Course Overview - College of Education Portal | Educator ... Exam Week Exam Group 16B: Fri., Dec. 16 , 10:00am – 12:30 pm Final Exam-Online Online Exam will be opened on 12/2at 11:30

SDS 3430

Family and Community Involvement in Education

Fall 2016 (Section 1123)

Norman Hall 260

Friday 8:30am-11:30am

Welcome to SDS 3430 "Family and Community Involvement in Education!” As you begin your first

semester in the College of Education Unified Elementary PROTEACH Program, we hope that you will

find this course to be stimulating, informative, and inspiring. This syllabus and the accompanying

readings and course materials have been organized in a notebook format with the hope that they will

serve as useful resources, not only as you complete the course requirements this semester, but also as

you progress into your teaching career.

Course Prerequisite: None

Instructor Information

Name: Yi-Wen Su

Background: Doctoral Student- Counselor Education

Office Location/ Mailbox: 1313C Norman Hall

Email Address: [email protected]

Office Hours: TBA and by appointment.

When emailing me please put in the subject line your last name and course number

EXAMPLE: In subject line: SDS3430/ Su: Question about….

Course Overview

Children's academic progress and social-emotional development depends to a large extent on the

involvement of their families in their education. This course, which is taught by a multidisciplinary

interdepartmental team, is designed to foster collaborative professional relationships with families that

are meaningful, respectful, and productive. Therefore, course assignments are designed:

1. To increase students' self-awareness about their beliefs and attitudes about families and their

impact on family-school relationships.

2. To orient students to the contributions that families make to their children's learning and

development.

3. To examine the cultural, ethnic, and socioeconomic influences which shape how roles are

defined between key adults at home and at school, and their impact on children's learning.

4. To assist students in developing effective communication practices which they can use to create

relationships with children's families, which enhance children's learning.

5. To introduce students to instructional and institutional strategies, which they can use to enhance

the interactions they have with children and their families, and issues related to, including ELLs,

Gifted and ESE.

A complete set of course objectives, as well as accomplished practices and competencies addressed by

this course, can be found in a separate section of this syllabus.

mailto:[email protected]

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Primary Methods of Instruction:

This course stresses the development of self-reflection and interpersonal communication and

collaboration skills through the use of dyadic and triadic interpersonal communication exercises, small-

and large-group discussion activities and assignments, simulations, role rehearsal and field-based

experiences, and critical reading of course materials.

Required Textbooks

Ada, A.F., Campoy, F.I. (2004). Authors in the Classroom: A transformative education process. Boston:

Allyn & Bacon. ISBN: 0-205-351-39-5

Amatea, E. (Ed.) (2012) Building culturally responsive family-school relationships. Upper Saddle River,

NJ: Pearson Education Inc. ISBN: 978-0-13-265705-1

Required Readings

Will be posted each week on our E-learning website.

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SDS 3430: Spring 2015 Tentative Class Meeting Schedule (Instructor reserves the right to amend the schedule as needed)

Week 1

8/26 Introduction & Course Overview; Introduction to

Funds of Knowledge; Why develop relationships

with families?

Read for today:

Syllabus

NASP Article

Due Today:

This is Me

personal inventory

Week 2

9/2

Changing paradigms of schooling & teaching

Read for today:

Amatea-Chapter 1, Chapter 2 (pg.19-41 ONLY)

AITC-Unit 5 (pg. 138-156)

AITC-Unit 10 (pg. 234-249)

Due today:

Let Me Introduce

Myself

Storybook/Artifact

Week 3

9/9

Families & schools as relationship systems:

Understanding how families influence children

and how schools influence families

Read for today:

Amatea-Chapters 4 & 5


McCaleb Article

Due Today:

Funds of Knowledge

pt 1

Week 4

9/16 Communication between schools & families

Read for today:

Amatea-Chapter 8

AITC-Unit 2 (pgs. 78-99)

Finders & Lewis Article

CTA Article

Ivey Chapter

Due today:

Personal Vision

Week 5

9/23 Reaching out & working with all families

(Culture and Contextualized Lessons)

Read for today:

Amatea-Chapter 9


Maher Article

Do’s & Don’ts Article

Best Practices Article

Home Visit Article

Due today:

Caregiver Welcome

Letter

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Week 6

9/30 Blocking Blame & Family-School Problem-Solving

Meetings

Read for today:

Amatea-Chapter 11


Tim Kelly Case Study

Due Today:

Student Funds of

Knowledge

pt 2

Week 7

10/7 Homecoming Break

Week 8

10/14

School & classroom ecology, climate-building

Read for today:

Amatea-Chapters 3 & 14

AITC-Chapter 3 (pg. 41-48)

Understanding & Utilizing Educational Support

Professionals (School Counselors, School

Psychologists, School Social Workers, etc.)

Read for today:

Barona & deBarona Article

ASCA Article

Due today:

Family Problem Solving

Meeting Letter

Exam #1 Online

Week 9

10/21

Poverty and Oppression

Read for today:

AITC-Chapter 2 (pg. 30-40)

Tim Kelly Case Study

Ponterotto Ch. 9

Week 10

10/28 Culture, Power, and Privilege

Read for today:

Amatea – Chapter 6

AITC-Chapter 1 (pg.10-29),

McIntosh Article

Ponterotto Ch.9

Family Diversity Group Presentation (1)

Due Today:

Student Funds of

Knowledge

pt 3

Contextualized Lesson

Plan

Week 11

11/4 Wrap up of Poverty/Oppression and Culture,

Power, and Privilege

Children and Violence, pt 1

Read for Today:

Amatea – Chapters 7 & 13

Family Diversity Group Presentations (2)

Due Today:

Food Stamp Challenge

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Week 12

11/11 Holiday

Week 13

11/18

Introduce Student-Led Conference

Read for today:

Amatea-Ch. 10

AITC–Unit 3 (pg. 100-119)

Family Diversity Group Presentations (2)

Due Today:

Funds of Knowledge

pt 4

Reflection-Implementation

of Contextualized

Instruction

Week 14

11/25 Thanksgiving Break

Week 15

12/2

Portfolio Presentation (Student-Led Conference

Format)

Student-Led Conferences

Read for today:

Amatea-Ch. 10

AITC–Unit 3 (pg. 100-119)

PowerPoint for Student-Led Conference

Student-Led Conference

Portfolio Presentation (Student-Led Conference

Format)

Student-Led Conferences

Due Today:

Portfolio Presentation

(Actual presentation)

Week 16

12/9 Reading Day (No class)

Week 17

12/16

Final Exam

Week

Exam Group 16B:

Fri., Dec. 16th , 10:00am – 12:30 pm

Final Exam-Online

Online Exam will be

opened on 12/2at 11:30 am

and the due date and time

is 12/16, at 12:30 PM.

The schedule might be changed. Please pay attention to any announcement on Canvas.

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Summary of Course Requirements and Assignments:

Points Assignment

75 points Participation/Attendance (5 points per week, average)

15 points Personal Vision

20 points “Let me introduce myself” Storybook/Artifact

20 points Caregiver Welcome Letter

15 points Student Funds of Knowledge Activity

20 points Student Funds of Knowledge Case Study

15 points Contextualized Instruction Lesson Plan & Rationale

20 points Contextualized Instruction Implementation & Reflection

10 points Food Stamp Challenge

25 points Exam #1

30 points Exam #2

20 points Family Problem-Solving Meeting Letter

35 points Family Diversity (Group) Project

30 points Portfolio Project (FINAL EXAM)

350 points TOTAL

NOTE: If you have any questions about a grade you receive on an assignment or an exam, it is your

responsibility to make arrangements with the instructor to discuss your concerns in a timely manner.

Please keep a record of all grades received during the semester and save all graded materials to place in

final portfolio. (See last page of this packet for a sample grade record.)

Grading: (There are no minus grades offered for this course.)

A 92-100%

B+ 90-91.9%

B 85-89.9%

C+ 79-84.9%

C 72-78.9%

The University of Florida Honor Code:

As students of the University of Florida, you have accepted the honor code, which governs all students.

For clarification or further explanation, please consult your undergraduate catalog or the University of

Florida Student Guide (online at www.dso.ufl.edu ).

Preamble: In adopting this honor code, the students of the University of Florida recognize that academic

honesty and integrity are fundamental values of the university community. Students who enroll at the

http://www.dso.ufl.edu/

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university commit to holding themselves and their peers to the high standard of honor required by the

honor code. Any individual who becomes aware of a violation of the honor code is bound by honor to

take corrective action. A student-run Honor Court and faculty support are crucial to the success of the

honor code. The quality of a University of Florida education is dependent upon community acceptance

and enforcement of the honor code.

The Honor Code: We, the members of the University of Florida community, pledge to hold our peers

and ourselves to the highest standards of honesty and integrity. On all work submitted for credit by

students at the University of Florida, the following pledge is either required or implied: "On my honor, I

have neither given nor received unauthorized aid in doing this assignment."

Attendance

Due to the skill-building and experiential nature of course activities, it is essential that students (a)

attend all classes, (b) complete the assigned readings before each class meeting, and (c) actively

participate in all experiential and small group activities, which are an integral part of the course. We

expect you to be responsible not only for maximizing your own professional skill development, but also

for facilitating the skill development of others. Consequently, your absence and/or nonparticipation will

significantly influence your learning outcomes and those of your classmates.

No cell phones, laptops, or tablets unless using in a class activity. Please put these devices away

when class begins (you can lose participation points for use of these devices).

Attendance Policy

Students are expected to attend and participate in all class meetings.

Excused absences:

*2 or more excused absences require make-up work for each absence.

**A hard copy note must be provided for each absence, and it is your responsibility to speak with

the instructor and find out what is required for make-up work

**Of the 5 points earned per class (2 for attending and 3 for participation) 2 will be earned with

completion of the make-up work. Participation points (3 per class) cannot be made up.

Unexcused absences:

*4 or more unexcused absences result in automatic failure of the course.

*Neither attendance nor participation points can be made up (5 per class)

Students are expected to arrive on time for class and to remain for the entire class period. Tardiness

and leaving during the class session will be counted in the attendance grade.

Individual and group activities requiring participation will occur throughout the course.

Students are strongly urged to "save" absences for emergencies, illness, etc. (Please note: It is not

necessary to discuss with the instructor the reason for absences.)

No absences on dates of exams or other major assignments will be allowed. Exams may not be made

up without PRIOR permission of instructor.

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Students are responsible for all information and deadlines presented in the course (notes, readings,

assignments, etc.) regardless of any absence. It is not the responsibility of the instructor to provide

the student with this information. This is especially important as no late work is accepted.

You are responsible for each week’s in-class material and announcements, so if you must miss a

class make sure you have a fellow student take notes for you. If you have an excused absence, you

can earn your participation points by completing the regular work and a make-up assignment as

described on page 4 and handing it in no later than 1 week after your absence. By so doing, you will

also avoid the 5% final course grade penalty described above.

Online Discussion & Reflections

We may utilize the Discussion area in our E-Learning course website. If we do utilize discussions online

I expect you to participate in all online discussions with you own original posting, as well as respond to

your classmates. Written and online discussions and reflections will count towards your participation

points each week.

Examinations

Two examinations are scheduled during semester. The exams will cover content from class readings,

lectures, and discussions occurring during the semester. A final individual portfolio is required and due

on the date and time designated by the University Registrar.

NOTE: Final examination dates and times are assigned by the University of Florida's Office of the

Registrar and, regrettably, are not negotiable.

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Required For All Assignments

1) Labeling:

Every assignment you submit should include the following in the upper right hand corner on each page:

a) Name

b) Course Title and Section

c) Name of Assignment

Example:

Yi-Wen Su

SDS 3430, Section 1123

Personal Vision

2) All papers must be stapled.

3) Reflections should be done on loose leaf notebook paper standard size, no torn edges

4) All assignments will be turned in by hard copy.

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“Let Me Introduce Myself” Storybook/Artifact

Purpose: The purpose of this assignment is to give you an opportunity to explore and reflect upon your

own memories of your education and schooling and see how your family of origin has influence your

perceptions/experiences surrounding education. This is a two part assignment (creative and reflective).

Requirements: SEE “REQUIRED FOR ALL ASSIGNMENTS LABELING” (pg 9 of Syllabus)

a) Type out your answers to the questions below. (This should not exceed 3 pages)

Type out questions and answers; Times New Roman or Arial Font; 1 inch Margins;

spell check

1. List some of the memorable items that were in your childhood home

2. List what was in your front yard/sidewalk/neighborhood

3. State the names of relatives that link you to your past

4. Include any frequently heard sayings or expressions

5. Name foods and dishes that you recall from family gatherings

6. Who was in your family as you were growing up?

7. What are some of your earliest memories of learning in your family?

8. Think of a time you learned something that was important to you. Who taught

you and how? How does that affect you now?

9. What are/were some of your family’s strengths? How did these strengths

affect/benefit you growing up in your family unit?

10. Did school learning seem similar to or different from the kinds of learning you

participated in at home?

11. What were some of your memorable experiences in school?

12. What do you recall about your family’s involvement in your school

experiences?

13. What important things do you think your caregivers felt they should teach you?

14. How did they teach these things?

15. How will your experiences affect, both positively and/or negatively, the way

you interact with your students’ families?

b) Construct a creative expression (i.e. collage, poem, short story, painting, etc) that symbolizes

your origins as a family member and learner. Use the Authors in the Classroom book as a

guide, showing ideas on what this creative expression can look like.

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Personal Vision of a Future Day as a Teacher

This assignment is to be no more than 3 pages in length (typed, double-spaced, with 12-point,

Times New Roman font, one-inch margins, no cover sheet, and spell-checked; SEE

“REQUIRED FOR ALL ASSIGNMENTS LABELING” {pg 9 of Syllabus}). We will

discuss your visions during class. Your answers should include the following information:

Imagine yourself five years from now. You are reflecting on your previous experience as you

prepare for the second semester. Describe the following:

Who do you envision you will be teaching? (Grade level? Type of student population, e.g.

race, socioeconomic status, disabilities?)

Where do you envision you will be teaching? (Geographic location, e.g. urban, rural,

suburban? Private school or public?)

What will you be teaching? (What curriculum? What subjects do you most enjoy teaching?

Why? What subjects do you least enjoy? Why?)

How will you be teaching? (How will you acknowledge diversity in your classroom? For

example, differences in race, social economic status, ethnicity, religion, parenting styles,

learning styles, individual students’ needs, including ELLs, gifted and ESE)

Who else are you interacting with? (How and when are you interacting with caregivers and

colleagues at your school? What do you appreciate most about your relationships with these

adults?

How will you interact with families that have different beliefs/traditions from your own?

Why are you teaching? (What underlying values guide your development as a teacher? What

is the legacy you want to leave to the children, families, other educators, and/or communities

with whom you work?)

Questions for Reflection- Come to class prepared to discuss the following questions:

What was it like creating your vision for this assignment? What was the hardest part to imagine?

The easiest part?

What kinds of assumptions begin to emerge about your role with families-and families’ role with

you?

What particular skills or experiences do you want to acquire through this course?

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Caregiver Welcome Letter

The purpose of this assignment is to provide you with the opportunity to create a letter that you (as a

teacher) would send home to the families of the students in your classroom and to consider the attitude

and information you would want to convey. Before writing, envision the milieu, social system, and

ecology of a school you are hypothetically working at when writing this letter. Refer to Amatea Chapter

8 (p.212-218) for further recommendations when working on this assignment.

Guidelines: SEE “REQUIRED FOR ALL ASSIGNMENTS LABELING” (pg 9 of Syllabus)

1. Include the school’s name and address (this can be made up)

2. Include information about some of the activities that you have planned for the year

3. Include your philosophy on parent involvement, in terms that parents will understand (i.e. include

examples of how parents can be involved other than physically volunteering in the classroom)

4. Your letter should be attractively formatted and professional-looking. Be sure to check your

spelling and grammar- it would be a good idea to have someone else proofread your letter for you.

5. DO NOT use Times New Roman font. Letter should be inviting, MUST include appropriate use of

graphics/pictures/borders.

6. USE YOUR CREATIVITY! You want this to be inviting. (i.e. pamphlet, newsletter styles have been

used successfully in past)

7. Your letter MUST include your contact information (multiple ways for caregivers to contact you).

8. Think about how you can convey to parents that you welcome them and that you are excited about

the school year. Pay attention to how you word things (example using “we” instead of “I,”

“caregivers” instead of “parents,” etc)

9. Your parent welcome letter should be no more than 1 page (It should only be 1 page of information

to the caregivers; if you need space for caregivers to fill in contact info, you may use a 2nd page).

Note: Remember when working with ESOL students, it is appropriate to use the student and family’s

primary language in the letter when possible.

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Student Funds of Knowledge Project (in 4 parts)

Over the course of the semester, you will complete a Student Funds of Knowledge Project with

your practicum mentee. The goal of this project is to allow you to explore and discover your mentee’s

funds of knowledge and gain experience using that knowledge to contextualize instruction. Please refer

to the Class Meeting Schedule for specific due dates for this project.

The Student Funds of Knowledge project consists of four parts:

SEE “REQUIRED FOR ALL ASSIGNMENTS LABELING” (pg 9 of Syllabus)

Part 1: Student Funds of Knowledge Activity (15 points, please see grading rubric)

For this part of the assignment, you will develop a get-to-know-you type activity to complete with your

mentee. The goal of this activity is to allow you to explore and discover various aspects of your

mentee’s funds of knowledge. The activity should be creative and engaging for your mentee. You can

use art supplies, games or music as part of the activity. This activity should be in addition to whatever

activities are already a part of your practicum site. For example, if the site requires you to create a

scrapbook with your mentee, you should not make a scrapbook for this activity. When designing this

activity, consider addressing issues such as family structure and roles, thoughts and beliefs about

education, language, culture, values, favorite activities and future goals. For the assignment, please turn

in a 1-2 page, double spaced summary of the activity you develop. Include enough details that the

reader could recreate the activity.

Possible sample questions to be answered through this activity include:

1) Who lives with you?

2) What is your favorite thing about where you live?

3) What is one thing your mom or dad or siblings say all the time (a favorite saying in your home)?

4) What is 1 thing you like to play?

5) What is 1 activity you like to do with your family?

6) What is a food your family likes to eat? What food is there when your family gets together?

7) What is your neighborhood like?

8) What do you like about school?

9) What is the most celebrated day in the year at your home?

10) What is the biggest change in your family and how has that affected you?

11) What movies, TV shows and/or books does your family enjoy?

12) What is the most important thing you ever learned? Who taught you and how?

13) What is the most fun you have ever had in a classroom?

14) What is your favorite thing to talk about?

15) What do you want to be when you grow up?

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Part 2: Student Funds of Knowledge Case Study (20 points, please see grading rubric)

For this part of the assignment, you will implement the activity designed in Part 1 in order to

explore your mentee’s funds of knowledge. After completing the activity, write a 3-4 page, double

spaced case study type description of your mentee. This case study is your conceptualization of the

child and should give the reader a very clear understanding of the mentee. Include basic descriptive

information, such as the child’s age, grade level, and school. The case study should not be solely

focused on academic characteristics or performance; instead, include a holistic view of the child (school

setting, home setting, community setting). Descriptions of the child’s family, culture, and background

should also be included. Be sure to include the child’s strengths and areas in need of improvement

(these can be both academic and non-academic). You may use headings to organize your case study

(such as “Family” or “Strengths”), but headings are not required.

Part 3: Contextualized Lesson (15 points, please see grading rubric)

For Part 3 of this assignment, develop a contextualized lesson based on the funds of knowledge

discussed in your case study. This lesson can address any subject or objectives, but it must include at

least one aspect of your mentee’s funds of knowledge. In addition to a written lesson, please submit a 1-

2 page, double spaced rationale for the lesson. This rationale should include the objectives hoped to be

addressed in the lesson, as well as a description for how the mentee’s funds of knowledge were

incorporated.

Part 4: Reflection-Implementation of Contextualized Lesson (20 points, please see grading rubric)

For the final part of this assignment, you should carry out the contextualized lesson developed in

part 3 with your mentee. Following that experience, write a 2-3 page, double spaced reflection paper

about the experience. The reflection paper may include (but isn’t limited to) the following questions:

What went well with this process? What did not go well?

What aspect did you most enjoy?

What was the biggest challenge of this process?

How do you see yourself using this process in your future classroom?

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Grading Rubric for Student Funds of Knowledge Project

Points

Part 1 Activity

Activity designed is creative and interactive /7.5

Appropriate questions to discover funds of knowledge included in activity /7.5

Total Points for Part 1

/15

Part 2 Case Study

Mentee/family strengths clearly identified

Not problem focused view of mentee/family

Traditional and non-traditional strengths considered

/5

Clear grasp of mentee’s funds of knowledge

Clearly communicates several aspects of funds of knowledge

Clear understanding of culture, language, family structure, etc

/5

Holistic view of child considered (not just one aspect)

Family role explored

Community role explored

School role explored

/5

Organized, well-written, properly formatted

3-4 pages, double spaced

Times New Roman or Arial font

1 inch margins

/5


/20

Part 3 Contextualized Lesson

Funds of Knowledge identified and interacts well with lesson

/7.5

Cohesive Rationale written up separate from planned lesson

/7.5


/15

Part 4 Contextualized Lesson Implementation and Reflection

Lesson carried out and reflection discussing how this worked

/10

Exploration of self within this process

/10


/20

TOTAL POINTS FOR FUNDS OF KNOWLEDGE PROJECT

/70

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The average food stamp budget is just $3 a day. Your challenge is to budget a whole week of meals at

$3 a day, or $21 in one week. This assignment is experiential and requires you to try to adhere to the

meals you budgeted. In other words this assignment is not just about planning but also implementing a

food stamp budget for one week. Look around town to find food items that are inexpensive. Use the

following table to document your findings and budget for a week worth of food on the above budget.

Day Meal

Description of Food & Price

per item

Total $

Meal

Food Purchased

From

Sunday Breakfast

Lunch

Dinner

Monday Breakfast

Lunch

Dinner

Tuesday Breakfast

Lunch

Dinner

Wednesday Breakfast

Lunch

Dinner

Thursday Breakfast

Lunch

Dinner

Friday Breakfast

Lunch

Dinner

Saturday Breakfast

Lunch

Dinner

Please write your responses to your experience. Answer the following questions in 1-2 pages.

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What were your thoughts before & after reading what you had to do for this challenge?

What strategies did you use to complete this challenge?

What was the hardest part of budgeting for the week on $21 total?

How difficult was it to eat healthy on that budget?

How do you believe such circumstances can affect a student, their family, and you as a teacher?

What times during the week was this especially hard to maintain and why? How did you deal

with this in order to complete the assignment?

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Family Problem Solving Letter

The purpose of this assignment is to provide you with the opportunity to create a letter that you (as a

teacher) would send home to the families of the students in your classroom as a means of describing to

them the problem solving meeting

Guidelines:


On a separate piece of paper, type up a brief explanation (bullets are fine) of the school context

(size of school, its location, population served) and the audience to whom you are writing (grade

of the students, social class and income level of families, the background of the parents such as

those that are ELL or ESE, etc.) You can make this information up. Make sure your letter takes

into consideration these aspects of the school.

The letter itself should hit on the following areas :

o Brief description of what has been done in the past

o Present the Family School Problem Solving Meeting and how it is changing. Also discuss

the goals of the new approach to FPS.

o Describe who can and will be involved in such meetings (include the student)

o How you plan to contact the family with regard to the meetings

o DO NOT use Times New Roman font. Letter should be inviting, MUST include

appropriate use of graphics/pictures/borders/quotes.

o Stray away from “I” and use “We” in the body of the letter…remember we are

introducing a COLLABORATIVE approach and language should reflect this.

Don’t forget spelling and grammar as well as the language and vocabulary you use. The letter should

only be one page. Try to format the letter intentionally (not one huge paragraph, not tiny font, etc).

Note: Remember when working with ESOL students, it is appropriate to use the student and family’s

primary language in the letter when possible

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Family Diversity Small Group Project

During the semester you will be organized into small groups and asked to form a family of your own

based on a case study assigned to your group. Please plan to get organized and get underway with this

project as soon as teams are announced! (I suggest you exchange contact information with your group

members)

The purpose of this assignment is threefold:

To explore the influences of family diversity on professional teaching practices and interactions

with families.

To increase your understanding of the particular strengths and obstacles faced by families in

differing life circumstances.

To develop instructional strategies that connect all types of one family’s funds of knowledge,

including ELL’s, gifted and ESE, to your classroom instructional goals and practices

The steps in the assignment are to:

1. Read your case study and create a genogram/relationship map outlining the relationships in the

family and involved school professionals.

2. Respond to the discussion questions proposed in your case as a group (prior to meeting with the

instructor). Failure to coming prepared to meeting with instructor will result in a significant loss

of points.

3. Develop a presentation, together as a group, in which you outline the composition of your

family, identify their funds of knowledge, explain any special challenges, present your family’s

situation, and provide suggestions for how one might create a culturally responsive teaching plan

for students from this family.

4. Meet with the instructor to discuss your group’s conceptualization of the case and reflect on the

process of this experience.

Due dates:

Group presentations will be held 10/28, 11/4 and 11/18.

Use the following guidelines in developing your presentation and conducting your focus group.

Group Presentation (25 points)

The presentation should be engaging and dynamic. First, your task is to present your family so that the

audience can understand the family structure and identify the family’s funds of knowledge. Each of you

should assume responsibility for one of the characters in the case study. Some of the cases are not as

descriptive as others, so feel free to develop the family background and storyline as needed. Each family

is unique so each presentation will be different. Once you have presented the family, describe the

problem and have the class help you develop solutions. You should already have some solutions ready

to discuss and act out, but it is a good idea to engage the class in finding possibilities…they may think of

something creative that has not yet been considered. I encourage you to be creative and thoughtful when

developing your presentation. It may help to consider the following:

Who is your family? (family composition, ethnic background, SES, disabilities, etc.) What are

their funds of knowledge?

Major issues to be considered

Contributing factors affecting the situation

What are your student’s personal and academic characteristics?

Family’s expressed values and beliefs about learning

Caregivers’ efforts to teach their child

Child’s learning experiences with other family or community members

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Collaborative measures: What are the next steps? How will you contextualize the instruction?

Creativity, visual aids, etc.?

Instructor Meeting/Focus group (10 points)

Your group should meet to thoughtfully discuss the questions at the end of the case study prior to

meeting with your instructor. Also, consider the following: What is the problem in this case study? What

has caused this problem? How should the problem be solved? Make note of your thinking during this

meeting. Do you find yourself siding with one or more family members? How do you feel about the

situation? Does it make you want to cast blame? What from your own experience helps you relate to this

case? The meeting with your instructor will serve as an opportunity to get feedback and further develop

your presentation.

Be prepared to reflect on your answers to these questions when your group meets with the instructor.

Both of these meetings (focus group meeting and instructor meeting) should occur before the

presentation.

Page | 21

Your group will be graded on the following:

Meeting with Instructor

Achieved even distribution of group member involvement

Genogram Completed

Case Study Questions Completed

Group Contract Completed

Additional Comments/Notes:

Total Score ___/10

Group Presentation

Even distribution of group member involvement

(heavily influenced by peer evaluation forms)

Explanation of Case

Genogram Inclusion

Funds of Knowledge Exploration

Creativity/Innovative

Teachable Moments

Inclusion of Experiential Activities

Class/Audience Engagement

Clear Description of Details

Facilitation of class applying concepts (Discussion)

Connecting key points raised by class to case

Time Management

Connection of Funds of Knowledge to possible solutions

Variety (Props/PowerPoint/Video/Etc)

Additional Comments/Notes:

Total Score ___/25

Page | 22

TEAM CONTRACT

Successful team performance depends on balancing personal accountability for individual ideas and

behaviors with those that the team demands. When working in teams individuals can be motivated to

maximize their own rewards and minimize their own costs. However, conflicts arise when

individualism disrupts the team’s collective goals. For example, conflict can stem from an unequal

division of resources. When team members believe they are not receiving enough benefit or recognition

for what they are giving, they sometimes reduce their effort and turn in work of lower quality. Such

“free riding” occurs most frequently when divide and conquer strategies combine individual

contributions into a single product or performance and individual effort is perceived as unequal. At this

point, some team members may take on extra responsibilities while other team members may reduce

their own efforts or withdraw from the team completely, engaging in “social loafing.” These behaviors

may create anger, frustration, or isolation – resulting in a dysfunctional team and poor quality of work.

However, a well-formulated team contract might help a team avoid such potentially dysfunctional

dynamics.

Team Name (give your group a name):

Team Purpose (provide a brief description of the purpose of your team, i.e. why does your team exist?):

Team Processes (identify strategies your team will use to ensure effective communications and decision

making. May include leadership and decision making structures, how team will communicate, who will

set and distribute agendas, what file keeping methods will be, when and where you will meet, and any

other logistical details):

Name/Contact Information

Name: Phone: Email:

Page | 23

Portfolio Presentation (in lieu of final exam)

This will take place during the scheduled final exam time allotted for this section.

You will be divided into two separate groups (A and B) and a time slot designated for each

group. Partners will be announced the day of the presentation. Each group will be present in

class for 1 hour each.

You will be paired up in groups of two.

You will take turns presenting your “student” portfolio to your partner (acting as caregiver). This

exchange, 15 minutes per person, will be monitored and evaluated by your instructor (see

guidelines for what instructor looks for in interactions between student/caregiver partnerships.

As with SLC’s, there will be several conferences happening simultaneously.

Guidelines for Portfolio Presentation:

Presented in the form of a student led conference

All assignments completed should be in your portfolio (with the exception of your story book

artifact if it is too large).

As the “student,” you will walk your partner through your portfolio detailing your

accomplishments and learning throughout the semester

As the “caregiver,” you will ask your student questions/make comments about their work that

will help you understand their learning process, and let them know you are engaged in their

presentation.

Each person will address the following process questions at the end of their presentation (these

questions will also need to be written 1-2 pages and turned in at end of presentation):

o Have your perceptions of teaching changed since the beginning of the semester? How?

What evidence do you have of this change?

o What were your teaching goals at the beginning of the semester? What are they now?

o Has your “Personal Vision” changed?

o What has impacted you most in regard to your beliefs/feelings on interacting with

families as an educator?

o Reflect on this semester’s topics: which three paradigms/ideas resonate most with your

view of yourself as a future educator?

Portfolio contents must be in a 3 ring binder with tabs indicating different assignments

Please review your Portfolio before this presentation, reflecting on your progress, thoughts

surrounding growth, areas of development, and strengths as a future teacher.

You will be evaluating your partner

PRINT OUT THE NEXT PAGE AND BRING IT TO THE FINAL

Page | 24

Portfolio Presentation (30 pts)

Name: _________________________________ UF ID: _________________

WRITTEN portion: _________ (20 points)

Examples

Presented in the form of a student led conference

All assignments completed should be in your portfolio (with the exception of your story book).

Addressed one or more of the following questions:

o Change in perceptions of teaching since the beginning of the semester? How? What

evidence do you have of this change?

o Teaching goals at the beginning of the semester? What are they now?

o Has your “Personal Vision” changed?

o What has impacted you most in regard to your beliefs/feelings on interacting with

families as an educator?

o Reflect on this semester’s topics: which three paradigms resonate most with your view of

yourself as a future educator?

ORAL/ORGANIZATION portion: _________ (5 points)

Examples

As the “student” you will walk your partner through your portfolio detailing your

accomplishments and learning throughout the semester

All assignments completed are in your portfolio (with the exception of your story book).

Portfolio is organized (with tabs) in a way that assists partner in understanding your thought

process as you share

Walk your partner through your portfolio detailing your accomplishments and learning

throughout the semester

Creativity of portfolio

Clarity of presentation

Ability to identify strengths and areas in need of development throughout your work

Partner Addressed one or more of the following questions:

Change in perceptions of teaching since the beginning of the semester? How? What evidence do

you have of this change?

Teaching goals at the beginning of the semester? What are they now?

Has your “Personal Vision” changed?

What has impacted you most in regard to your beliefs/feelings on interacting with families as an

educator?

Reflect on this semester’s topics: which three paradigms resonate most with your view of

yourself as a future educator?

Page | 25

RESPONSE/LISTENING portion: _________ (5 points)

Examples

As the “caregiver” you will ask your student questions/make comments about their work that

will help you understand their learning process, and let them know you are engaged in their

presentation.

Use of strength-based language and statements of encouragement

Use of open-ended, probing questions in order to facilitate presentation

Use of reflective listening skills and attentiveness

ANY ADDITIONAL COMMENTS:

Page | 26

Grade Record Sheet

SDS 3430

Participation/Attendance

/75

Personal Vision

/15

“Let me introduce myself” Storybook

/20

Caregiver Welcome Letter

/20

Student Funds of Knowledge Activity

/15

Student Funds of Knowledge Case Study

/20

Contextualized Instruction Lesson Plan & Rationale

/15

Contextualized Instruction Implementation & Reflection

/20


/10

Exam #1

/25

Exam #2 /30

Family Problem-Solving Meeting Letter

/20

Family Diversity (Group) Project

/35

Portfolio Project

/30

TOTAL /350

Grading: (no minus grades given for this class)

A 92-100% 322-350 points

B+ 90-91.9% 315-321

B 85-89.9% 297-314

C+ 79-84.9% 276-296

C 72-78.9% 252-275

Page | 27

Objectives, Competencies, and Accomplished Practices Addressed in this Course

Course Objectives

1. Students will develop an understanding of and appreciation for the contributions and perspectives of

families and other stakeholders relative to the education of their children.

2. Students will demonstrate knowledge of various models of family-school role

relations such as the theory of collaborative family-school roles.

3. Students will demonstrate their understanding of the influence of diversity* on:

(a) the development of relationships with children and their families (as well as with administrators and

other school personnel), and (b) the teaching/learning experience.

4. Students will demonstrate their understanding of collaborative strategies and interpersonal

communication skills for engaging families in the assessment, planning, implementation, and evaluation

of instructional strategies to promote their child's learning.

5. Students will develop effective interpersonal communication skills which might be utilized in both

gathering and sharing information with students' families, reporting student performance data and/or

progress, and planning needed next steps to enhance student progress (e.g., such as in an IEP meeting).

6. Students will demonstrate effective negotiation and conflict resolution skills which might be utilized

in leading a joint family-school problem-solving meeting.

7. Students will gain familiarity with practices for engaging families in their children's learning through

changing the social climate of the school by means of specific climate-building activities.

8. Students will gain familiarity with procedures for accessing and/or advocating for community

resources on behalf of children and their families.

*Diversity includes race, ethnicity, culture, gender, sexual orientation, socioeconomic status, family

structure, and physical/mental/emotional challenges or disabilities.

Page | 28

Special Education (CEC) Competencies Addressed and/or Assessed in this Course

5. Examining variations in beliefs, traditions, and values across cultures within this society and their effect

on the relationships between child, family, and schooling.

6. Rights and responsibilities of parents, students, teachers and schools as they relate to individuals with

exceptional learning needs.

12. Characteristics and effects of the cultural environmental milieu of the child and the family (e.g., cultural

diversity, socioeconomic diversity, abuse/neglect, substance abuse, etc.).

19. Typical procedures used for screening, pre-referral, referral, and classification.

25. Collaborate with parents and other professionals involved in the assessment of students with individual

learning needs.

27. Gather background information regarding academic, medical and family history.

30. Report assessment results to students, parents, administrators and other professionals using appropriate

communication skills.

31. Use performance data and teacher/student/parent input to make or suggest appropriate modification in

learning environments.

42. Diversity and dynamics of families, schools, and communities as related to effective instruction for

individuals with exceptional learning needs.

58. Use verbal and nonverbal communication techniques.

85. Importance and benefits of communication and collaboration which promotes interaction with students,

parents, school and community personnel.

86. Typical concerns of parents of individuals with learning needs and appropriate strategies to help parents

deal with these concerns.

87. Developing individual student programs with team members.

88. Roles of students, parents, teachers, other school and community personnel in planning a student's

individualized program.

89. Ethical practices for confidential communication with others about individual with exceptional learning

needs.

90. Use collaborative strategies in working with students, parents, teachers, and other school and community

personnel in various learning environments.

91. Communicate and consult with students, parents, teachers and other school and community personnel.

92. Foster respectful and beneficial relationships between families and professionals.

93. Encourage and assist families to become active participants in the educational team.

94. Plan and conduct collaborative conferences with parents or primary caregivers.

95. Collaborate with regular classroom teachers and other school and community personnel in integrating

students into various learning environments.

97. One's own cultural biases and differences that affect one's teaching.

100. Demonstrate positive regard for the cultures, religion, gender, and sexuality of students.

104. Engage in professional activities, which may benefit exceptional individuals, their families and/or

colleagues.

Page | 29

Accomplished Practices Addressed in this Course

Accomplished practices to be addressed in this course fall into four domains:

Understanding the rationale for family-school involvement and knowledge of alternative theories

of family-school roles (Practice 11).

Appreciating the influence of diversity in students and their families (Practice 5).

Knowledge of collaborative instructional role practices and interpersonal communication

competencies. (Practice 2).

Awareness of legal and ethical principles under girding educational professionals' interaction

with families (Practice 6).

Page | 30

ESOL Standards and Performance Indicators

The following ESOL Standards and Performance Indicators are addressed in the content of this course

as part of the infused ESOL Program in the Unified Elementary and Early Childhood Programs

(PROTEACH).

SDS 3430 Standard 1 Standard 2 Standard 3

Domain 1 1.1a-e

Domain 2

Domain 3 3.3a-b

Domain 4 4.1c 4.2a-b

Domain 5

FLORIDA TEACHER STANDARDS for ESOL ENDORSEMENT 2010

Domain 1: Culture (Cross-Cultural Communications)

Standard 1: Culture as a Factor in ELLs’ Learning—Teachers will know and apply understanding of

theories related to the effect of culture in language learning and school achievement for ELLs from

diverse backgrounds. Teachers will identify and understand the nature and role of culture, cultural

groups, and individual cultural identities.

Performance Indicators

1.1. a. Understand and apply knowledge about cultural values and beliefs in the context of teaching and

learning of ELLs, from diverse backgrounds and at varying English proficiency levels.

1.1.b. Understand and apply knowledge of concepts of cultural competence, particularly knowledge

about how cultural identities affect learning and academic progress for students from diverse

backgrounds and at varying English proficiency levels.

1.1.c. Use a range of resources in learning about the cultural experiences of ELLs and their families to

guide curriculum development and instruction.

1.1. d. Understand and apply knowledge about the effects of racism, stereotyping, and discrimination in

teaching and learning of ELLs from diverse backgrounds and at varying English proficiency levels.

1.1.e. Understand and apply knowledge about home/school connections to build partnerships with

ELLs’ families (e.g., Parent Leadership Councils (PLC).

1.1.f. Understand and apply knowledge about concepts related to the interrelationship between language

and culture for students from diverse backgrounds and at varying English proficiency levels.

Domain 2: Language and Literacy (Applied Linguistics)

Standard 1: Language as a System

Page | 31

Teachers will demonstrate understanding of language as a system, including phonology, morphology,

syntax, semantics and pragmatics; support ELLs’ acquisition of English in order to learn and to read,

write, and communicate orally in English.


2.1.a. Demonstrate knowledge of the components of language and understanding of language as an

integrative and communicative system.

2.1.b. Apply knowledge of phonology (the sound system), morphology (the structure of words), syntax

(phrase and sentence structure), semantics (word/sentence meaning), and pragmatics (the effect of

context on language) to support ELLs’ development of listening, speaking, reading, and writing

(including spelling) skills in English.

2.1.c. Demonstrate knowledge of rhetorical and discourse structures as applied to second language and

literacy learning.

2.1.d. Demonstrate proficiency in English and model for ELLs the use of appropriate forms of English

for different purposes.

2.1.e. Identify similarities and differences between English and other languages reflected in the ELL

student population.

Standard 2: Language Acquisition and Development Teachers will understand and apply theories and

research on second language acquisition and development to support ELLs’ learning.


2.2.a. Demonstrate understanding of current and past theories and research in second language

acquisition and bilingualism as applied to ELLs from diverse backgrounds and at varying English

proficiency levels.

2.2.b. Recognize the importance of ELLs’ home languages and language varieties, and build on these

skills as a foundation for learning English.

2.2.c. Understand and apply knowledge of sociocultural, sociopolitical, and psychological variables to

facilitate ELLs’ learning of English.

2.2.d. Understand and apply knowledge of the role of individual learner variables in the process of

learning English as a second language.

Standard 3: Second Language Literacy Development Teachers will demonstrate an understanding of

the components of literacy, and will understand and apply theories of second language literacy

development to support ELLs’ learning.


Page | 32

2.3.a. Understand and apply current theories of second language reading and writing development for

ELLs from diverse backgrounds and at varying English proficiency levels.

2.3.b. Demonstrate understanding of similarities and differences between L1 (home language) and L2

(second language) literacy development.

2.3. c. Demonstrate understanding of how L1 literacy influences L2 literacy development and apply this

to support ELLs’ learning.

2.3.d. Understand and apply knowledge of sociocultural, sociopolitical, and psychological variables to

facilitate ELLs’ L2 literacy development in English.

2.3.e. Understand and apply knowledge of how principles of phonology, morphology, syntax, semantics,

and discourse affect L2 reading and writing development.

Domain 3: Methods of Teaching English to Speakers of Other Languages (ESOL)

Standard 1: ESL/ESOL Research and History Teachers will demonstrate knowledge of history, public

policy, research and current practices in the field of ESL/ESOL teaching and apply this knowledge to

improve teaching and learning for ELLs.


3.1.a. Demonstrate knowledge of L2 teaching methods in their historical context.

3.1.b. Demonstrate awareness of current research relevant to best practices in second language and

literacy instruction.

3.1.c. Demonstrate knowledge of the evolution of laws and policy in the ESL profession, including

program models for ELL instruction.

Standard 2: Standards-Based ESL and Content Instruction Teachers will know, manage, and implement

a variety of teaching strategies and techniques for developing and integrating ELLs’ English listening,

speaking, reading, and writing skills. The teacher will support ELLs’ access to the core curriculum by

teaching language through academic content.


3.2. a. Organize learning around standards-based content and language learning objectives for students

from diverse backgrounds and at varying English proficiency levels.

3.2.b. Develop ELLs’ L2 listening skills for a variety of academic and social purposes.

3.2.c. Develop ELLs' L2 speaking skills for a variety of academic and social purposes.

3.2.d. Provide standards-based instruction that builds upon ELLs’ oral English to support learning to

read and write in English.

Page | 33

3.2.e. Provide standards-based reading instruction appropriate for ELLs from diverse backgrounds and

at varying English proficiency levels.

3.2.f. Provide standards-based writing instruction appropriate for ELLs from diverse backgrounds and at

varying English proficiency levels.

3.2. g. Develop ELLs’ writing through a range of activities, from sentence formation to expository

writing.

3.2. h. Collaborate with stakeholders to advocate for ELLs’ equitable access to academic instruction

(through traditional resources and instructional technology).

3.2.i. Use appropriate listening, speaking, reading, and writing activities in teaching ELLs from diverse


3.2.j. Incorporate activities, tasks, and assignments that develop authentic uses of the second language

and literacy to assist ELLs in learning academic vocabulary and content-area material.

3.2. k. Provide instruction that integrates listening, speaking, reading, and writing for ELLs of diverse

backgrounds and varying English proficiency levels.

Standard 3: Effective Use of Resources and Technologies

Teachers will be familiar with and be able to select, adapt and use a wide range of standards-based

materials, resources, and technologies.


3.3.a. Use culturally responsive/sensitive, age-appropriate and linguistically accessible materials for

ELLs of diverse backgrounds and varying English proficiency levels.

3.3.b. Use a variety of materials and other resources, including L1 resources, for ELLs to develop

language and content-area skills.

3.3.c. Use technological resources (e.g., Web, software, computers, and related media) to enhance

language and content-area instruction for ELLs of diverse backgrounds and varying English proficiency

levels.

Domain 4: ESOL Curriculum and Materials Development

Standard 1: Planning for Standards-Based Instruction of ELLs Teachers will know, understand, and

apply concepts, research, best practices, and evidenced-based strategies to plan classroom instruction in

a supportive learning environment for ELLs. The teacher will plan for multilevel classrooms with

learners from diverse backgrounds using a standards-based ESOL curriculum.


4.1.a. Plan for integrated standards-based ESOL and language sensitive content instruction.

Page | 34

4.1.b. Create supportive, accepting, student-centered classroom environments.

4.1.c. Plan differentiated learning experiences based on assessment of students’ English and L1

proficiency and integrating ELLs’ cultural background knowledge, learning styles, and prior formal

educational experiences.

4.1.d. Plan learning tasks for particular needs of students with limited formal schooling (LFS).

4.1.e. Plan for instruction that embeds assessment, includes scaffolding, and provides re-teaching when

necessary for individuals and small groups to successfully meet English language and literacy learning

objectives.

Standard 2: Instructional Resources and Technology Teachers will know, select, and adapt a wide

range of standards-based materials, resources, and technologies.


4.2.a. Select and adapt culturally responsive/sensitive, age-appropriate, and linguistically accessible

materials.

4.2.b. Select and adapt a variety of materials and other resources including L1 resources, appropriate to

ELLs’ developing English language and literacy.

4.2.c. Select technological resources (e.g., Web, software, computers, and related media) to enhance

instruction for ELLs of diverse backgrounds and at varying English proficiency levels.

Domain 5: Assessment (ESOL Testing and Evaluation)

Standard 1: Assessment Issues for ELLs Teachers will understand and apply knowledge of assessment

issues as they affect the learning of ELLs from diverse backgrounds and at varying English proficiency

levels. Examples include cultural and linguistic bias; testing in two languages; sociopolitical and

psychological factors; special education testing and assessing giftedness; the importance of standards;

the difference between formative and summative assessment; and the difference between language

proficiency and other types of assessment (e.g., standardized achievement tests). Teachers will also

understand issues around accountability. This includes the implications of standardized assessment as

opposed to performance-based assessments, and issues of accommodations in formal testing situations.


5.1.a. Demonstrate an understanding of the purposes of assessment as they relate to ELLs of diverse


5.1.b. Identify a variety of assessment procedures appropriate for ELLs of diverse backgrounds and at

varying English proficiency levels.

5.1.c. Demonstrate an understanding of appropriate and valid language and literacy assessments for

ELLs of diverse backgrounds and at varying English proficiency levels.

Page | 35

5.1.d. Demonstrate understanding of the advantages and limitations of assessments, including the array

of accommodations allowed for ELLs of diverse backgrounds and at varying English proficiency levels.

5.1.e. Distinguish among ELLs’ language differences, giftedness, and special education needs.

Standard 2: Language Proficiency Assessment Teachers will appropriately use and interpret a variety

of language proficiency assessment instruments to meet district, state, and federal guidelines, and to

inform their instruction. Teachers will understand their uses for identification, placement, and

demonstration of language growth of ELLs from diverse backgrounds and at varying English

proficiency levels. Teachers will articulate the appropriateness of ELL assessments to stakeholders.


5.2.a. Understand and implement district, state, and federal requirements for identification,

reclassification, and exit of ELLs from language support programs, including requirements of the

LULAC Consent Decree.

5.2.b. Identify and use a variety of assessment procedures for ELLs of diverse backgrounds and varying

English proficiency levels.

5.2.c. Use multiple sources of information to assess ELLs’ language and literacy skills and

communicative competence.

Standard 3: Classroom-Based Assessment for ELLs

Teachers will identify, develop, and use a variety of standards- and performance-based, formative and

summative assessment tools and techniques to inform instruction and assess student learning. Teachers

will understand their uses for identification, placement, and demonstration of language growth of ELLs

from diverse backgrounds and at varying English proficiency levels. Teachers will articulate the

appropriateness of ELL assessments to stakeholders.


5.3.a. Use performance-based assessment tools and tasks that measure ELLs’ progress in English

language and literacy development.

5.3.b. Understand and use criterion-referenced assessments appropriately with ELLs from diverse


5.3.c. Use various tools and techniques to assess content-area learning (e.g., math, science, social

studies) for ELLs at varying levels of English language and literacy development.

5.3.d. Prepare ELLs to use self- and peer-assessment techniques, when appropriate.

5.3.e. Assist Ells in developing necessary test-taking skills.

5.3. f. Assess ELLs’ language and literacy development in classroom settings using a variety of

authentic assessments, e.g., portfolios, checklists, and rubrics.

Page | 36

Relation of Course Objectives to ESOL Performance Standards

Course Objectives ESOL

Performance

Standards

Readings Activities Assessment

Students will demonstrate their

understanding of the influence of

diversity* on (a) the development of

relationships with children and their

families (as well as with

administrators and other school

personnel) and (b) the

teaching/learning experience.

*Diversity includes race, ethnicity,

culture, gender, sexual orientation,

socioeconomic status, family

structure, and

physical/mental/emotional

challenges or disabilities.

1.1a

1.1b

1.1c

1.1d

-West Olatunji chapter,

-Bragg reading

-McIntosh reading

-Morgan reading,

- Case studies

-Horatio Algier

Bootsraps activity

-Discussion of videos

on race and poverty

-Mapping Personal

Identities exercise

- Multicultural

Communication

Exercise

-Exam

-Family Diversity

Project

-Let Me Introduce

Myself Storybook and

reflection

-Minute papers


understanding of the influence of

diversity* on (a) the development of

relationships with children and their

families (as well as with

administrators and other school

1.1a

1.1b

1.1c

1.1d

Leibforth Clark chapter

8,

Coady chapter,

Tomasito case study,

Annabella case study

Multicultural

Communication

Exercise

-Horatio Algier

Bootstraps Activity

-Family Welcome Letter

-Funds of Knowledge

Project

Page | 37

personnel) and (b) the

teaching/learning experience.

*Diversity includes race, ethnicity,

culture, gender, sexual orientation,

socioeconomic status, family

structure, and

physical/mental/emotional

challenges or disabilities.

1.1e -Funds of Knowledge

Storybook

-Tomasito Family

School Problem Solving

Meeting

Students will develop an

understanding of and appreciation

for the contributions and

perspectives of families and other

stakeholders relative to the

education of their children.

Students will demonstrate

knowledge of various theories of

family-school role construction such

as the theory of collaborative

family-school roles.


understanding of collaborative

strategies and interpersonal

communication skills for engaging

families in the assessment,

1.1e

4.1c

Amatea Ch 3

West Olatunji 6

Culture & Mileu Collage

-Designs Family School

Climate building activity

for English & non

English speaking

families

-Exam 1

-Family Diversity

Project

Page | 38

planning, implementation, and

evaluation of instructional strategies

to promote their child's learning

Students will gain familiarity with

practices for engaging families in

their children's learning through

changing the social climate of the

school by means of specific

climate- building activities.

Students will develop an

understanding of and appreciation

for the contributions and

perspectives of families and other

stakeholders relative to the

education of their children.


understanding of collaborative

strategies and interpersonal

communication skills for engaging

families in the assessment,

planning, implementation, and

evaluation of instructional strategies

to promote their child's learning.

1.1c

1.1e

Amatea Ch 7 Read case studies and

identify family and

community funds of

knowledge.

-Demonstrate ability to

identify and use family,

neighborhood, and

community resources in

planning instruction,

through a

contextualized lesson

plan.

-Exam

Page | 39

Students will demonstrate an

understanding of the legal and

ethical principles that guide

teachers' professional practice with

children and their families.

Students will demonstrate effective

negotiation and conflict resolution

skills which might be utilized in

leading a joint family-school

problem-solving meeting.






climate-building activities.

Students will demonstrate

knowledge of various theories of

family-school role construction such

as the theory of collaborative

family-school roles.

3.3a

3.3b

4.2a

4.2b

Finders & Lewis;

West Olatunji chapter;

Hanney & Doan

Chapter 5

Case studies

Case study

Presentations

-Family Diversity

Project

Page | 40






climate-building activities.


procedures for accessing and/or

advocating for family and

community resources on behalf of

children and their families.

Documents

Course Overview - College of Education Portal | Educator ... Exam Week Exam Group 16B: Fri., Dec. 16 , 10:00am – 12:30 pm Final Exam-Online Online Exam will be opened on 12/2at 11:30