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Transcript of WORKSHOP SERIES WORKSHOP SERIES Training … 1 Combined.pdfWORKSHOP SERIES WORKSHOP SERIES Training...
WORKSKSK HOP SERIESWORKSHOP SERIES
Training ModulesTraining Modules
Session One of Five:Session One of Five:
Getting Started withGetting Started with
Rituals and RoutinesRituals and Routines
Families Learning Together Training Session 1: VSRI Learning Plan Florida Institute of Education at the University of North Florida ©2010
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FAMILIES LEARNING TOGETHER WORKSHOP SERIES DESCRIPTION
Program Goal: The overarching goal of the Families Learning Together workshop series is to foster school success and promote resiliency of young children by encouraging home/school partnerships and active participation of families in the education of their preschool and kindergarten children. Description: An eight-week series of family workshops developed for use with 15-20 families of children entering kindergarten. Workshop Components
o Family Conversations allow family members to share their perspectives about parenting, gain new knowledge, and explore strategies designed to help their children learn and succeed in school. The content and focus of each conversation is drawn from research findings and scholarly sources.
o Dinner and Discussion engages adult participants in a meal and a facilitated
discussion about the workshop topic.
o Literacy Learning engages participants in hands-on learning activities. Participants develop knowledge and skills to use with their children in learning activities and practice strategies to support the development of their children’s emergent literacy skills. After the lesson, children join their families to practice an activity.
o Children’s Club is open to children 18 months to 12 years old. Led by a certified
teacher(s) and assistants, Children’s Club is an educational childcare program. Children receive a well-balanced meal.
Outline for Two-Hour Workshop
Starter Activity o 15 minutes Greeting/Starter Activity
Family Conversations o 20 minutes Conversation Time o 5 minutes Transition to Meal
Dinner and Discussion o 25 minutes Meal and Discussion o 5 minutes Transition to Literacy
Literacy Lesson o 5 minutes Literacy Starter Activity o 10 minutes Family Literacy Lesson o 20 minutes Literacy Activities
Family Literacy Bags o 10 minutes Practice activity with child o 5 minutes Closing
Training Session One covers family
conversation topics for Families
Learning Together workshop 4.
Families Learning Together Training Session 1: VSRI Learning Plan Florida Institute of Education at the University of North Florida ©2010
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Session Outline with Materials List (BOLD ITEMS ARE PROVIDED WITH THE TRAINING MODULE)
Length/ Format
Activity Title Materials Needed for Activity
20 minutes/ individual, partner,
whole group
Starter: What Is Your
Name?
Getting Started with Rituals and Routines PowerPoint (Slide 2)
Computer and projector Learning Basic Skills through Music CD by Hap
Palmer (ASIN: B00004TVSM) CD player
Per Participant Acrostic Poem activity sheet What Is Your Name? words handout Pencil, crayons, and markers
60 minutes/ individual,
small group, whole group
Background Content:
Family Involvement with Routines
Getting Started with Rituals and Routines PowerPoint (Slides 3 -5)
Computer and projector Chart paper and chart markers
Per Participant Positive Effect of Family Involvement article The Routines of Family Life article Stop and Jot activity sheet Pen or pencil
45 minutes/ individual,
small group, whole group
Practice: Modeling Workshop Activities
Getting Started with Rituals and Routines PowerPoint (Slide 6-7)
Computer and projector
Per Participant Rituals and Traditions handout Pen or pencil Dinner Discussion handout
15 minutes/ individual, partner,
whole group
Reflection: What’s on Your Mind?
Getting Started with Rituals and Routines PowerPoint (Slide 8)
Computer and projector
Per Participant What’s on Your Mind? activity sheet Pen or pencil Families Learning Together session four
family conversation script NOTE: Each training session should be scheduled for two and a half hours. There is two hours and 20 minutes worth of content provided to allow for a ten-minute break taken at a time convenient to your group.
Families Learning Together Training Session 1: VSRI Learning Plan Florida Institute of Education at the University of North Florida ©2010
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PROCEDURES
Starter: What Is Your Name? Time: 20 minutes Format: individual, partner, whole group Note for Facilitator: Prepare and display an example of an acrostic poem. Be sensitive to participants who may not want to sing their name in the song. Materials: computer, projector, Getting Started with Rituals and Routines PowerPoint (slide 2), Learning Basic Skills through Music CD, CD player; Per Participant: Acrostic Poem activity sheet, pencil, crayons, and markers, What Is Your Name? words handout
(8 minutes - individual)
SHOW SLIDE TWO.
Welcome each participant as he/she arrives.
Give each participant an Acrostic Poem activity
sheet and say,
o “While we wait to begin, please write an
acrostic poem about yourself.”
o “An acrostic poem is a poem that uses the
letters in your name as the first letter of each
line.”
o “There is an example on the slide for you to
see. It is for someone named John. He describes himself as joyful, an
outstanding father, honest, and never on time.”
o “We are going to use these poems to introduce ourselves to one another
later.”
o “On your table there are pencils, crayons, and markers for you to use.”
o “Be sure the poem describes you – and you use the letters in your name.”
As participants are completing the poem, walk around the room and encourage
participants to complete the poem.
Families Learning Together Training Session 1: VSRI Learning Plan Florida Institute of Education at the University of North Florida ©2010
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(4 minutes – whole group)
Tell the participants to keep their poems out because they will be used shortly.
Hold up the Learning Basic Skills Through Music CD and say,
o “We are going to begin our time together by listening to a song called ‘What
Is Your Name?’”
o “The song will give us a chance to take turns introducing ourselves by
name.”
Give each participant a handout of words to the song. Say,
o “Please listen to the words – and when I point to you say your name.”
o “The song will say, ‘What is your name? My name is ________.”
o “I will point to one person at a time to insert his/her name into the song.”
Play the song What Is Your Name? (song #9) and point to one participant at a
time to insert his/her name.
(8 minutes – partner, whole group)
After listening and responding to the song and participants are seated, ask,
o “This song gave us a chance to tell everyone our name. Now we are going
to learn a little more about each other.”
o “I need you to get with a partner, introduce yourself to your partner using
your acrostic poem, and then you will introduce your partner to the group.”
o “First get with a partner and introduce yourself to each other.”
Allow participants to introduce themselves to a partner.
Then invite one group at a time to introduce each other to the whole group.
After all introductions have been made say,
o “These two activities you have just enjoyed – the acrostic poem and the
What is Your Name? song – are activities that are a part of the Families
Learning Together workshop series that you are here to learn how to
facilitate.”
o “As we go through the next five training sessions, you will engage in and
practice facilitating most of the workshop activities.”
Families Learning Together Training Session 1: VSRI Learning Plan Florida Institute of Education at the University of North Florida ©2010
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Background Content: Family Involvement with Routines Time: 60 minutes Format: individual, small group, whole group Note for Facilitator: This one-hour portion of the session is very facilitator-led. Be as energetic and interactive as possible. Materials: computer, projector, Getting Started with Rituals and Routines PowerPoint (Slides 3-5), chart paper, chart markers; Per Participant: Positive Effect of Family Involvement article, The Routines of Family Life article, Stop and Jot activity sheet, pen or pencil
(7 minutes – whole group)
SHOW SLIDE THREE.
Say,
o “Before we go over any more of the specific workshop activities, let’s talk
for a few minutes about the importance of family involvement.”
o ”We are going to complete what is called a K-W-L chart on the topic of
family involvement.”
On chart paper draw a chart similar to the one
shown here.
Tell participants that the K in the K-W-L chart
stands for KNOW – what do we already know
about the importance of family involvement?
Invite the participants to call out ideas
concerning the importance of family involvement as you write them in the K
column of the chart.
After a few minutes, tell the participants that the W in the K-W-L chart stands
for WANT TO LEARN – what do we want to learn about the importance of
family involvement?
Invite the participants to call out ideas concerning what they want to learn
about family involvement as you write them in the W column of the chart.
K W L
Families Learning Together Training Session 1: VSRI Learning Plan Florida Institute of Education at the University of North Florida ©2010
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(7 minutes - individual)
Give each participant a copy of the Positive Effect of Family Involvement
article.
Tell the participants to take the next 7 minutes to read the article and highlight
important points of facts that they might not have thought of when completing
the K and W portions of the chart.
Let the participants know that after they read the article, you will engage in a
discussion and complete the L portion of the chart which stands for what has
been LEARNED.
Allow participants to read the article.
(6 minutes – whole group)
After the designated time for reading, come back together as a whole group.
Ask,
o “What did you learn from reading the article?” (Allow participants to
respond.)
o “I am going to add your learned ideas to the L column of the chart.”
(20 minutes – whole group)
SHOW SLIDE FOUR.
Say,
o “You are here to learn how to facilitate a series of eight workshops.”
o “Each workshop is written for a two-hour period.”
o “Here on the slide you see a sample agenda that would be given to families
attending a workshop.”
o “Let’s look over the layout of the agenda.”
Read over the schedule of the agenda.
Say,
o “The first 15 minutes of the session is devoted to a starter activity.”
Families Learning Together Training Session 1: VSRI Learning Plan Florida Institute of Education at the University of North Florida ©2010
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o “We did a starter activity today when we wrote our Acrostic Poem and
introduced ourselves to one another.”
o “The purpose of the starter activity is to get participants familiar with each
other and with the topic for the workshop.”
o “The next portion of time is referred to as Family Conversations.”
o “We are going to walk through the Family Conversations portion of
workshop four in a minute but to give you a general idea, the family
conversations is just that – conversations about a specific topic.”
o “As the facilitator, you will have guiding prompts and questions to lead the
conversation.”
o “Enjoying a meal together is the perfect follow up to the family
conversations portion of the day.”
o “Before going to a meal though each workshop includes a transition song,
poem, or chant to physically transition from conversations to dinner.”
o “Dinner includes a discussion topic as well which we will go through in a
moment.”
o “Following dinner is the portion of the schedule that focuses on a literacy
topic.”
o “We are going to go over the literacy portions of the eight workshops during
our training sessions four and five.”
o “As an overview, the literacy portion of the schedule has its own starter
activity, a facilitator-led discussion on a literacy topic, practice with each
other on two literacy activities, and then practice with a child on a literacy
activity.”
o “Family participants receive family literacy bags with books, materials, and
activities to enjoy at home.”
o “The practice portion of the workshop gives them an opportunity to learn what
they should do with the books, materials, and activities once they get home.”
o “Do you have any questions about the layout of the workshops?” (Answer any
question that is posed.)
Families Learning Together Training Session 1: VSRI Learning Plan Florida Institute of Education at the University of North Florida ©2010
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(10 minutes – whole group and individual)
SHOW SLIDE FIVE.
Say,
o “As I told you earlier, we are going to go over the activities for workshop
four which focuses on rituals and routines.”
o “Before we go over the specific workshop activities, we are going to talk a
little bit about the importance of rituals and routines.”
Give each participant a copy of The Routines of Family Life article, a Stop and
Jot activity sheet, and a pen or pencil. Then say,
o “Please take a few minutes and read the article called The Routines of
Family Life.”
o “As you read, stop and jot down three ideas that jump out at you as good
ideas, ideas you want to start using, or ideas that you hadn’t thought of
yet.”
o “We will share our ideas with each other after a few minutes of reading.”
o Allow participants to read the article individually and complete the Stop and
Jot activity sheet.
(10 minutes – small group)
After participants have read the article and jotted down a few ideas on their
activity sheets, call them back together as a group.
Ask the participants to get into small groups of 3-4 people for discussion.
Tell the groups to share the ideas they jotted down with one another.
Challenge them to identify similarities and differences between their identified
ideas.
After groups have had a chance to share with one another, call them back
together as a whole group and tell them it is time to take what they have just
read about and discussed concerning rituals and routines and apply it to an
actual workshops that will be conducted with families.
Families Learning Together Training Session 1: VSRI Learning Plan Florida Institute of Education at the University of North Florida ©2010
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Practice: Modeling Workshop Activities Time: 45 minutes Format: individual, small group, whole group Note for Facilitator: Normally, this portion of the training session will be spent with participants facilitating the activities. Since this is the first training session, you will model the workshop four activities. Tell the participants that they will practice facilitating starting in Training Session Two. Materials: computer, projector, Getting Started with Rituals and Routines PowerPoint (Slide 6); Per Participant: Rituals and Traditions handout, pen or pencil, Dinner Discussion handout
(10 minutes - individual)
SHOW SLIDE SIX.
Say to each participant,
o “We are now going to practice the activities for
workshop four.”
o “Workshop four will focus on Rituals, Routines, and
Traditions.”
o “The starter activity for workshop four is a Rituals and Traditions activity
sheet.”
o “We are going to do it now together.”
Give each participant a Rituals and Traditions handout and say,
o “Please begin by reading through this handout.”
o “Then answer the question on the bottom of the handout.”
o “We will share our responses with the group in a few minutes.”
As participants are reading and responding to the question on the handout,
move from group to group and encourage those who have not written anything
down to begin engaging in the activity.
Families Learning Together Training Session 1: VSRI Learning Plan Florida Institute of Education at the University of North Florida ©2010
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(20 minutes – whole group)
Say,
o “When you facilitate workshop four you will engage participating families in
the following discussion.”
o “We will engage in the actual discussion now – but keep in the back of your
mind that this is a discussion you will facilitate during a workshop.”
Begin a discussion on rituals, traditions, and routines by asking,
o “What rituals characterize your families?” (Listen for responses. Encourage
participants to share.)
Say,
o “We can see how rituals and traditions help us organize
our activities and give meaning to many aspects of our
lives. Many families have daily practices or routines that
are similar to the more formal rituals and traditions.
When families have routines that everyone follows their
lives seem to flow and operate smoothly.”
o “Now let’s think about the routines that structure your family’s life.
Remember, routines are the ways you do things in your family; the patterns
that everyone follows.”
o “For example, one of the routines that I follow on weekdays
is…” (Tell the group about a daily routine you follow. An
example would be a morning exercise routine that includes
getting up, minimal grooming, exercising with friend, showering, eating
breakfast, and getting ready for work.)
Ask,
o “What are some of the routines or daily practices that you have in your
families?” (Listen for responses. Encourage participants to share. If
participants seem hesitant or say they don’t have routines give cues such
as: “What happens when you are getting ready to leave the house in the
Families Learning Together Training Session 1: VSRI Learning Plan Florida Institute of Education at the University of North Florida ©2010
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morning?” or “Think about dinner time at your house, what typically
happens at that time?”)
o “Do you see a relationship between your daily routines and the
sense of control you have in your life?” (Listen for responses.
Encourage participants to share. Use the prompts below to
stimulate discussion.)
o “Do you have routines for your child to follow? For bedtime? For morning
activities?”
o “How does your child respond to the routines?”
o “Do you see any relationship between the routines you’ve established and
the things that are important to you or other members of your family?”
o “If so, what are examples of the relationships?” (use the following examples
to stimulate discussion):
o “Following a morning schedule so everyone gets where they need to be
on time.”
o “Getting the kids to bed early so I can have time to relax and get ready
for the next day.”
o “Checking in with my mom to make sure she is okay and her needs are
met.”
As participants respond, affirm and extend their comments with phrases such
as:
o “We make time and give priority to the things we truly value or think are
important.”
o “What you choose to invest your time, money, and
energy in will show your children what you think
matters most in life.”
o “Your children will do the kinds of things they see you
do.”
Families Learning Together Training Session 1: VSRI Learning Plan Florida Institute of Education at the University of North Florida ©2010
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o “Family routines are like rituals and traditions, they give your children a
sense of order, meaning and belonging.”
Say,
o “Researchers have found that routines are one of the best
accommodation strategies adults can use to get children to behave and
respond in a variety of situations, regardless of their temperament. Why
might this be so?”
o “Routines give structure to our daily life.”
o “Routines are great for children because they help them know what’s
expected of them, how they should behave in certain situations.”
o “Routines can help your child learn to control their emotions and
regulate their behaviors.”
Ask,
o “What are some examples of rituals and routines children are expected to
follow at school? (Listen for responses.)
As participants respond, affirm and extend their comments with phrases such
as:
o “At school children are expected to…
o Put things away,
o Do what is asked, follow instructions and requests,
o Answer questions,
o Share thoughts and information,
o Work on learning activities,
o Take turns, work cooperatively with others,
o Say ‘please’ and ‘thank you,
o Be respectful of others,
o Move easily from one activity to another.”
Families Learning Together Training Session 1: VSRI Learning Plan Florida Institute of Education at the University of North Florida ©2010
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Ask,
o “Are any of the school routines similar to what is expected of your child at
home?” (Listen for responses, elaborate and build on remarks as
appropriate.)
o “One of the most challenging times for children at school is when they need
to move from one activity to another. Many teachers help children adjust to
these changes by the way they manage transitions.”
Ask,
o “Why might children perform better when the learning environment at home
is similar to the learning environment of the school?” (Listen for responses.)
As participants respond, affirm and extend their comments with phrases such
as (do NOT read all of the phrases on the list – only those pertaining to
comments of participants):
o “Children perform better when the learning environment at home is similar
to the learning environment of the school because…
o things seem familiar to them;
o they know what to expect;
o they have practiced the behavior.”
Say,
o “During our mealtime discussion we are going to talk about using routines
to help children learn to control their emotions and behavior.”
(5 minutes)
Say,
o “The format of each workshop is set up so that there is a time for a family
conversations activity, which we have just completed.”
o “You will then transition to a meal with a transition song, poem, or chant.”
o “I am going to lead you in the transition activity now.”
o “We are going to sing a transition song called ‘Wash Our Hands.’”
Families Learning Together Training Session 1: VSRI Learning Plan Florida Institute of Education at the University of North Florida ©2010
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o “The song is to the tune of ‘Mary Had a Little Lamb.’”
o “Instead of singing, ‘Mary had a little lamb, little lamb, little lamb’ we are
going to sing ‘It is time to wash our hands, wash our hands, wash our
hands.’”
Sing the song together a few times.
Invite participants to sing along with you.
Wash Our HandsWash Our HandsSung to the tune of: Mary Had a Little Lamb
It is time to wash our hands,
Wash our hands, wash our hands.
It is time to wash our hands
So we can go to dinner!
(5 minutes – whole group)
Say,
o “Sometimes family members say that they feel silly singing the transition
songs but it is important to point out the need for transition type activities
in their children’s lives.”
o “It helps kids when you give them a heads-up about what is going to
happen in their near future.”
o “Following the transition activity, the workshop is set up so that families
enjoy a meal together.”
o “The first 10 minutes of meal time is spent with everyone getting food and
finding a seat.”
o “The final 15 minutes or so of the meal time is spent in dinner discussion.”
o “We are going to spend the next 10 minutes engaging in the dinner
discussion from workshop four in small groups together.”
o “In a minute, I will ask you to get into groups of 3-4 and give you a
discussion sheet.”
Families Learning Together Training Session 1: VSRI Learning Plan Florida Institute of Education at the University of North Florida ©2010
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o “You will then engage in the discussion together.”
o “Go ahead and get into groups of 3-4.”
(10 minutes – small group)
Give each small group a Dinner Discussion handout.
Walk around and facilitate discussions among small
groups.
Reflection: What’s on Your Mind? Time: 15 minutes Format: individual, partner, whole group Note for Facilitator: Materials: computer, projector, Getting Started with Rituals and Routines PowerPoint (slide 8); Per Participant: What’s on Your Mind? activity sheet, pencil, Families Learning Together session four family conversation script
(7 minutes – individual)
SHOW SLIDE EIGHT. Give each participant a What’s on
Your Mind? activity sheet and a pencil and Say,
o “As you have experienced today’s training session, I
am sure that a lot of thoughts have been running
through your mind!”
o “Here is your chance to process and share what you
have been thinking.”
o “On this activity sheet, list 3-5 ideas, challenges, or concerns that you have
thought of during our time together today.”
o “In a moment, you will discuss with a partner what is on each other’s mind.”
Allow participants to complete the What’s on Your Mind? activity sheet.
(7 minutes - partner)
Ask the participants to get with a partner.
Once participants are seated with a partner give them directions to talk with
one another about the items they listed that have been on their minds today.
Families Learning Together Training Session 1: VSRI Learning Plan Florida Institute of Education at the University of North Florida ©2010
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Walk around and participate in partner discussions.
(1 minute – whole group)
Thank the participants for their reflections. Give each participant a set of
Families Learning Together family conversation script for session 4. Say,
“Today’s training session has covered the family conversation topics for
workshop four. Hopefully after today’s session you feel prepared to implement
the family conversation portion of this workshop.”
The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Education as part of the Virtual School Readiness Incubator Project. The content of these modules does not necessarily reflect the views or policies or imply endorsement by the U.S. Department of Education and/or the University of North Florida. These prototype materials are still in development and refinement and should be used with this caution in mind.
Directions: Write a poem about yourself that uses the letters in your name as the first letter of each line. When you are finished the poem will describe you and your name will be spelled down the left side of the page.
Families Learning Together Training Session 1: Acrostic Poem Activity Sheet
Florida Institute of Education at the University of North Florida ©2010
Florida Institute of Educationat the University of North Florida ©2010
The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Education as part of the Virtual School Readiness Incubator Project. The content of these modules does not necessarily reflect the views or policies or imply endorsement by the U.S. Department of Education and/or the University of North Florida. These prototype materials are still in developmentand refinement and should be used with this caution in mind.
Families Learning Together Training Session One: Dinner Discussion handout
THINK ABOUT: temperament and self
control and how daily routines help us
control our emotions and behaviors. We all
have to control our emotions. Can you think of some times you’ve
needed to control your emotions?
DISCUSS:
How do you respond in these situations?
Do you ever lose control or act inappropriately?
What happens when we lose control of our emotions or act inappropriately?
THINK ABOUT: We have to learn that we can’t always do what we want, sometimes
we have to adapt our behavior to respond in ways that are appropriate for the
situation, to follow rules or do what someone asks.
DISCUSS: Can you share about a time that you have had to adapt your behavior to
the situation?
THINK ABOUT: As the adults in our children’s lives we have to help them learn to do
what researchers call ‘self regulate’, that is, to regulate or control their emotions
and behaviors.
DISCUSS:
What are your thoughts about the need to ‘self-regulate’?
Can you see how rules and routines can help people self-regulate?
CONCLUSION: Routines and Rules help us by preparing us for what comes next so
we aren’t taken by surprised, reassuring us so we know if we follow along things will
fall into place, and helping us control feelings or anger or
disappointment when we know how things work.
The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Education as part of theVirtual School Readiness Incubator Project. The content of these modules does not necessarily reflect the views or policies or implyendorsement by the U.S. Department of Education and/or the University of North Florida. These prototype materials are still in developmentand refinement and should be used with this caution in mind.
Florida Institute of Education at the University of North Florida ©2010
Families Learning Together Training Session One: Positive Effects of Family Involvement article
PPOSITIVEOSITIVE EEFFECT OFFFECT OF FFAMILYAMILY IINVOLVEMENTNVOLVEMENT The family provides the primary educational environment for children and in doing so has a tremendous impact on their children’s future learning and academic success. Patterns of family interactions and the relationships between family members influence children’s attitudes toward education and can motivate children to develop more positive attitudes toward education and to be more successful in school. The involvement of the family
members may vary from discussions of topics related to their school activities to assisting them with learning basic facts. Below are six ways that families can influence their children’s educational outcomes.
Modeling Value for Education Family members influence children by modeling appropriate
attitudes toward education. If family members’ behaviors are matched with classroom activities, they will contribute to children’s academic success. They can also model their value
for education by being involved with their children’s education.
Influencing Cognitive Skills Family members can influence children’s school success by direct instruction. They can support learning by promoting factual learning and knowledge and instructing on basic skills. This type of instruction does not promote higher levels of cognitive abilities; it only promotes rote learning. Family members can promote development of cognitive abilities and problem solving skills by giving open-ended instructions such as asking questions and making requests to plan, anticipate, and explain.
Motivating Hard Work Family members can be instrumental in developing the children’s sense of efficacy for succeeding in school. They can reinforce children’s academic work by showing interest in it and praising success. Family members assist children by encouraging them to work at their highest level. When caregivers encourage children and show interest in their education, children’s academic achievement is increased
regardless of their ability or their family’s socioeconomic level (Epstein, 2001).
Families Learning Together Training Session One: Positive Effects of Family Involvement article
Expecting Positive Behavior Family members assist children by encouraging them to listen and participate in class. An important role for the family members is to monitor their children’s behavior and academic performance as well as reinforce their children’s behaviors.
Being Active in the Community Family members serve as role models and show their interest in their children’s lives when they participate in educationally-oriented activities in the community.
Creating a Supportive Home Environment Family involvement in early childhood education predicts greater
success for children in elementary school and the pattern continues when the home environment is adapted to meet the needs of children across the age span. Family members should organize the home environment to support educational goals. When the home environment
supports education and family members demonstrate this support to the children, the children will be more successful
personally and academically.
AA CCHILDHILD’’SS EENVIRONMENTSNVIRONMENTS
Environmental factors appear to be especially important for the development of motivation for self-regulation. Motivation for self-regulation can be delayed or interfered with if the social or physical environment is “severely impoverished (Bronson, 2000, p. 46).” A barren physical environment cannot provide the stimulation for the child to explore and learn. By the same token, an environment that is over-stimulating or
disorganized may make it difficult for the child to focus on interesting aspects of the environment to explore. The environment should be predictable so the children’s attempts at exploration are rewarded. A confusing environment impedes the children’s ability to recognize elements of the environment and to predict and control aspects of it. Bronson, M. (2000). Self-regulation in the early childhood: Nature nurture.
New York: Guilford. Epstein. J.L. (2001). School, family, and community partnerships: Preparing
educators and improving schools. Boulder, CO: Westview.
The modules presented here were funded in part by the O�ce of Postsecondary Education, U.S. Department of Education as part of the Virtual School Readiness Incubator Project. The content of these modules does not necessarily re�ect the views or policies or imply endorsement by the U.S. Department of Education and/or the University of North Florida. These prototype materials are still in development and re�nement and should be usedwith this caution in mind.
Florida Institute of Education at the University of North Florida ©2010
Rituals
And Traditions
Many families have rituals and traditions they engage in with members of
their immediate family, their extended family or members of their racial,
ethnic, religious or social groups. These rituals and traditions can be seen in the
ways participants interact with each other and how activities are conducted.
For example, the way church services or meetings are conducted, the
celebrations and ceremonies attended, the holidays, and occasions that are
remembered—the stories told, the mementos cherished.
Family rituals and traditions often reflect beliefs and customs passed
down for generations. The foods we eat, the clothes we wear, the times we
gather are all example of behaviors that may be influenced by family traditions
What are the rituals or traditions of your family? What traditions do you
remember from your childhood, what made this practice special for you and
your family? What, if anything, does this tradition tell you about your family?
The modules presented here were funded in part by the O�ce of Postsecondary Education, U.S. Department of Education as part of the Virtual School Readiness Incubator Project. The content of these modules does not necessarily re�ect the views or policies or imply endorsement by the U.S. Department of Education and/or the University of North Florida. These prototype materials are still in development and re�nement and should be used with this caution in mind.
Families Learning Together Training Session 1: Rituals and Traditions handout
Florida Institute of Education at the University of North Florida ©2010
Families Learning Together Training Session One: The Routines of Family Life article
TTHEHE RROUTINES OFOUTINES OF FFAMILYAMILY LLIFEIFE
Home life has a tremendous influence on children’s
development and academic attainment. Children
who have positive attitudes toward learning, good
habits, and appropriate skills when they go to school
will derive additional benefits from instruction.
Redding (2000) identifies the routine of family life
as one of three general areas of the home
environment which increase a children’s level of learning in school.
Family members can increase children’s academic achievement through
modeling and encouraging time management. Children who are given
independence, but are accountable for how they spend their time tend to be
high achieving students. Redding (2000) suggests that when families set a
specific time for study each day, children learn that studying is valued and a
part of family life. Children do best when there is a set routine for the
family. Routines and schedules for eating, bedtime,
studying, and reading produce a healthy rhythm for children.
Children do best when their home environment includes a
time and place to read or study, family activities which
engage the children’s minds, and a predictable daily routine.
Hobbies, recreational activities, and family interactions can have a positive
influence on a children’s school readiness. Children from low-income families
can improve their academic performance when their families schedule time
each week for activities such as hobbies and weekend family activities.
Redding, S. (2000). Parents and learning. Geneva, Switzerland: UNESCO. Retrieved from http://www.ibe.unesco.org/publications/practices.htm
The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Educationas part of the Virtual School Readiness Incubator Project. The content of these modules does not necessarily reflect theviews or policies or imply endorsement by the U.S. Department of Education and/or the University of North Florida. Theseprototype materials are still in development and refinement and should be used with this caution in mind.
Florida Institute of Education at the University of North Florida ©2010
DIRECTIONS: Read The Routines of Family Life article. As you read, stop and jot down three ideas that jump out at you as good ideas, ideas you want to start using, or ideas that you hadn’t thought of yet.
The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Education as partof the Virtual School Readiness Incubator Project. The content of these modules does not necessarily reflect the views or policies or imply endorsement by the U.S. Department of Education and/or the University of North Florida. These prototype materials arestill in development and refinement and should be used with this caution in mind.
Florida Institute of Education at the University of North Florida ©2010Families Learning Together Training Session 1: Stop and Jot activity sheet
Now let’s have a little fun and play a little game. The name of the game is, “What Is Your Name?” When people get together, they may talk about the weather but the first thing they say is, “What is your name? What is your name?”
CHORUS: What is your name? My name is ______. What is your name? My name is ______. What is your name? My name is ______. What is your name? My name is ______. What is your name? My name is ______. What is your name? My name is ______.
Suppose you’re at a party, everyone is there. Music and laughter are filling the air. Somebody says, “I’m so glad you came. Now, if you please, tell me, what is your name? What is your name?” REPEAT CHORUS
Suppose that you’re lost and you don’t know where you are. You meet a nice policeman who wears a shiny star. He says, “Now son, I would like to take you home but the thing I have to know is, What is your name? What is your name?” REPEAT CHORUS
Now we had a little fun and played a little game. The name of the game was, “What Is Your Name? What Is Your Name? What Is Your Name?”
What IsWhat Is Your Name?Your Name?
Families Learning Together Training Session 1: What Is Your Name Words handoutFlorida Institute of Education at the University of North Florida ©2010
The modules presented here were funded in part by the Office of Postsecondary
Education, U.S. Department of Education as part of the Virtual School Readiness Incubator Project. The content of these
modules does not necessarily reflect the views or policies or imply endorsement
by the U.S. Department of Education and/or the University of North Florida.
These prototype materials are still in development and refinement and should
be used with this caution in mind.
Families Learning Together Training Session One: What’s on Your Mind? activity sheet
DIRECTIONS: List 3-5 ideas, challenges, or concerns that have been “on your mind” as you have experienced today’s training session. For example, are you confused about the format of a workshop? Do you feel that leading a transition song will be a challenge for you? What is on your mind? Write down the thoughts that come to mind and then discuss them with at least one other person around you. In your discussion point out how you will be impacted by the idea as the facilitator of the workshop.
Florida Institute of Education at the University of North Florida ©2010
The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Education as part of theVirtual School Readiness Incubator Project. The content of these modules does not necessarily reflect the views or policies or implyendorsement by the U.S. Department of Education and/or the University of North Florida. These prototype materials are still in developmentand refinement and should be used with this caution in mind.