- unique in a ll the world -- "I will make you a present of a secret."
Cathy Amati -- The Knowing that Creates Learners
Funds of Knowledge
rather than deficit perspective
interviews --
Ask -- What do you do on a weekly rather than on a daily basis? hobbies, etc.
What sorts of things do you learn as you do these things?
home visits
example: horses -- hands to inches -- life-size chart of different types of horses --
Funds of Knowledge and culture --
Enter homes with no other purpose than to learn.
One professional development meeting a month visiting students' homes instead of sitting in a meeting.
students lives and histories mirrored in the curriculum
_____________________________________
Session 1 -- Axel Ramirez
Funds of Knowledge -- see his PowerPoint handout
Not Happy Days
Being Latino is an asset: not a deficit
He was surprised to find there was a Nobel Prize winner from Guatemala.
"Living life as a young brown girl isn't easy, but like Yosso tells us, we have a lot to give as Latinos and we have a lot to receive to be better." Monse, age 18.
"Through analyzing Yosso's article and thinking of examples through my life in which these cultural wealths have come in handy has opened my eyes, I can't keep ignoring what I have, what we as hispanics have. Our ancestors have come along way using those skills, if they could do it with them , then why can't we?" Stephanie -- graduated Senior
Jeanette -- Senior at Timpview -- hardworkers and never give up (has dealt with racism and stereotyping
when I fall, I'll rise again
sometimes teachers don't believe in us [Believe in each student!]
college, graduate, become a teacher -
Who will break the tradition in our family of not going to college -- Duh -- me!
expectations, aspirations
family investing in their greatest treasure, their daughters and sons
culture, family dream and strong character -- we may rise, but we will fall again
Stephanie -- senior entering BYU came to States - 9 years old, had gone to English kindergarten
orchestra -- cognates -- from Peru -- Machu Pichu
Bounce Back -- Latino/a
Marcos -- junior in college UVSC -- Provo High school -- aspirational and motivational -- a resume
listing important people -- his resume the resume of many people --
it belongs to them --
helping the minorities of the minorities not be the minorities
Axel -- every teacher of every student realizing and admitting that every student has aspirations
Maria Rodriguez -- entering professional program UVU
came starting sixth grade -- good at math -- resisting peer pressure to skip class -- graduated high honors -- Upward Bound -- LEP?LET program -- never give up --
Laura -- also in Provo High School -- UVU professional education program -- Upward Bound--
came 9 years old 4th grade -- knew no English -- her mom would change channels from Spanish to English -- would sit with children and try to help them with their homework -- discrimination --
[If parents don't motivate -- can teachers? Tell them, you can do it. Push them. Help them see what they can do.] It's hard, but that didn't keep me down. Going for a masters.
Name -- Provo High School -- UVU -- twin of Marcos -- born here, but English hard -- family -- united as a culture -- had to work harder than her brother, but still there.
Axel: His family originally came as "illegals." His mother left him with his grandmother for 2 1/2 years.
Cultural Universals
Teach Spanish
Teach the culture -- what does it really mean, not just what the media presents
[Students not afraid to work with counselors, teachers -- TRUST/confianza)
Ser educado -- value knowledge -- education -- manners, proper, mannered
Questions -- Your are an inspiration!
one young man?
junior high/middle school -- challenges -- how a teacher can best help -- seventh graders --
what would help your parents help you?
content area teachers who don't speak Spanish
when I see the hardships you're dealing with, how can I best help
PowerPoint
Contact Axel Ramirez
Funds of Knowledge
Cultural Wealth Theory -- (Yosso, 2005-2006)
_________________________
Video Ethnographies
Everybody's story is an important story
To know where we come from and the stories of our families makes us stronger individuals. The root knowledge supports us in finding our place in our family and in our world. What do you want people to know about you when you're gone.
Story Corp.org shared exerpts
lost 19 year old son -- has a history of him -- glad to have those --
relatives -- interviewing his father about World War II experience -- brought maps -- this is where we started, etc.
let students call parents before signing up --
3 video cameras
gave assignment about ten days to two weeks before interviews
New Kids in Town by Janet Bode
Story Corp -- historias
Step by Step Guide to Oral History Judith Moyer 1993, revised 1999
http://dohistory.org/on_your_own
questions --
giving the kids ownership --
Have them create a rubric -- give them a rubric for a rubric.
work in groups up to three or independently -- grade rubric --
go over the questions with the parents?
written document more tangible
but could do PowerPoint
video cameras -- can get from district
tripod, cassette tapes, backdrop, quiet location, DVDs
hour long cassettes -- real time to transfer to DVD -- about $16 to copy
disclosure $15 for DVD --
backdrops
Photostory
Flipcams
Latinos in Action -- BYU helps with paraprofessional training -- State STAR training --
literacy block
State Core Connections --
Objective 2 (Extended Writing): Write to identify and reflect on feelings to recreate experiences.
(Emphasize autobiographical or narrative essays. Students should use the entire writing process
to produce at least one extended piece per term, not necessarily limited to the type of writing
emphasized at individual grade level.)
a. Determine audience and purpose for extended writing.
b. Relate a clear, coherent, chronologically-sequenced incident, event, or situation with
simple reflection
c. Use sensory details.
Objective 3 (Revision and Editing): Revise and edit to strengthen ideas, organization, voice,
word choice, sentence fluency and conventions.
a. Evaluate and revise for:
! Use of a unifying idea or topic.
! A clear beginning, middle, and end, with sequential transitions.
! Appropriate tone and voice.
! Appropriate word choice for topic.
! Varied sentence beginnings and sentence length.
b. Edit for:
! Correct grade level spelling.
! Correct use of commas in a series.
! Correct subject-verb agreement.
! Correct use of possessives.
! Correct capitalization of sentence beginnings and proper nouns.
! Correct end punctuation on simple and compound sentences.
Standard 3 (Inquiry/Research/Oral Presentation): Students will understand the process of
seeking and giving information in conversations, group discussions, written reports, and
oral presentations.
Objective 1 (Processes of Inquiry): Use the process of inquiry to formulate questions and engage
in gathering information.
a. Establish a purpose for inquiry.
b. Gather relevant information to answer questions.
c. Validate the accuracy and relevance of information, discriminating between fact and
opinion.
d. Distinguish paraphrasing and summarizing from plagiarizing.
Objective 2 (Written Communication of Inquiry): Write to report information gathered from the
process of inquiry.
a. Select an appropriate format to report information.
b. Gather information on an idea or concept.
c. Report information using summarization.
d. Use informal contextual citation. (Example: “Gary Paulsen says he gets his ideas
from…”)
8
Objective 3 (Oral Communication of Inquiry): Communicate ideas and information
appropriately in classroom settings.
a. Determine the purpose for communication (e.g., to respond to writing, to obtain a result, to
convey ideas or information, to seek validation).
b. Use appropriate protocol for asking questions (e.g., turn taking, staying on topic,
projecting adequately).
c. Use appropriate protocol for responding to questions (e.g., respecting others’
contributions, staying on topic, projecting adequately).
d. Contribute constructively in classroom settings.
________________________________
Story Corps
Penny activity -- what were you doing that year?
Tell to someone else -- the first person you make eye contact with
Middle School Story-Corp project
Sharon Seiter in Wasatch School District
2 products
14 slide PowerPoint -- written both your native language and English
Make a book using the information gathered and notecards
How does your family background relate to who you are as a person
just one grandparent at a time -- so there is more focus
connect with things happening in the world at that time --
present at Parent Night
compare education, values, etc. of grandparent with own value system, etc.
(She had three Parent Nights in a row.)
Do presentations in both languages.
flip cameras -- collecting stories --
teachers recording -- How did they go about it?
http://storycorps.org/
Julene Kendell -- julenek@provo.edu --
Panel -- Funds of Knowledge -
Training for home visits? -- study group, fund of knowledge, readings in ethnographies
arrange visits ahead of time
And Still We Rise
Geeks Jon Kotz
TELL course --
There are No Children Here
Growing up Literate Dorothy Gain
Learning to Labor -- Willis, Paul
Composing Diverse Identities -- recommended by Stefanie
what does it look like to not fit
Uncertain Lives -- individual children
When you take up the education of a child, you take up advocacy for the family
parents' ticket into participation in a community may be their child
treat parent with respect
be culturally responsive in discipline practices
across time -- making connections -- Stefanni
vicarious reinforcement --
Mary Rice
community building group
Does district have interpreters?
__________________________________________
Carol Solomon -- The Little Prince --
"Because she is my rose."
L'essential est . . .
I am responsible for my rose.
Jodi Crandall --
Introduction
Frayer -- praxis -- two components = verbalism and activism
Jodi Crandall --
our students will share with them, if we invite them and if we build a community of knowledge they can trust
Trusting in our Learners -- inviting them to share
building a bridge --
blaming them for the problems they face in school
welcoming learners' cultures into our school -- or culturally depriving them
More than one language, culture is a plus
embrace diversity
examples of what she learned today --
on camera -- bond becomes obvious -- recognition of what children mean to their parents -- the kind of video we need to make sure all teachers in schools see --
heat, light, etc. -- science lesson -- how people use fire (rather than camping) --
Montero -- Amiga, Mia --
girls helping each other value learning --
Hawaiian kamaa maa projects
ethnography project -- found out what was wrong with the schools -- assigning work tasks
Hawaiian talk story model for reading
provide expectations --- check off by the end of two weeks
Coming Home to School -- video series
honors their traditions and links to them
picture book --photo autobiography
digital stories
preserve stories and traditions, healing traditions
journals -- dialogue journal
transformational -- Frayer ?--
learners decide what topic to investigate, what book to write
groups of three go out to interview, etc.
resources -- community
Missing Child -- mother deported after taking her child to day care
Learners lives as curriculum
TRESOL CONFERENCE -- Friday, June 11, 2010
Opening -- Tanner --
Vice President Tanner -- How we treat the stranger, the foreigner -- BYU goal to be exemplary in teaching ELL -- competency and concern --
Platonic assumption that we come with funds of knowledge -- not the filling of the bucket, but the lighting of the fire
General Session -- authors of the book Funds of Knowledge
Stories -- Dr. Norma Gonzalez --" Centro Hispano"
wealth resides in communities in many aspects -- cultural, linguistic, richness of spirit
We all have funds of knowledge -- Teacher, too, have funds of knowledge.
No one can be part of the community without putting something into the community.
share competencies, health (exercise and better eating), ESL, friendship, families together, community
Gonzales: People bring their own funds of knowledge -- enhanced, transformed
reciprocal -- dialogical -- lense to identify funds of knowledge
Dr. Ray Graham: "Speaking Grandma's Language"
language the primary source of people's identify
imagine having this aspect of your identity treated as a problem -- or at least ignored
When language skill lost,
foreign language skills shortage in U.S.
Language a tremendous asset to individuals, families, the nation
Heritage Language Speakers
language attrition
Spanish literacy -- study at two middle schools in Provo -- average 3rd grade reading level in Spanish -- No one in 7th grade read above a sixth grade level. -- increased grade level every three months
There should be great value placed on being able to communicate with grandmother.
Cathy Amanti --Making Connections: Backman Elementary and Timpview High School
removing barriers -- welcome and value participation of parents
identify student interests, talents
parent liasons
home visits
rapport between school and students' families --- relationships reciprocal and symmetrical
incorporating students' passions
Timpview -- invested in being a learning community
Parents -- it's not that they don't care -- they just don't know what to do
Latino parent academy -- Latino PTA
overcoming barriers
organize, integrate with regular PTA
monthly parent night -- social issues and academic issues
-- how to help academically
Amiga Mia -- with social worker -- learn from these Latinas
critical to know our students and know them well -
more willing to take a risk with a student who they know cares for them
set up a classroom where everyone is bringing something to the table
Meeting social and emotional needs as well as academic --
positive affirm language and culture
You belong here.
Dr. Jodi Crandall -- Response to stories --
Funds of knowledge coming together in blessing families, blessing children
high impact stories
Everyone valued, everyone a resource
Parent outreach specialist
ESL classes, literacy classes, skills building classes --
career building for adults -- 1 year of college and a completion certificate --
parent meetings
bringing parents into the schools --- a place where adults can talk about issues that are important to them (examples: gangs, drugs, TAXES), parent liason
We are all illiterate in some contexts.
leadership opportunities for parents and students
Amiga Mia -- gender separated
helping students see themselves as competent, successful -- start early to help them see themselves as someone who will go on to college
opportunity, resources, support
Our schizophrenic language policy -- languages critically important -- heritage languages
What can we do to make sure that people know that that language is important -- support that language in the school.
affective learning communities --
Promising initiative made a part of our school instead of something extra or outside.
__________________________
Translation resources --
__________________________
Focus Group for Secondary Level --
Amelia Schwartz -- Alpine District
Brief: Improving Comprehension and Assessment of English Language Learners Using MMIO
Math Teacher (uses overhead timer)
Making information comprehensible not a new idea for teachers.
1. making sure that you're teaching using different methods -- visual aids
2. instructions written down!
3. I cans. . . --- reaching mastery (don't waste time not knowing what they don't know)
4. Talk with peers to clarify -- give them a chance to interact
5. performance based assessments -- How do you do that in Math? create a flag --
Parent Representative
takes issue with term "less language dependent"
Hearing appropriate English is key.
(must be heard in classroom)
Language inherent in all we do.
Get the message across in multiple modalities, multiple times
label things in classroom, videos, working together,
instruction on the same materials in various ways
hear, do, read, listen, etc. manipulate
expectation is to learn the material
Dr. Ray Graham SIEOP Model
sequence, framework -- continuum of learning -- so we can see how far the student has come
would like to see more literacy objectives
not abandon language in favor of content knowledge
reading and writing objectives in content areas -- CORE?
cope with text, not abandon it
more literacy dependent as you go higher
self-education literacy dependent
Instructional conversation -- one-on-one or small group interaction probe in depth where each student is, how material relates to their personal lives
Pulling out funds of knowledge of the learner
Navajo reservation -- if teaching viruses -- what have the kids seen -- diseases produced by viruses?
Relating lessons to personal life experiences.
High school science teacher -- vocabulary --what works for ESL student works for non-ESL
careful not just factoid classroom -- simplify the language for all of my students
list at end of year -- 98 words pared down from Core Curriculum -- joy of learning gets killed out of kids -- manipulatives, visual aids peak interest, balance between limiting vocabulary and giving them the vocabulary they need
[English -- essential questions -- example -- noun test manipulative -- garbage can?]
Doctoral Student -- Funds of Knowledge
great to use inquiry based, etc., but working funds of knowledge in
word walls, modified content objectives
cell -- jello -- create hypotheses about what the gelatin blob and .. represent
clean-up crew -- sponge or piece of sponge
picture of someone using sponges
transport chemicals -- matchbox tractor-trailor truck
assessment using fund of knowledge -- connect something in their life to create analogy
aquarium, iPhone, etc.
Lorien, Ray, Lorie, Derek, Jeff
Art teacher getting at funds of knowledge and then sharing them with other teachers
Questions --
math -- comparatives and superlatives -- fast, faster, fastest (Who should teach them? math or English -- or both?)
What about language of instruction? Wida (Weed-a) - ESL tied to core content
Get teachers to actually adopt better methods --
child studies -- videoing of what they did
time to consider and apply
reminders
observations
structures that work
-- management -- solve the practical problems
tool-box
share successes
____________________
Coming to Our Census
Pamela S. Perlich, Ph.D. University of Utah
Becoming the New Utah
Economic, demographic, etc. changes in Utah
landscape changing
2010 minority babies not the majority of babies born in U.S.
women majority of workers in our nation -- of 8 million jobs lost in recession -- 6 million men
Long run drivers of change -- economy, technology, . . . connections to the world
Utah's economic transformation from rural to urban
more diversified economy
demographic transformation -- immigration, aging, fertility rates
new Utah young, multicultural
generational shift
much more diverse environment
about 2 1/2 generations behind the nation
a net In-migration state
Who comes? young families -- 1900 -2000 gained 1/2 million in Utah
knowledge economy
moving -- differences in linguistic heritage -- different root languages
minority share by age group -- 35% of preschoolers in SL county -- minority
117 languages in fall survey at schools
never before tried to integrate so many cultures
lots of single old women
demographic burden, technological complexity, and global competition
kids in my classes today must be most productive population ever
information economy -- human capital
leveraging what it is that these new communities bring to us.
How do we take advantage of all these linguistic, cultural
1. get to know them.
Education the most important investment you can make in an information economy.
an opportunity or a phobia-inducer -- Are we afraid of change, or are we saying, "Bring it on!"
U-shaped curves
incorporating other values besides money and materialism, greed, etc.
[Quote from ? -- the opposite of greed is no thrift, but generosity.]
fear, hate, less-than-true-truths,
because we are 2 to 2 1/2 generations behind the rest of the nation, we can look at what does and doesn't work -- adopt best practices
We have plenty of resources to handle this.
Center of international church -- sales force for Utah -- young men in white shirts --
refugees -- capacity to accept
No one has had this opportunity before
Senator Stevenson -- red meat radio
maintaining bilingual/bicultural talents of our kids
out of 100 Hispanic kids --- only about 40 of them will make it through high school
role of community college critical both for remediation and . . . latino/Latina faculty come from universities
link to charts, graphs
Children are the living message we send to a time we cannot see. --
_______________________________
To those of European heritage --
Wouldn't your life be richer if you had more cultural/linguistic connections to your heritage?
____________________________
Treating Language diversity as a resource -- Crandall, Jodi
cognates --
borrowed words
first language support - example Saturday schools
underlying proficiencies mapped on the next language
Center for Applied Linguistics maintains national database for bilingual programs
partnerships key --community, across schools
much more effective for high schooler to tell middle schooler what high school will be about
successful people in the community --
Adding a language, a world view to the community, instead of seeing lack
morning announcements -- do announcements -- some in their own language
reframe our definitions -- Gifted and Talented
creative writing -- story -- Navajo boy drawing, Hispanic boy writing -- looking up words in dictionary
we signal that this is a place where diversity is welcome
Swain, M. Communicative Competence.
cadre of bilingual tutors
grouping --
encouraging students to continue higher education
patois -- Creole -- (Africa/Caribbean) put into ESL class -- World Englishes and their speakers -- teacher with one student
American Schools chaotic -- misbehavior
That hurts us because we really want to learn.
Tremendous commonalities among the varieties of English
Not every student has to read every page of the textbook/story.
_______________________________________
What do you want to do after you finish your advanced degree? Answer: Work in a bakery or floral shop
Another answered Drive a bus -- Your "customers" taking deep breaths -- Thank you, thank you!
What would I need to do to get my students to have the same response?
____________________________________
Funds of Knowledge -- Norma Gonzalez
reciprocatively and mutually educative
connecting with households
application not only for ELL teachers
pedagogical principal that applies to everyone
A teacher who learns and a learner who teaches.
Assumes a deep reciprocity inserted into teaching and learning
erase hierarchal relationship
Deconstructing "Culture"
The concept of culture emphasized in schools has focused on how shared norms shape individual behavior and on discovering standardized rules for behavior
Anthropology has moved away from uniform categorizations of a shared group culture.
Recognize diversity within groups.
theories that deal with interculturality, fluidity, etc.
hybridity that comes from intersection of
students as agents who draw from multiple cultural worlds, fusing identities
[I just connected this with the book Thirteenth Child and the movie 1776 -- creating an new kind of people.]
we as educators and investors in more than one language
language socialization in the borderlands
Maxine Hong Kingston -- Warrior Woman "A telephone call makes my throat bleed and takes up that days courage. It spoils my day with self-disgust when I hear my broken voice come skittering out into the open."
Ofelia Zepeda, Tohono O'odham
Some have carried it, held if closed, protected.
Others have pulled it along likea reluctant child.
Still others have wave it like a flag, a signal to others.
And still, some have filled the language with rage and
Dare others to come close. . .
Eva Hoffman, Lost in Translation *
Barbara Myerhoff "Number Our Days"
Richard Rodriguez "Aria"
He retired into silence. . . His children grew so accustomed to his silence that, years later, they would speak roundly. . .
Amy Tan "Mother Tongue" broken, fractured, limited
Engaging with students' lives is not always easy, unproblematic, or neat.
Funds of Knowledge
discourse
Discourse
Social capital, cultural capital
OPENING SESSION
Dean Richard Young -- to "Tony" "Don't make me call your mother."
Strengthen youth to meet challenges
noble educators
must be literate
contributing citizens
care for each individual child as an individual
Carol Solomon -- The Little Prince -- the rose, tame the fox -- unique in a ll the world -- "I will make you a present of a secret."
Cathy Amati -- The Knowing that Creates Learners
Funds of Knowledge
rather than deficit perspective
interviews --
Ask -- What do you do on a weekly rather than on a daily basis? hobbies, etc.
What sorts of things do you learn as you do these things?
home visits
example: horses -- hands to inches -- life-size chart of different types of horses --
Funds of Knowledge and culture --
Enter homes with no other purpose than to learn.
One professional development meeting a month visiting students' homes instead of sitting in a meeting.
students lives and histories mirrored in the curriculum
_____________________________________
Session 1 -- Axel Ramirez
Funds of Knowledge -- see his PowerPoint handout
Not Happy Days
Being Latino is an asset: not a deficit
He was surprised to find there was a Nobel Prize winner from Guatemala.
"Living life as a young brown girl isn't easy, but like Yosso tells us, we have a lot to give as Latinos and we have a lot to receive to be better." Monse, age 18.
"Through analyzing Yosso's article and thinking of examples through my life in which these cultural wealths have come in handy has opened my eyes, I can't keep ignoring what I have, what we as hispanics have. Our ancestors have come along way using those skills, if they could do it with them , then why can't we?" Stephanie -- graduated Senior
Jeanette -- Senior at Timpview -- hardworkers and never give up (has dealt with racism and stereotyping
when I fall, I'll rise again
sometimes teachers don't believe in us [Believe in each student!]
college, graduate, become a teacher -
Who will break the tradition in our family of not going to college -- Duh -- me!
expectations, aspirations
family investing in their greatest treasure, their daughters and sons
culture, family dream and strong character -- we may rise, but we will fall again
Stephanie -- senior entering BYU came to States - 9 years old, had gone to English kindergarten
orchestra -- cognates -- from Peru -- Machu Pichu
Bounce Back -- Latino/a
Marcos -- junior in college UVSC -- Provo High school -- aspirational and motivational -- a resume
listing important people -- his resume the resume of many people --
it belongs to them --
helping the minorities of the minorities not be the minorities
Axel -- every teacher of every student realizing and admitting that every student has aspirations
Maria Rodriguez -- entering professional program UVU
came starting sixth grade -- good at math -- resisting peer pressure to skip class -- graduated high honors -- Upward Bound -- LEP?LET program -- never give up --
Laura -- also in Provo High School -- UVU professional education program -- Upward Bound--
came 9 years old 4th grade -- knew no English -- her mom would change channels from Spanish to English -- would sit with children and try to help them with their homework -- discrimination --
[If parents don't motivate -- can teachers? Tell them, you can do it. Push them. Help them see what they can do.] It's hard, but that didn't keep me down. Going for a masters.
Name -- Provo High School -- UVU -- twin of Marcos -- born here, but English hard -- family -- united as a culture -- had to work harder than her brother, but still there.
Axel: His family originally came as "illegals." His mother left him with his grandmother for 2 1/2 years.
Cultural Universals
Teach Spanish
Teach the culture -- what does it really mean, not just what the media presents
[Students not afraid to work with counselors, teachers -- TRUST/confianza)
Ser educado -- value knowledge -- education -- manners, proper, mannered
Questions -- Your are an inspiration!
one young man?
junior high/middle school -- challenges -- how a teacher can best help -- seventh graders --
what would help your parents help you?
content area teachers who don't speak Spanish
when I see the hardships you're dealing with, how can I best help
PowerPoint
Contact Axel Ramirez
Funds of Knowledge
Cultural Wealth Theory -- (Yosso, 2005-2006)
_________________________
Video Ethnographies
Everybody's story is an important story
To know where we come from and the stories of our families makes us stronger individuals. The root knowledge supports us in finding our place in our family and in our world. What do you want people to know about you when you're gone.
Story Corp.org shared exerpts
lost 19 year old son -- has a history of him -- glad to have those --
relatives -- interviewing his father about World War II experience -- brought maps -- this is where we started, etc.
let students call parents before signing up --
3 video cameras
gave assignment about ten days to two weeks before interviews
New Kids in Town by Janet Bode
Story Corp -- historias
Step by Step Guide to Oral History Judith Moyer 1993, revised 1999
http://dohistory.org/on_your_own
questions --
giving the kids ownership --
Have them create a rubric -- give them a rubric for a rubric.
work in groups up to three or independently -- grade rubric --
go over the questions with the parents?
written document more tangible
but could do PowerPoint
video cameras -- can get from district
tripod, cassette tapes, backdrop, quiet location, DVDs
hour long cassettes -- real time to transfer to DVD -- about $16 to copy
disclosure $15 for DVD --
backdrops
Photostory
Flipcams
Latinos in Action -- BYU helps with paraprofessional training -- State STAR training --
literacy block
State Core Connections --
Objective 2 (Extended Writing): Write to identify and reflect on feelings to recreate experiences.
(Emphasize autobiographical or narrative essays. Students should use the entire writing process
to produce at least one extended piece per term, not necessarily limited to the type of writing
emphasized at individual grade level.)
a. Determine audience and purpose for extended writing.
b. Relate a clear, coherent, chronologically-sequenced incident, event, or situation with
simple reflection
c. Use sensory details.
Objective 3 (Revision and Editing): Revise and edit to strengthen ideas, organization, voice,
word choice, sentence fluency and conventions.
a. Evaluate and revise for:
! Use of a unifying idea or topic.
! A clear beginning, middle, and end, with sequential transitions.
! Appropriate tone and voice.
! Appropriate word choice for topic.
! Varied sentence beginnings and sentence length.
b. Edit for:
! Correct grade level spelling.
! Correct use of commas in a series.
! Correct subject-verb agreement.
! Correct use of possessives.
! Correct capitalization of sentence beginnings and proper nouns.
! Correct end punctuation on simple and compound sentences.
Standard 3 (Inquiry/Research/Oral Presentation): Students will understand the process of
seeking and giving information in conversations, group discussions, written reports, and
oral presentations.
Objective 1 (Processes of Inquiry): Use the process of inquiry to formulate questions and engage
in gathering information.
a. Establish a purpose for inquiry.
b. Gather relevant information to answer questions.
c. Validate the accuracy and relevance of information, discriminating between fact and
opinion.
d. Distinguish paraphrasing and summarizing from plagiarizing.
Objective 2 (Written Communication of Inquiry): Write to report information gathered from the
process of inquiry.
a. Select an appropriate format to report information.
b. Gather information on an idea or concept.
c. Report information using summarization.
d. Use informal contextual citation. (Example: “Gary Paulsen says he gets his ideas
from…”)
8
Objective 3 (Oral Communication of Inquiry): Communicate ideas and information
appropriately in classroom settings.
a. Determine the purpose for communication (e.g., to respond to writing, to obtain a result, to
convey ideas or information, to seek validation).
b. Use appropriate protocol for asking questions (e.g., turn taking, staying on topic,
projecting adequately).
c. Use appropriate protocol for responding to questions (e.g., respecting others’
contributions, staying on topic, projecting adequately).
d. Contribute constructively in classroom settings.
________________________________
Penny activity -- what were you doing that year?
Tell to someone else -- the first person you make eye contact with
Middle School Story-Corp project
Sharon Seiter in Wasatch School District
2 products
14 slide PowerPoint -- written both your native language and English
Make a book using the information gathered and notecards
How does your family background relate to who you are as a person
just one grandparent at a time -- so there is more focus
connect with things happening in the world at that time --
present at Parent Night
compare education, values, etc. of grandparent with own value system, etc.
(She had three Parent Nights in a row.)
Do presentations in both languages.
flip cameras -- collecting stories --
teachers recording -- How did they go about it?
http://storycorps.org/
Julene Kendell -- julenek@provo.edu --
Panel -- Funds of Knowledge -
Training for home visits? -- study group, fund of knowledge, readings in ethnographies
arrange visits ahead of time
And Still We Rise
Geeks Jon Kotz
TELL course --
There are No Children Here
Growing up Literate Dorothy Gain
Learning to Labor -- Willis, Paul
Composing Diverse Identities -- recommended by Stefanie
what does it look like to not fit
Uncertain Lives -- individual children
When you take up the education of a child, you take up advocacy for the family
parents' ticket into participation in a community may be their child
treat parent with respect
be culturally responsive in discipline practices
across time -- making connections -- Stefanni
vicarious reinforcement --
Mary Rice
community building group
Does district have interpreters?
__________________________________________
Carol Solomon -- The Little Prince --
"Because she is my rose."
L'essential est . . .
I am responsible for my rose.
Jodi Crandall --
Introduction
Frayer -- praxis -- two components = verbalism and activism
Jodi Crandall --
our students will share with them, if we invite them and if we build a community of knowledge they can trust
Trusting in our Learners -- inviting them to share
building a bridge --
blaming them for the problems they face in school
welcoming learners' cultures into our school -- or culturally depriving them
More than one language, culture is a plus
embrace diversity
examples of what she learned today --
on camera -- bond becomes obvious -- recognition of what children mean to their parents -- the kind of video we need to make sure all teachers in schools see --
heat, light, etc. -- science lesson -- how people use fire (rather than camping) --
Montero -- Amiga, Mia --
girls helping each other value learning --
Hawaiian kamaa maa projects
ethnography project -- found out what was wrong with the schools -- assigning work tasks
Hawaiian talk story model for reading
provide expectations --- check off by the end of two weeks
Coming Home to School -- video series
honors their traditions and links to them
picture book --photo autobiography
digital stories
preserve stories and traditions, healing traditions
journals -- dialogue journal
transformational -- Frayer ?--
learners decide what topic to investigate, what book to write
groups of three go out to interview, etc.
resources -- community
Missing Child -- mother deported after taking her child to day care
Learners lives as curriculum
TRESOL CONFERENCE -- Friday, June 11, 2010
Opening -- Tanner --
Vice President Tanner -- How we treat the stranger, the foreigner -- BYU goal to be exemplary in teaching ELL -- competency and concern --
Platonic assumption that we come with funds of knowledge -- not the filling of the bucket, but the lighting of the fire
General Session -- authors of the book Funds of Knowledge
Stories -- Dr. Norma Gonzalez --" Centro Hispano"
wealth resides in communities in many aspects -- cultural, linguistic, richness of spirit
We all have funds of knowledge -- Teacher, too, have funds of knowledge.
No one can be part of the community without putting something into the community.
share competencies, health (exercise and better eating), ESL, friendship, families together, community
Gonzales: People bring their own funds of knowledge -- enhanced, transformed
reciprocal -- dialogical -- lense to identify funds of knowledge
Dr. Ray Graham: "Speaking Grandma's Language"
language the primary source of people's identify
imagine having this aspect of your identity treated as a problem -- or at least ignored
When language skill lost,
foreign language skills shortage in U.S.
Language a tremendous asset to individuals, families, the nation
Heritage Language Speakers
language attrition
Spanish literacy -- study at two middle schools in Provo -- average 3rd grade reading level in Spanish -- No one in 7th grade read above a sixth grade level. -- increased grade level every three months
There should be great value placed on being able to communicate with grandmother.
Cathy Amanti --Making Connections: Backman Elementary and Timpview High School
removing barriers -- welcome and value participation of parents
identify student interests, talents
parent liasons
home visits
rapport between school and students' families --- relationships reciprocal and symmetrical
incorporating students' passions
Timpview -- invested in being a learning community
Parents -- it's not that they don't care -- they just don't know what to do
Latino parent academy -- Latino PTA
overcoming barriers
organize, integrate with regular PTA
monthly parent night -- social issues and academic issues
-- how to help academically
Amiga Mia -- with social worker -- learn from these Latinas
critical to know our students and know them well -
more willing to take a risk with a student who they know cares for them
set up a classroom where everyone is bringing something to the table
Meeting social and emotional needs as well as academic --
positive affirm language and culture
You belong here.
Dr. Jodi Crandall -- Response to stories --
Funds of knowledge coming together in blessing families, blessing children
high impact stories
Everyone valued, everyone a resource
Parent outreach specialist
ESL classes, literacy classes, skills building classes --
career building for adults -- 1 year of college and a completion certificate --
parent meetings
bringing parents into the schools --- a place where adults can talk about issues that are important to them (examples: gangs, drugs, TAXES), parent liason
We are all illiterate in some contexts.
leadership opportunities for parents and students
Amiga Mia -- gender separated
helping students see themselves as competent, successful -- start early to help them see themselves as someone who will go on to college
opportunity, resources, support
Our schizophrenic language policy -- languages critically important -- heritage languages
What can we do to make sure that people know that that language is important -- support that language in the school.
affective learning communities --
Promising initiative made a part of our school instead of something extra or outside.
__________________________
Translation resources --
__________________________
Focus Group for Secondary Level --
Amelia Schwartz -- Alpine District
Brief: Improving Comprehension and Assessment of English Language Learners Using MMIO
Math Teacher (uses overhead timer)
Making information comprehensible not a new idea for teachers.
1. making sure that you're teaching using different methods -- visual aids
2. instructions written down!
3. I cans. . . --- reaching mastery (don't waste time not knowing what they don't know)
4. Talk with peers to clarify -- give them a chance to interact
5. performance based assessments -- How do you do that in Math? create a flag --
Parent Representative
takes issue with term "less language dependent"
Hearing appropriate English is key.
(must be heard in classroom)
Language inherent in all we do.
Get the message across in multiple modalities, multiple times
label things in classroom, videos, working together,
instruction on the same materials in various ways
hear, do, read, listen, etc. manipulate
expectation is to learn the material
Dr. Ray Graham SIEOP Model
sequence, framework -- continuum of learning -- so we can see how far the student has come
would like to see more literacy objectives
not abandon language in favor of content knowledge
reading and writing objectives in content areas -- CORE?
cope with text, not abandon it
more literacy dependent as you go higher
self-education literacy dependent
Instructional conversation -- one-on-one or small group interaction probe in depth where each student is, how material relates to their personal lives
Pulling out funds of knowledge of the learner
Navajo reservation -- if teaching viruses -- what have the kids seen -- diseases produced by viruses?
Relating lessons to personal life experiences.
High school science teacher -- vocabulary --what works for ESL student works for non-ESL
careful not just factoid classroom -- simplify the language for all of my students
list at end of year -- 98 words pared down from Core Curriculum -- joy of learning gets killed out of kids -- manipulatives, visual aids peak interest, balance between limiting vocabulary and giving them the vocabulary they need
[English -- essential questions -- example -- noun test manipulative -- garbage can?]
Doctoral Student -- Funds of Knowledge
great to use inquiry based, etc., but working funds of knowledge in
word walls, modified content objectives
cell -- jello -- create hypotheses about what the gelatin blob and .. represent
clean-up crew -- sponge or piece of sponge
picture of someone using sponges
transport chemicals -- matchbox tractor-trailor truck
assessment using fund of knowledge -- connect something in their life to create analogy
aquarium, iPhone, etc.
Lorien, Ray, Lorie, Derek, Jeff
Art teacher getting at funds of knowledge and then sharing them with other teachers
Questions --
math -- comparatives and superlatives -- fast, faster, fastest (Who should teach them? math or English -- or both?)
What about language of instruction? Wida (Weed-a) - ESL tied to core content
Get teachers to actually adopt better methods --
child studies -- videoing of what they did
time to consider and apply
reminders
observations
structures that work
-- management -- solve the practical problems
tool-box
share successes
____________________
Coming to Our Census
Pamela S. Perlich, Ph.D. University of Utah
Becoming the New Utah
Economic, demographic, etc. changes in Utah
landscape changing
2010 minority babies not the majority of babies born in U.S.
women majority of workers in our nation -- of 8 million jobs lost in recession -- 6 million men
Long run drivers of change -- economy, technology, . . . connections to the world
Utah's economic transformation from rural to urban
more diversified economy
demographic transformation -- immigration, aging, fertility rates
new Utah young, multicultural
generational shift
much more diverse environment
about 2 1/2 generations behind the nation
a net In-migration state
Who comes? young families -- 1900 -2000 gained 1/2 million in Utah
knowledge economy
moving -- differences in linguistic heritage -- different root languages
minority share by age group -- 35% of preschoolers in SL county -- minority
117 languages in fall survey at schools
never before tried to integrate so many cultures
lots of single old women
demographic burden, technological complexity, and global competition
kids in my classes today must be most productive population ever
information economy -- human capital
leveraging what it is that these new communities bring to us.
How do we take advantage of all these linguistic, cultural
1. get to know them.
Education the most important investment you can make in an information economy.
an opportunity or a phobia-inducer -- Are we afraid of change, or are we saying, "Bring it on!"
U-shaped curves
incorporating other values besides money and materialism, greed, etc.
[Quote from ? -- the opposite of greed is no thrift, but generosity.]
fear, hate, less-than-true-truths,
because we are 2 to 2 1/2 generations behind the rest of the nation, we can look at what does and doesn't work -- adopt best practices
We have plenty of resources to handle this.
Center of international church -- sales force for Utah -- young men in white shirts --
refugees -- capacity to accept
No one has had this opportunity before
Senator Stevenson -- red meat radio
maintaining bilingual/bicultural talents of our kids
out of 100 Hispanic kids --- only about 40 of them will make it through high school
role of community college critical both for remediation and . . . latino/Latina faculty come from universities
link to charts, graphs
Children are the living message we send to a time we cannot see. --
_______________________________
To those of European heritage --
Wouldn't your life be richer if you had more cultural/linguistic connections to your heritage?
____________________________
Treating Language diversity as a resource -- Crandall, Jodi
cognates --
borrowed words
first language support - example Saturday schools
underlying proficiencies mapped on the next language
Center for Applied Linguistics maintains national database for bilingual programs
partnerships key --community, across schools
much more effective for high schooler to tell middle schooler what high school will be about
successful people in the community --
Adding a language, a world view to the community, instead of seeing lack
morning announcements -- do announcements -- some in their own language
reframe our definitions -- Gifted and Talented
creative writing -- story -- Navajo boy drawing, Hispanic boy writing -- looking up words in dictionary
we signal that this is a place where diversity is welcome
Swain, M. Communicative Competence.
cadre of bilingual tutors
grouping --
encouraging students to continue higher education
patois -- Creole -- (Africa/Caribbean) put into ESL class -- World Englishes and their speakers -- teacher with one student
American Schools chaotic -- misbehavior
That hurts us because we really want to learn.
Tremendous commonalities among the varieties of English
Not every student has to read every page of the textbook/story.
_______________________________________
What do you want to do after you finish your advanced degree? Answer: Work in a bakery or floral shop
Another answered Drive a bus -- Your "customers" taking deep breaths -- Thank you, thank you!
What would I need to do to get my students to have the same response?
____________________________________
Funds of Knowledge -- Norma Gonzalez
reciprocatively and mutually educative
connecting with households
application not only for ELL teachers
pedagogical principal that applies to everyone
- relations of trust confianza - mutual trust -- deep, human connections
- learning about "sense-making" in households
- Understanding the movement of people as part of their social and economic history
- Studying the household economy through the analysis of social practices and productive activities -- labor histories
- understanding the formal and informal economy
- documenting knowledge, practices, and lived experiences
- documenting social networks and reciprocal exchanges -lessons, sports, religious
- seeing the child in multidimensional ways --
- Ethnographic/qualitative analysis of households
- Teacher/Researcher study groups
- classroom practice
- parents/community as intellectual resources -- and producers of knowledge
A teacher who learns and a learner who teaches.
Assumes a deep reciprocity inserted into teaching and learning
erase hierarchal relationship
Deconstructing "Culture"
The concept of culture emphasized in schools has focused on how shared norms shape individual behavior and on discovering standardized rules for behavior
Anthropology has moved away from uniform categorizations of a shared group culture.
Recognize diversity within groups.
theories that deal with interculturality, fluidity, etc.
hybridity that comes from intersection of
students as agents who draw from multiple cultural worlds, fusing identities
[I just connected this with the book Thirteenth Child and the movie 1776 -- creating an new kind of people.]
- Relationships matter! teacher-student, teacher-teacher, school-community -- dynamics of trust/distrust
- if constructed, and be reconstructed, reshaped. Teachers have agency. multiple lines of inquiry into students' lives and their own practice
- Confianza -- accessing funds of knowledge
- imbedded in complex social issues, etc.
- engage, deal with complexity
- connecting discourses of immigration, language, and education
- negative stereotyping -- "they're dirty, their parents don't volunteer, etc."
- system not their friend -- barriers to access to schools -- feel they don't have social capital
- "When you look into the eyes of the district's students, and see if they can tell the difference between documented and undocumented -- you just see the hope."
we as educators and investors in more than one language
language socialization in the borderlands
Maxine Hong Kingston -- Warrior Woman "A telephone call makes my throat bleed and takes up that days courage. It spoils my day with self-disgust when I hear my broken voice come skittering out into the open."
Ofelia Zepeda, Tohono O'odham
Some have carried it, held if closed, protected.
Others have pulled it along likea reluctant child.
Still others have wave it like a flag, a signal to others.
And still, some have filled the language with rage and
Dare others to come close. . .
Eva Hoffman, Lost in Translation *
Barbara Myerhoff "Number Our Days"
Richard Rodriguez "Aria"
He retired into silence. . . His children grew so accustomed to his silence that, years later, they would speak roundly. . .
Amy Tan "Mother Tongue" broken, fractured, limited
Engaging with students' lives is not always easy, unproblematic, or neat.
Funds of Knowledge
discourse
Discourse
Social capital, cultural capital
Saturday, March 28, 2009
Blog for Assessment Course
The blog for the assessment course may be found at http://caveassessment.blogspot.com/
Tuesday, February 3, 2009
Why this Blog?
Why this Blog?
I am participating in the second course in the BYU/ESL Endorsement through Distance Education Program (BEEDE). As I put together my project for the first course, I was wishing I could just post it online. I asked our facilitator if I could try doing my project for this, the second, course on a blog, and she agreed.
This is still a work in progress.
Now I'm thinking this would be even better as a web page.
I am participating in the second course in the BYU/ESL Endorsement through Distance Education Program (BEEDE). As I put together my project for the first course, I was wishing I could just post it online. I asked our facilitator if I could try doing my project for this, the second, course on a blog, and she agreed.
This is still a work in progress.
Now I'm thinking this would be even better as a web page.
Strategies Practiced or Suggested During the Course
1. Knowledge Treasure Hunt
Students have completed some sort of pre-assessment (perhaps an opinionaire?) and are each given one sample card and the worksheet. Each card contains a subtopic of the subject being studied. It also contains an example for that topic. Students add another example (preferably personal), then move about the room, talking one on one with the other students, sharing their examples. They record on the worksheet the examples they receive. The teacher moves around, first checking student-generated examples for relevance (and appropriateness), then listening to student-sharing.
2. Think, Pair-Share
3. Teach CORE CONCEPTS of words first before teaching features that distinguish one word from another.
4. Round Robin Writing (3-12) There is heading on each of several papers. The student writes for a set amount of them (2 minutes, if desired), and then passes the paper on to the next student. Each student has an opportunity to write about all of the topics.
5. Inside/Outside Circle
Students have completed some sort of pre-assessment (perhaps an opinionaire?) and are each given one sample card and the worksheet. Each card contains a subtopic of the subject being studied. It also contains an example for that topic. Students add another example (preferably personal), then move about the room, talking one on one with the other students, sharing their examples. They record on the worksheet the examples they receive. The teacher moves around, first checking student-generated examples for relevance (and appropriateness), then listening to student-sharing.
2. Think, Pair-Share
3. Teach CORE CONCEPTS of words first before teaching features that distinguish one word from another.
4. Round Robin Writing (3-12) There is heading on each of several papers. The student writes for a set amount of them (2 minutes, if desired), and then passes the paper on to the next student. Each student has an opportunity to write about all of the topics.
5. Inside/Outside Circle
Monday, February 2, 2009
Notes on Session 10 of Understanding Language Acquisition
Notes on Session 10 of Understanding Language Acquisition
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