By Angelina Barela February 6, 2010. Community Connection Overview of Communities “Puzzles of...
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![Page 1: By Angelina Barela February 6, 2010. Community Connection Overview of Communities “Puzzles of Practice” Background Information Teaching Practices (Prior.](https://reader035.fdocuments.in/reader035/viewer/2022070413/5697bff11a28abf838cbb765/html5/thumbnails/1.jpg)
By Angelina BarelaFebruary 6, 2010
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Community ConnectionOverview of Communities“Puzzles of Practice”Background InformationTeaching Practices (Prior Experience)Teaching Practices (Evidential Artifacts) Data Affects Teaching and LearningResources
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Community Connection
Larger Community Overview—Levels of Influence
Classroom Community Overview
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Community Connection in the Field
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“Puzzles of Practice”Where is a student’s culture coming from?
How does each layer/value/community affect a child?
To what degree? If a layer/value/community was taken away would
the student still make achievement gains?
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Background InformationLarger Community:
Front Range, CODistrict:
Diverse Low SES
School:Taylor Elementary (Pre-K through 5th Grade)
Classroom1st Grade
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Background Information
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Background InformationDistrict InformationBegan in 187425 Schools in District
14 Elementary1 K-8 School3 Middle Schools2 High Schools1 Alternative School1 Adult and Family Education 3 Charter Schools
SAR 2007-2008Total District Revenue: $103,233,102
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Background InformationSchool Community
Demographics:Zip Code .vs. CityMedian Household
Income: $45,628 .vs. $56,263
Single Mother Household: 14.1% .vs. 7.9%
Below Poverty Level: 16.8% .vs. 8.7%
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Background InformationSchool InformationSAR 2007-208
Overall Academic Performance: LowAYP:
Math-Yes Reading-Yes
2009-2010 School Year: 81% Free/Reduced LunchTitle 1 School
RIF/Literacy Night SuccessMaker Lab A Triangle Process
Highest In 10 years Than district average
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Background InformationJanuary 2009-2010 School Enrollment ReportPre-Kindergarten: 25Kindergarten: 571st: 682nd: 513rd: 494th: 485th: 34American Indian: 10Asian: 12Black: 91Hispanic: 135White: 84
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Teaching Practices (Prior Experience)Personal Experience
What happened to me, was happening for these students
Home and School only no other influencesImportant to teach from culture
Student feels comfortableSee people like them in the lessonsConnectionEthnocentric .vs. Eurocentric
Transmitted KnowledgeWas there something I did not see
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Teaching Practices (Prior Experience)Transmitted Knowledge (continued)
Why were so many people negativeValues
Teach from a culture everything would be okayI could teach from every culture
No such thing as one culture Every person, situation, and time are different
If I knew this, then why did I think the children were going through the same thing?
I knew culture was not ethnicity, but I was more influenced by ethnicity (marginalized .vs. privileged)
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“Puzzles of Practice”Where is a student’s culture coming from?
How do each layer/value/community affect a child?
To what degree? If a layer/value/community was taken away would
the student still make achievement gains?
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Teaching Practices(Evidential Artifacts)Work Sample (Religious and Federal Holidays)
Wanted to try and touch on one Religious Holiday from every religion
Discussed Veterans Day Military families Asked who had someone in the military
Talked about some Ethnic HolidaysMissed a lot of Holidays
Other ethnicities Grandparents Day Other religious Labor Day
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Teaching Practices(Evidential Artifacts)Wanted to do something not already set-upSomething of my ownDid I do to please or inform?
A little of both in the beginning, but the “reflection-on-action” shows it was more to inform Who was I trying to please 1st Graders, the know the basic Holidays
(Christmas, Halloween, and maybe Valentine’s Day)
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Where is a student’s culture coming from?
Is it:Larger
CommunityFamilyDistrictSchool Classroom
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Data Affect Teaching and LearningWhen combined (home, school, and
community)Improve school programs and climateProvide family services and supportIncrease parents’ skills and leadershipConnect families in the school and communityCreates a partnership and a caring community
for the studentEveryone is involved
Responsibility of every layer/value/community
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Data Affect Teaching and LearningMaybe more than a triangle maybe a square
or a venn diagramChildren instead of students
Extension of the familyFamily and Community involvedAllows for life long learning
See the Child as a StudentThere is a separation between school and home
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Data Affect Teaching and Learning“School-Like Families”
Importance of schoolHomeworkLearning activities
“Family-Like Schools”AcceptingCaringWelcome all families
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Data Affect Teaching and LearningHome and School can clash
Cannot teach from all culturesYou can be aware of different cultures and try
not to offendPersonal Experience, Transmitted
Knowledge, and Core ValuesNot necessarily the same experiences
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Data Affect Teaching and Learning6 Types of Involvement
6 types of involvementCreates a better
partnership (school, family, and community)
Can have a positive impact on child, teacher, and parent
The “perfect” program will include all 6 Types (portions of) and be connected to the schools goalsCaution on the culture side
Some do not like childrearing involvement
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Then .vs. Now
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ResourcesDr. joyce eptstein’s model. Retrieved on February 3, 2010, from
http://www.naperville203.org/parents-students/EpsteinModelPS.asp
80916 zip code detailed profile. Retrieved on February 2, 2010, from http://www.citydata.com/zips/80916.html
Ford, D. Y., Moore, J. L., & Harmon, D. A. (2005, Spring). Integrating multicultural and gifted education: A curricular framework. Theory into Practice, 44(2), 125-137. Retrieved January 31, 2010, from http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=16805890&site=ehost-live
Moses-Snipes, P. R. (2005, July). The effect of african culture on african american students’ achievement on selected geometry topics in the elementary mathematics classroom. Negro Educational Review, 56(2/3), 147-166. Retrieved January 21, 2010, from http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=20195447&site=ehost-live
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ResourcesOverlapping spheres of influence. Retrieved on February 3, 2010,
from http://www.ncrel.org/sdrs/areas/issues/envrnmnt/famncomm/pa3lk3.htm
Peterson, P. J., & Montfort, L. (2004, Fall). Creating culturally dynamic materials for rural culturally and linguistically diverse exceptional students. Rural Special Education Quarterly, 23(4), 25-29. Retrieved January 31, 2010, from http://search.ebscohost.com.dml.regis.edu/login.aspx?direct=true&db=aph&AN=16110024&site=ehost-live
Trumbull, E., Rothstein-Fisch, C., Greenfield, P. M., & Quiroz, B. (2001). Bridging cultures between home and school: A guide for teachers. Mahwah, NJ: Lawrence Erlbaum Associates.
Zeicherner, K. M., & Liston, D. P. (1996). Reflective teaching: An introduction. Mahwah, NJ: Lawrence Erlbaum Associates.