W O R K S H O P S E R I E S WORKSHOP SERIES T r a i n i n g M o d u l e s Training Modules e s s i o n O n e o f F i v e : Session One of Five: G e t t i n g S t a r t e d w i t h Getting Started with R i t u a l s a n d R o u t i n e s Rituals and Routines
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WORKSHOP SERIES WORKSHOP SERIES Training … 1 Combined.pdfWORKSHOP SERIES WORKSHOP SERIES Training Modules Training Modules ... practice facilitating most of the workshop activities.”
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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
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.
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
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.
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
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.
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
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.
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.
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
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.
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.
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?”
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.
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.