Module 6a Funds of Knowledge

Slides:

Advertisements

Similar presentations

M eeting the Needs of All Students in a Collaborative Model: Co-Teaching The School District of Philadelphia A Collaborative Effort Office of Empowerment.

Advertisements

ENGLISH LEARNING FOR NON- NATIVE CHILDREN AROUND THE WORLD: SHOULD IT BE “SINK OR SWIM” APPROACH? By Majida Mehana, Ph.D.

NCLB Basics From “What Parents of Students with Disabilities Need to Know & Do” National Center on Educational Outcomes University of Minnesota

 Making instruction comprehensible.  Encouraging communication.  Integrating language and curriculum skills into instruction through the use of ESOL.

Making Curriculum Accessible to English Language Learners.

Individualizing: Just the Right Amount of Help Susan R. Sandall, PhD Head Start Center for Inclusion

Benefits of Culturally and Linguistically Diverse Classrooms

Meeting the Needs of English Learners With Reading Difficulties Through a Multitiered Instructional Framework OSEP Project Directors’ Meeting July 2014.

 RTI Effectiveness Model for ELLs University of Colorado at Boulder.

Session 12 Self- & Peer-Assessment. Self-Assessment Self-assessment is an essential aspect of the teaching - learning process. Self-assessment promotes.

How Libraries Can Better Serve English Language Learners Compiled by Wendy Tucker from the articles below: Library Demographics, Services and Programs.

Resources for Supporting Engagement for Each and Every Family 1.

Strengths and Challenges for Diverse Learners Bringing Cultural and Linguistic Opportunities to the Classroom.

Meaningful Mathematics

Strategies for Teaching Students with Learning and Behavior Problems, 8e Vaughn and Bos ISBN: © 2012, 2009, 2006 Pearson Education, Inc. All.

Module 8 Teaching English Learners

ESL, Now What? ESL Teaching Simple and Effective Practices Georgia Arruda PP110 Lincoln County Department of Education September 13, 2010

Science: Unit 3, Key Topic 1http://facultyinitiative.wested.org/1.

Rachel Foreman, Kara Grote, Chandis Harp, Tina Winkle.

Benefits of Culturally and Linguistically Diverse Classrooms Student Profile.

Culturally Responsive Teaching in Diverse Classrooms By Kenny and Maria CHAPTER 3.

RESPONDING TO LINGUISTIC DIVERSITY Anny Northcote From: Learning to Teach in the Primary School 2nd edition, Routledge © 2010 UNIT 6.5.

BENEFITS OF USING TESOL’S STANDARDS TO GUIDE INSTRUCTIONAL DESIGN IN THE CLASSROOM.

Using TESOL’s Standards to Guide Instructional Design

Benefits of Culturally and Linguistically Diverse Classrooms

Welcome to the ELL Program!

Baltimore County Public Schools’ Office of Equity and Assurance in collaboration with: Department of Professional Development World Languages Special Education.

The Teacher- Child Interaction Linking Developmentally Appropriate Practices to the Characteristics of Effective Instruction.

Diverse Learners THE BENEFITS OF CULTURALLY & LINGUISTICALLY DIVERSE LEARNERS.

Developmentally Appropriate Practices. Five Guidelines For Developmentally Appropriate Practices.

Meeting the LEAPS Act May 5, PEI: Building Rigorous and Robust PreK-3 Family Engagement 1.

ENGLISH AS AN ADDITIONAL LANGUAGE LEARNERS AT SECONDARY SCHOOL INVOLVING PARENTS.

School Governance Council Meeting February 18, 2016 River Eves Elementary School NEIL PINNOCK, PRINCIPAL MATTHEW DONAHOE, ASSISTANT PRINCIPAL.

Benefits of Culturally and Linguistically Diverse Classrooms Jerrod Ball READ 6718: Literacy in Culturally and Linguistically Diverse Classrooms.

Benefits of culturally and linguistically diverse classrooms

WHY INVOLVE PARENTS? Involving parents, Raising Achievement (DfES publication) identifies, among others, the following key research findings: Children.

By: Susan Marshall, Tracy Robart, and Cindy Smith

Module 6b Culturally Responsive Questioning Strategies

WEST COAST Action plan for ELLs

School Governance Council Meeting February 9, 2016

Professor of Education

“Because of the children”

ABNEY LEARNING COMMUNITY

Melissa Page, PhD, MPH University of Arizona

Professor of Education

Tutorial Welcome to Module 13

Performance Indicator F: Performance Indicator G

Educate Alabama PLP Development.

Push-in Contextualized ELD

ABNEY LEARNING COMMUNITY

Performance Indicator D:

School Governance Council Meeting February 18, 2016

Teaching All Children: Planning and Assessment

K-16 Science at Edgewood: A Three School Collaboration

Module 26 Differentiating & Connecting ELA-Sec

Performance Indicator E:

Module 7: Secondary ELA Funds of Knowledge Application

Florida adopted the FL WIDA English Language Development Standards in June 2014 and became a full member of the Florida Consortium in June 2015.

california Standards for the Teaching Profession

Welcome Saint Anne Elementary School!

Professor of Education

WELCOME TO ELL AT ENGLISH LANDING

WELCOME to ELL at English Landing

English Learner Parent Academy

Activity # 9 Sociolinguistic Premises about Teaching for Bi-literacy

Elishah Benavides & Angie salvucci

SUPPORTING ESL/ELL STUDENTS IN THE MATHEMATICS CLASSROOM

Dorothy S. Strickland, Ph.D. Rutgers, The State University of NJ

Content Area Reading: Chapter 3 Culturally and Linguistically Diverse Learners “ There are so many kinds of voices in the world, and none of them is without.

Anne Arundel County March 2012 Children Entering School Ready to Learn

Presentation transcript:

Module 6a Funds of Knowledge Belinda Louie, PhD, PI Professor of Education, UWT Project Core/Time/Digital October 20-22, 2016

Project Goals: Goal 1.1b Improve teachers’ standard-based teaching skills by (v) Differentiating instructional strategies for students with special needs and ELLs at different English proficiency levels, (vii) Connecting with students’ cultural and community assets. Session Goals: Improve teachers’ standard-based teaching skills by (1) Differentiating instruction for special education and EL students, (2) Utilizing students’ Funds of Knowledge to connect with students’ cultural and community assets. (3) Bridging opportunity gap for students of color, ELLs, students in poverty, and special education students.

Funds of knowledge are cultural practices and experiences that students have accumulated in their households with siblings, peers, friends, parents, and communities. The knowledge is not only valuable to students’ lives, but can assist teachers to make relevant and meaningful connections to classroom curriculum. “Tapping into the Funds of Knowledge of Culturallay and Linguistically Diverse Students and Families” (2011) Amaro-Jimenez and Semingson. NABE News.

Some Research Highlights González, Moll, & Amanti. (2005). Families have abundant knowledge that programs can learn and use in their family engagement efforts. Students bring with them funds of knowledge from their homes and communities that can be used for concept and skill development. Classroom practices sometimes underestimate and constrain what children are able to display intellectually. Teachers should focus on helping students find meaning in activities, rather than learn rules and facts. Group discussions around race and class should promote trust and encourage dialogue.

“Using Students’ Lived Experiences in an Urban Science Classroom: An Elementary School Teacher’s Thinking” by Bhaskar Rajupadhyay. (2005) - Application of scientific concepts in students’ lives “Bridging Funds of Distributed Knowledge: Creating Zones of Practices in Mathematics.” Andrade, Civil, & Moll (2009) - Math events in students’ lives

FAMILY LITERACY PROJECT: Bilingual Picture Books by English Learners FAMILY LITERACY PROJECT: Bilingual Picture Books by English Learners. Louie & Davis-Welton. (2015)

Are you ready to draw personal life line?