Communicating with Diverse Families...RIGHT PLACE 26 Jaime Madison Vasquez. DELIVER on the RIGHT PLATFORM 27 Jaime Madison Vasquez. 1. Micro-survey 2. Micro-interview 3. Simple Task

STRENGTHENING

CommunicationWITH

Diverse FamiliesTO FOSTER STUDENT LEARNING

Jaime Madison Vasquez University of Illinois at Chicago

[email protected]@jaimeliteracy

Language Matters Spring Conference - March 14, 2015Loyola University Chicago

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Jaime Madison Vasquez

What should teachers communicate with families about teaching and learning to foster student learning and empower families?

How can teachers more effectively communicate with culturally and linguistically diverse families?

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COMMUNICATION WITH FAMILIES

can make or breakSCHOOL-FAMILY

TIES

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SCHOOL-FAMILY TIES

IMPACTSTUDENT

PARTICIPATION

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Communication with familiescan impact student

attendance, attitude, and behavior

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STUDENT PARTICIPATION

IMPACTSCLASSROOM

INSTRUCTION

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COMMUNICATION WITH FAMILIEScan empower

FAMILIESor handicap

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EMPOWEREDFAMILIES

CANMAKE DECISIONSfor their children

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EMPOWEREDFAMILIES

CANMAKE DECISIONS

for the school

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EMPOWEREDFAMILIES

CAN FURTHERSUPPORT LEARNINGoutside of school

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COMMUNICATION WITH FAMILIES IS ABOUT

THE STUDENTS

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1

REALIZE YOURCOMMUNICATION

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TEACHERSshould be to

FAMILIESas

PUBLIC SERVANTS should be to

CONSTITUENTS

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PUBLIC SERVANTS should be to

CONSTITUENTS

Focus on Key Issues

Be Transparent

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TEACHERSand FAMILIES should act as partners

as

OLYMPIC COACHESand FAMILIES should act as partners

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OLYMPIC COACHESand FAMILIES should act as partners

Focus on Common Goal

Coach has Expertise

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TEACHERSshould communicate about

LEARNINGas

DOCTORS should communicate about

HEALTH

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Recommendations follow explanations

DOCTORS should communicate about

HEALTHMake the Technical Understandable

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TEACHER-FAMILYcommunication should celebrate

STUDENT LEARNINGas

A WEDDING TOAST should celebrate

THE HAPPY COUPLE

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A WEDDING TOAST should celebrate

THE HAPPY COUPLE

Polished, yet familiar

Tells a story

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What roles resonate?

What roles come easily?What roles are a challenge?

For you, 22


2

INVITE FAMILY

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DELIVER the

RIGHTMESSAGE

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DELIVER at the

RIGHT TIME

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DELIVER in the

RIGHT PLACE

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DELIVER on the

RIGHT PLATFORM

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1. Micro-survey2. Micro-interview3. Simple Task

Ask & Listen

Look & Listen1. Observe students2. Observe families

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What times, places, andplatforms are used to

communicate with families?

What family feedback do you have? do you need?

For you… 29


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COMMUNICATION

INVITE

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How often is

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FRAMEWORKFOR

TEACHINGComponent 4C

Communicating with

Families

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RARELY

REGULARLY

FREQUENTLY

DOES NOT

SOMETIMES

TIMELY

IS NOT TIMELY

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How frequent and timely isyour communication

with families about• Teaching and learning?• Student Progress?• Family Learning Activities?

For you… 34


In What Time???35


4INTEGRATE

COMMUNICATIONINTO

TEACHING & LEARNING

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FOCUS ONLEARNING

PROCESSES

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MORE focused onlearning processes.

LESS listing of curricular topics.

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Uncovering the skills, strategies, and learning processesthat matter, canempower culturally and linguistically diversefamilies and equip them tomake decisions for their children in school.

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TELLSTUDENT STORIES

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MORE personal tone focused on students.

LESS generaldescriptions and

commands.

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Families are rightlyfocused on the learning anddevelopment of their ownchildren. Sharing student stories from the classroommay lead to families sharing stories from home.

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Do you focus on learning processes?

In communicatingWith families…

Do you tell student stories?

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COMMUNICATIONINTENTIONAL

DESIGN

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MAKE ITRESPONSIVE

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MAKE ITENGAGING

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MAKE ITCLEAR

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MAKE ITMEANINGFUL

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MORE showingthrough images or student work.

LESS telling throughtext.

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MORE intentional, simplified language.

LESS complicated language and jargon.

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in the design.

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3-minute Design Challenge

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PRACTICAL• Allen, Creating welcoming schools• Edwards, Tapping the Potential of

Parents• Henderson, et. al., Beyond the

Bake Sale

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RESEARCH• Bryk & Schneider, Trust in schools

• Delgado‐Gaitan, Literacy for empowerment:

• González et. al., Funds of knowledge

• Heath, Ways with words• Rodríguez‐Brown, The home‐school connection

• Rogers, A critical discourse analysis of family literacy practices

• Valdés, Con respeto

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COMMUNICATION• Krashen, The input hypothesis• Kress & Van Leeuwen, Reading images• Sherwin, Creative workshop• Tognazzini, First Principles of Interaction Design (Revised & Expanded) http://asktog.com/atc/principles‐of‐interaction‐design/

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Documents

Communicating with Diverse Families...RIGHT PLACE 26 Jaime Madison Vasquez. DELIVER on the RIGHT PLATFORM 27 Jaime Madison Vasquez. 1. Micro-survey 2. Micro-interview 3. Simple Task