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- 2. Agenda Overview Day One 9:00- 10:00 Introductions and Housekeeping (scenario) Manual Handout Orientation Learning Something New What is Family Literacy? What are essential skills? 10:00- 10:30 What is Building Blocks? 10:30- 10:45 Break 10:45- 12:00 Learning Styles and Adult Learning 12:00- 1:00 Lunch 1:00- 1:30 Child Development- Why is it important in family literacy? 1:30- 2:00 Family dynamics Planning for learning 2:00- 2:15 Break 2:15- 4:00 The first visit 2
- 3. 9:00- 10:15 Are you ready to learn? Movement and Positive Learning 10:15- 10:30 Break 10:30- 10:45 Safety in the home 10:45- 12:00 Factors that impact learning! 12:00- 1:15 Lunch – Field trip as part of lunch 1:00- 1:30 Environmental print- using within the home 1:30- 2:15 Check in- questions about home visitation 2:15- 2:30 Break 2:30- 3:45 Game 3:45- 4:00 Evaluation and certificates Day Two 3
- 5. Manual: • Section 1 – Worksheets • Section 2 – Theory • Section 3 – Preparing for your first visit • Section 4 – Activities and Strategies • Section 5 – Table of contents 1. Handouts for Families 2. Flash Drive Handouts 3. Resources – Page 6-14 5
- 6. A smile is the universal welcome. Max Eastman In the work you do with literacy – what makes you smile? (in one word) 6
- 7. Why is Literacy Is Like Velcro? 7
- 8. 8
- 9. Let’s Compare: Literacy & Learning Activity 9
- 10. Let’s Compare Literacy and Learning Skill ie. Juggling Need the basics before going to the whole Need the basics before going to the whole Need to practice Need to practice Repetition Repetition Eye-hand coordination Eye-hand coordination Use of body and all senses- The best way to learn Use of body and all senses- The best way to learn Changes the brain Increases white matter in the brain Need to take risks Need to take risks Should be fun, hard to if stressed Should be fun, hard to if stressed Need positive reinforcement to continue Need positive reinforcement to continue 10
- 12. What is Building Blocks? 12
- 13. 13
- 15. Once upon a time…
- 16. The animals decided they must do something heroic to meet the problems of a “new world.”
- 18. They adopted an activity curriculum consisting of running, clim bing, swimmi ng, and flying.
- 19. To make it easier to administer the curriculum, all the animals took all the subjects.
- 20. The duck was excellent in swimming — better, in fact, than his instructor. 20
- 21. But he made only passing grades in flying and was very poor in running. 21
- 22. Since he was slow in running, he had to stay after school and also drop swimming in order to practice running. 22
- 23. This was kept up until his webbed feet were badly worn and he was only average in swimming. But average was acceptable in school, so nobody worried about that except the duck. 23
- 24. The rabbit started at the top of the class in running but had a nervous breakdown because of so much make-up work in swimming. 24
- 25. The squirrel was excellent in climbing until he developed frustration in the flying class, where his teacher made him start from the ground up instead of the treetop down. 25
- 26. He also developed a charley horse from overexertion and then got a C in climbing and a D in running. 26
- 27. The eagle was a problem child and was disciplined severely. 27
- 28. In the climbing class he beat all the others to the top of the tree but insisted on using his own way to get there. 28
- 29. At the end of the year, an abnormal eel that could swim exceedingly well, and also run, climb, and fly a little, had the highest average, 29
- 31. The prairie dogs stayed out of school and fought the tax levy because the administration would not add digging and burrowing to the curriculum. 31
- 32. They apprenticed their children to a badger and later joined the ground hogs and gophers to start a successful private school. 32
- 33. Does this fable have a moral? 33
- 34. Remember: There is no one correct way to teach all children, but there is a correct way to teach each child: 34
- 35. one at a time. 35
- 36. 36
- 37. Characteristics Logical Linear Symbolic Sequential Verbal Reality based Facts Temporal (time) Abstract Creativity is in implementation Part to whole “What’s the Bottom Line?” Characteristics Intuition Holistic Concrete Random Nonverbal Fantasy- orientated Common sense Non-temporal Absurd Creativity – AHA! Spontaneous Whole to part “Have a Heart!” Skills -Handwriting -Symbols -Language -Phonics -Locating facts and details -Talking and reciting -Following directions and listening Skills -Haptic awareness -Spatial awareness -Math computation -Color sensitivity -Music and singing -Art expression -Creativity -Visualization -Emotion and feelings Left Analytical Right Global 37
- 39. Key Factors That Influence Early Brain Development and Academic Achievement. Brain 39
- 40. Brain Safe physical environment Relationships Prenatal Exercise Experience and exposure to language Genes Nutrition Key Factors That Influence Early Brain Development and Academic Achievement http://www.healthybabyhealthybrain.ca/ 40
- 42. • Touch • Non-Verbal • Play • Repetition Learning Happens with-in Relationships 42
- 43. 43
- 44. First Visits 44
- 45. 45
- 46. We all have goals! 46
- 47. SMART GOALS S = Specific M = Measurable A = Attainable R = Realistic T = Timely Logic Model – Building Blocks – Short term outcome – mid and long term impact 47
- 48. Measurement • Did the parent meet their Goal? • Change in behaviour or attitude? • Help them to see the changes or re-evaluate goals! Outcome Goal 1 – Parents increase their understanding of the role of literacy in child development. Parents and children improve their daily communication and interaction through literacy and learning. Outcome Goal 2 – Parents increase their own literacy and parenting skills. Outcome Goal 3 – Children’s language, literacy and social interaction skills are enhanced so that they are better able to achieve success in every day literacy activities and in school. Program Goals 48
- 49. Be determined in achieving your goals... 49
- 51. Working with Families in the Home! 1. On the first visit how do I enter the house and introduce my self? Where do we start the activities? 2. The activity I planned didn’t work – the child refused to do it. What do I do? 3. The parent disappeared and left me with the child. What do I do? 4. The family has 4 children under the age of 6 – how do I handle that? 5. The TV is on the whole visit. It is loud and distracting. What do I do? 6. A friend with a child is visiting when I come to the home for the visit. What do I do? 7. The parent is in the room however she does not seem engaged and looks like she if going to go to sleep. What do I do? 8. The parent starts to share information that is outside my scope of practise. What do I do? 9. The child is developmentally delayed however the parent does not see that there is a problem. What do I do? 10. You do not feel safe in the home. Not sure why? What do I do? Do not expect to come up with definitive answers. 51
- 52. Children learn best through active involvement Spatial Orientation is necessary for letter identification and orientation of symbols on a page. Actively experiencing the rhythm of words and sentences helps children find the rhythm necessary for reading and writing. Early Learning and Movement 10 reasons to Promote Emergent Literacy through Movement and Active Learning(Rae Pica, www.movingandlearning.com) http://biertijd.com/mediaplayer/?itemid=38469#.UMZgrZGst5k.gmail 52
- 53. When children demonstrate the meaning of words physically, their understanding of the words is immediate and long lasting. Adverbs and adjectives become much more than abstract . Playing together provides opportunities for children to speak and listen to one another. 53
- 54. Stringing actions together to form sequences is similar to linking words to form sentences and eventually paragraphs. When children act out the words of a poem, the plot of a story, or the lyrics of a song they must ponder the meanings of words. Movement activities provide opportunities to cross the bodies midline. 54
- 55. Confucius said it best: What I hear, I forget. What I see, I remember, What I do, I know.” 55
- 56. Which one are you? Are you ready to learn? 56
- 57. Go and have fun in the meadows... 57
- 58. Successful Safe In Home Visits 58
- 60. Role of Parent – Early Literacy and School Success • LD OnLine :: Fighting For Your Child 90% of children with reading difficulties will achieve grade level in reading if they receive help by the first grade. If help is given in fourth grade, rather than late in kindergarten, it takes four times as long to improve the same skills by the same amount. 60
- 62. Games 62
- 63. Resources http://drpaulasprescriptions4pd.wikispaces.com/file/view/anima+school.ppt.The Animal School,Slide show by George H. Reavis http://www.youtube.com/watch?v=tLiP4b-TPCA Video on child development http://www. brainrules.net http://www.thesneakychef.com/book4_the_sneaky_chef.php Book and activities “Sneaky Fitness” Rae Pica http://www.movingandlearning.com/ http://developingchild.harvard.edu/library/briefs/inbrief_series/ http://canadiansportforlife.ca/active-start/activity-milestones-first- three-years-0 - physical literacy - milestones Early Childhood Development Brain Hero - http://www.youtube.com/watch?v=s31HdBeBgg4&feature=relmfu 63
- 64. Resources • http://www.pre2three.org/ - newsletter for expectant parents • http://www.livesinthebalance.org/ Ross Greene – Collaborative Problem Solving • http://www.youtube.com/results?search_query= richard+lavoie+motivation+breakthrough&oq=ric hard+lavoie+&aq=2&aqi=g7&aql=&gs_sm=c&gs_ upl=29978l34406l0l37300l15l15l0l2l2l0l226l1795 l5.5.3l13l0 Richard Lavoie – Motivation • http://www.healthybabyhealthybrain.ca/ - brain development 64
- 65. Don't stop yourself from learning... 65
Hinweis der Redaktion
- Time: 10-15 minutes before beginning the sessionMaterials: NonePurpose: Allow participants to see the topic for the day and the name of the presenter. Procedure: Put up slide 10-15 minutes before the session begins. Make sure you put your name(s) on the slide.
- Time: 5 minutesMaterials: NonePurpose: Provide the ‘road-map’ for the day as well as housekeeping details. Procedure: Share the following points with participants. -The goal for the next two-day’s is to prepare you for your role as a Builder for the Building Blocks program. - Participants will be actively involved with a wide variety of concepts throughout the next two days. The two days will include presentations, group work, and mini-lessons. Review the bullets on the slide and answer any questions that may arise about the material. Inform participants when breaks, including stretch breaks and lunch will occur and the duration of the lunch break.
- Time: 10 minutesMaterials: Tent cards, Building Blocks Manuals, extra copies of Worksheet page 45, sticky notes, flip chart paper, markers, tape. Purpose: Introductions, Building Blocks manual orientation, and reminder of homework. Procedure: Presenters can introduce themselves. Make sure to tell a little about your background.Go over tent cards and explain the ground rules written on the back.Hand out manuals and go over the sections- Refer to the sections noted on the slide.Discuss the homework including:Pre survey (page 45) Be prepared with extras. Have them hand this in.Read scenarioKorr modality inventoryWatch Motivation Breakthrough by Richard LavoieBrain RulesRoss GreeneExplain Family Scenario (page 2 of worksheets) – used to give a focus or framework for the information being presented to the builders. Facilitator needs to keep going back to scenario. Participant writes on sticky notes and puts on flipchart paper – the questions from the scenario need to be up in the room on flip chart paper.
- Time: 10 minutesMaterials: Cue up video “Literacy is Like Velcro” https://www.youtube.com/watch?v=VGbsA_y5cgM or check to make sure the link works by clicking on the happy face.Purpose: Ice breaker that will engage and energize the group. Present strategies to Builders that can be used in the home to introduce the idea of essential skills. Procedure: Option 1- Ask everyone to introduce themselves to the group, tell everyone what they do in the world of literacy and then respond to the question on the slide. Option 2- “ That’s Me” This strategy is a quick opener. That’s Me engages and energizes the group immediately. You can use this when working with a family as well. Explain to participants that is will help everyone get to know each other, and will engage and energize everyone. Tell the group you are going to read a list of statements. If the statement applies to them they need to jump up, throw their arms in the air and say “That’s Me.” 1. I am a morning person 2. I am a night owl 3. I like to read. 4. I like being read to 5. I read with my children 6. I have a child in school 7. I talk to children about what they do in school 8. I like working in groups 9. I like working alone 10. I like to have music on when I work. 11. I went on a holiday this summer 12. I have a pet. This list can be added to as appropriate for the group. Option 3- List adjectives or adverbs that start with the first sound or letter of their name. Pick one and introduce yourself using that word with your name and why you choose it.
- Time: 10 minutesMaterials: VideoPurpose: Introduce the 9 essential skills – what literacy really is. Procedure: Ask what are some of the characteristics of velcro and how does that relate to literacy?Ask participants to write on a card what they think are the essential skills necessary for adults to succeed as competent citizens. List as many as you can.Click on question to link to video “Literacy is Like Velcro”This video talks about literacy and essential skills – most participants have taken Intro so have been introduced to literacy and family literacy – this video introduces the concept of essential skills. Once the video is over compare your list to the ones suggested in the video. Share with the group.
- Time: 15 minutesMaterials: Materials necessary to do the activity- enough for every participant. Cued up demonstration video for activity. Purpose: Participants willExperience what it feels like to learn a new and somewhat challenging skill. Draw parallels between learning a new skill and literacy and learning.Procedure: -Ask the participants to think about the question “What does juggling (or new skill) have to do with literacy? ** The idea is to find an activity that most adults have not mastered. Make sure you can demonstrate the skill. -Show video-Demonstrate the new skill you would like participants to learn. As the presenter goes through the teaching of the skill they use words and comments that teach the main concepts. Example: Demonstrate – do one ball, two balls and then three – about 10 minutes – Facilitator talks as they are doing the activity and needs to be very deliberate in what they say. Need foundation, practice, take a risk and let the ball go.
- Time: 10 minutesMaterials: Worksheet page 4, Slides 8 & 9Purpose: Recognize the parallels between literacy, learning and a new skill Procedure: Have participants fill in worksheet #4. Record and discuss things that they have in common.Move on to the next slide and compare their answers. If you use another activity- not juggling change worksheet #4 to reflect the change.
- Time: 10 minutesMaterials: Worksheet #5 & 6Purpose: Define family literacy.Procedure:What does Literacy mean to you? Do Worksheet #5 using the experiences from – icebreaker, juggling, puzzles and video. Groups fill out the literacy worksheet – connect it to video, juggling and puzzle – plus own experience. You can also give them play dough. Ask them to sculpt some thing that would tell others what literacy means to them and then have them share.Hand out Family Literacy puzzles Worksheet #6 - in groups put together and talk about if this is what they thought family literacy was – any surprises?– Puzzles should be laminatedOptional Activities - hand out 3 different every day items to each group. (examples: calendar, measuring cups and cookbook, photo album, car mat and cars, pattern for sewing) Have the group think of different ways you could build literacy in the home using the items.
- Time: 30 MinutesMaterials: WS 7-15Purpose: Orient Builders to the Building Blocks program. Important concepts to remember Focus on supporting parents as their child’s 1st teacher – that they are to take an active role. Emphasize that BB is NOT a tutoring service Relate to Builders that BB is an eclectic gathering of ideas taken from a variety of other oral and written literacy and language development programs, parenting programs, etc.Procedure: Describe structure of BB – 10 sessions of 1 hr/week with additional follow up sessions *(This should be part of the discussion around why BB works)Universal program, connects families with community services, meets family in their own environment (if they so choose), reduces barriers (transportation, geographical isolation, financial issues, fear of institutions) , builds a relationship of trust, is voluntary, realistic goal setting, flexible, culturally sensitive and tailored for the needs of that particular family. Ask Builders what might be considered “good or best” practices as it relates back to discussion around why BB works well. Keep in mind how important evaluation is to the program and why. Use the worksheets to explain the program. Refer back to scenarios and ask Builders to add ideas to the sheets.
- 5 minutesPurpose: Have participants think about how it is not realistic to have all children learn the same things in the same way.Procedure: Participants read through the slide and then create their own simile expressing the same idea. Share with the group.
- Read through the slides- Stop at slide 32 and discuss the question.Move on to slides 33 and 34
- Worksheets 16-20Relate back to Scenario** Animal School story or video**Time for this slide = 15 minutesMaterials – video if this is how we goPurpose = to understand that we all have a preferred way of learning which is most effective for us and that there is more than one way to arrive at the same conclusion or result.Procedure = this slide gives an overall view of all the different ways which different stimuli affect each of us.Overview of slide and LS model by Dunn & Dunn and mention that we will be focusing in on the Perceptual (Physiological, the 4 styles we focus on) and the Psychological (global/analytical) aspects of learning and learning strengths
- In the workbook there is the brain to color**Time = 20 minutesMaterials = room or space conducive to movement of participants =sheet with brain to color or shade inPurpose = to determine right and left brainedness (cognitive style) and which hemisphere we mostly use - to understand how we process information differently – how we each learn slightly differently or similarily - that there is no right or wrong way to learn – for parents to understand how they learn and how their child (ren) learn and what types of strategies should be used for each type of learner – the importance of going from the whole to the parts or from the part to the whole in learning and why it is important for parents to understand this concept – to go over strategies that work for each type of learnerProcedure = use of analytical/global activity from BB binder (not sure if it is still in) – Step to the Left and Step to the Right activity with participants = color/shade in “brain” on p 18 (my book) from questions on p19 (my book) to see if this activity pairs up with the “Step to R&L activity they just did or have them take it home to see if it works for them = Fill in skills & strategies on Worksheet p17 (my book) for global/analytical – may be broken into pairs or groups for this activity & then share with whole groupRefer back to scenario and ask group for their thoughts on the type of learner Mom, Dad and children might be.
- Time: 25 minutesMaterials: Hand in Korr modality inventory that was homework = hand out “Unlock your Potential” Learning Style InventoryPurpose: to have parents to become aware of their preferred learning method and that of their child – to understand their perceptual preferences – to understand the characteristics of each type of learner and what strategies could be put in place to help them learn easier or more effectivelyProcedure: = go over Korr Modality Inventory and see if this is how they perceive themselves as learners = hand out LS Inventory and have them fill it in and see if it matches with the Korr one = pair or group participants and have them come up with what characteristics each style of learner has and what strategies you could use to help them learn best Worksheet 20 (my book)Refer back to the scenario and have them fill out stickies or if time allows have an open discussion as to how learning styles may have an impact on that family
- Worksheets 21 and 22In groups have participants discuss what they think are the 7 main factors that influence early brain development. – tell them not to spend too much time on trying to find the right words. Focus is for the participants to have the discussion and come up with their ideas.Comment: Brain research is showing how critical those first 3 years are. Also showing that we continue to build networks into adolescents to adult hood. After discussion go to slide 11 and compare what the participants came up with versus what is on chart.*I’m just adding things that I had written down at the last training.Going over each factor importantPut up the key factors after participants have worked together in groups to see what they have vs. what our sheets have for info put website into resources (in binder) www.healthybabyhealthybrain.ca
- Time: 5 minutesCompare what the participants had on worksheet page 24 to this slide Click on Key Factors that Influence Early Brain Development. This will take you to the video Healthy Baby Healthy Brain- Play. There are many other videos on this same sight that can be used with parents. This site is based on current practice. Videos are short. – If time allows show another video.
- Page 25– WorksheetClick on top picture (child with turtle) hyper link to a 2 minute video – why it is so important to pay attention to the early years.Brain hero http://www.youtube.com/watch?v=s31HdBeBgg4&feature=relmfuhttp://www.foothillsnetwork.ca/development/ - Brain hero can also be found on this site as well as info on brain, child development, stress in childrenClick on hyper link – early childhood development – brain development - http://www.youtube.com/watch?v=WO-CB2nsqTA&feature=relmfuHarvard University 7 minutes – handout in flash drive handoutshttp://www.foothillsnetwork.ca/development/milestones/ - great site for developmental milestones – based on Canadian and current practise.Move to next slide – while participants are discussingHave participants fill out Worksheet p 25 – groups or pairs – may want to mix groups upOne person to record and one to share back with bigger group.First question: Physical, emotional social and cognitive. Also may have language separate.* Clarify first question - “children reach milestones at certain ages” – maybe all we need to say is: from the video you just watched what were the milestones. People (at last session) seemed to wonder if they should be focusing in on ages rather than the actual milestone – ask me what I’m trying to say here. Since I hadn’t done this part before I put them in groups for discussion of these questions after watching the video clip –is that what you usually do?
- Time: 5 minutesPurpose: This slide provides key information. – Facilitator must continually bring it back to the message on this slide– If the builder can get these simple concepts across to parents then they have done their job. For learning to happen their has to be repetition (key point) within relationshipsTouch is critical for attachment and bonding – Mom’s and Dads need to physically be there for their children – loving touch, play, wrestleFirst language is non verbal – gestures – Parents need to remember that non verbal is the first way of communication and even later in life it is 80% of communication.Importance of play – refer back to video – unstructured – creativity. Children learn through play.Have participants think about activities that will have one or more of the characteristics that could be used in the family scenario. Put stickies on the chart.
- Why do Parents do what they Do? – Put participants into groups and have them talk about the various factors that impact on parent’s behavior.do in groups. Make the statement that 99% of parents care about their children and what to do what is best for them. If that is so why do they do what they do that may not be perceived as positive parenting.Use Worksheet 26 – In black oval listthe things that might impact on the parent’s behaviour and then talk about a strategy or approach with a parent that is dealing with this.After discussion have each group report back. Pick one and report and then go to next group. Depending on time determines how many you talk about. Refer them to page 31 – 33 in Section 2 – theory. This is an important concept – biggest thing to get across is you never assume. Literacy is not determined by income. High Income – well educated may not know how to play with their child. When the Coordinator does the Intake there is a place on the form that has codes that indicate is the family is dealing with at risk factors. Here is a list of the theAt Risk Factors 1. Isolation2. Language – (ELL)3. Cultural background4. Adopted5. Foster Care6. Adult Literacy7. Income8. Gifted9. Teen parent10. Aboriginal11. Single parent12. Adult Learning Disability13. Adult Physical Disability14. Adult Mental Health15. Adult Developmental Disability16. Child Learning Disability17. Child Physical Disability18. Child Mental Health19. Child Developmental Delays –a) physical b) emotional c) social20. French Emersion21. Multiple Births22. Speech23. School Difficulties24. Behavior – child or other in the home.25. Parenting26. Home Schooling27. travel/separation28. Family circumstance – this could be a variety of things that doesn’t fit any of the other factors.
- Time: 10 minutesMaterials: Worksheet pages 29-31Purpose: Understand process in terms of intake forms- planning for learning, setting goals.Have the participants take out worksheets 29-31. Explain the sheets and work through them. Fill them out for the family in the scenario.
- Time: 15 minutesMaterials: Worksheet pages 27, 28, 33, &34**Purpose – why do we need to set goals? Do you as a family set goals eg. Where and when are you going on vacation next year or something like thatTalk about how we all have goals. This would not be a goal of mine however it obviously was one for these gentleman. Each family will have their own sets of goals for themselves and their children.Goal setting is a skill that may need to be taught. – Use the smart goal modelAs builders you will set goals with the families – refer to Worksheet 32 to 34Worksheet 35 is another template that might be used with families – more visual – use this template and then put into the evaluation goal forms
- framework smart goals and why important to set goals – allows families to have realistic expectations, life skill to be able to be successful in work, life and family. **mention: set goals and then see if they are SMARTKey concepts: =The idea of goal setting might be totally foreign to some families – make sure this concept is portrayed through situations/ideas that they can relate to. Work with parents in setting goals especially in everyday literacy activities.Refer to scenario – will goal setting help this family?mention: talk to builders about setting goals with family and the value of following the SMART goals modelKey concepts:The idea of goal setting might be totally foreign to some families – make sure this concept is portrayed through situations/ideas that they can relate to. Work with parents in setting goals especially in everyday literacy activities.Goal setting forms - Forms for family and for evaluation Worksheets 32 – 34 – Goal 1, 2, and 3 on these forms relate back to logic model and are the long term impact we are looking for in building blocks (also correspond to FLIF – funding)
- .Key concepts – how do parents improve/increase their understanding of the 3 program goals – why are these goals important – in particular as they apply to the adults learning – how does that connect to their children’s learning.
- Use for humour – no big discussion on this.
- Show *Video – Builder in the in home – Talk about what they observed in video – we have had experienced builders speak at this point as well a parent – parent actually worked very well. This does take time and takes away time from building their lesson plan.Goal is to have them plan a first visit – do it with a partner – Refer to Section 3 of manual “Preparing for your first visit” for more info.Keep referring to the purpose of Building Blocks– how to engage parents in the BB program and give them a clear focus on how they are able to help their children with strategies and skills from the Builders – not teaching children to readRemember to focus on the positives and strengths found in each family
- Use the section Builder First Visit – Put into groups for discussion** Have discussion around 1st home visit and concerns, what to expect, what to take, etc. Have participants work in groups – assign 1 or 2 of the questions on slide depending on time. Discuss and report back. General discussion to followRefer back to section 3 Builder First Visit – Put into groups for discussion
- Day 2 – welcome everyone back – click on the link at the bottom of the slide – shows a little boy walking a dog – typical of that age and how he approaches the water puddle.Early movement experiences are considered essential to the neural stimulation (use it or lose it) needed for healthy brain developmentExperiences that fill each child’s day are what actually determine the brain’s ultimate design and the nature and extent of that child’s adults expectations.Entire body not the brain – instrument of learning.Assign groups to go through the hand out 10 Reasons to Promote Emergent Literacy through Movement & Active Learningby Rae Pica. Assign each group or individual one of the reasons. Have them present the reason and have them lead an activity that will demonstate that concept. Go through each of the slides – give examples – stress the concept of muscle memory. – how it stays with your longer than cognitive memory – talk about it more under factors that impact learning Slide 30Early movement experiences are considered essential to the neural stimulation (use it or lose - it) needed for healthy brain developmentExperiences that fill each child’s day are what actually determine the brain’s ultimate design and the nature and extent of that child’s adults expectations.Entire body not the brain – instrument of learning.Children learn best through active involvement. Prepositions, for example, are very much a part of physical experiences. As children move over, under, around, through, beside, and near objects (under the monkey bars, through the tunnel, over the balance beam), these words take on greater meaning and significance. Spatial orientation is necessary for letter identification and the orientation of symbols on a page. The only difference between a small "d" and a small "b," for example, is the direction in which the curvy line faces at the bottom of the straight line. When children form the straight and curving lines of letters by using their bodies and body parts, rather than simply attempting to copy them from a chart on the wall, this experience enhances their sense of directionality and spatial orientation. When children move within a room or within a space from left-to-right or top-to-bottom, they become comfortable with these important directions. Actively experiencing the rhythm of words and sentences helps children find the rhythm necessary for reading and writing. Whether children are clapping or tapping out the beat of a fingerplay or moving to the cadence of a poem, they hear and feel the rhythm of words.
- When children demonstrate the meaning of words physically, their understanding of the words is immediate and long-lasting. For instance, when children depict such action words as stomp, pounce, stalk, or slither—or such descriptive words as smooth, strong, gentle, or enormous —the words have much more relevance than they would as part of a vocabulary or spelling list. Adverbs and adjectives become much more than abstract concepts. When children perform a "slow walk" or "skip lightly," they learn the meaning in both their bodies and their minds. Playing together provides opportunities for children to speak and listen to one another! When children invent games and rules for games, they are using and expanding their vocabularies and learning important lessons in communication. Talking about experiences, depicting them through actions, and then discussing the actions contribute to language development by requiring children to make essential connections among their cognitive, social/emotional, and physical domains. We know that when young children learn something in one domain, it has a positive impact on the others. Confucius said it best: "What I hear, I forget. What I see, I remember. What I do, I know." When young children experience emergent literacy concepts with their bodies, they are moving in leaps and bounds toward becoming capable listeners, speakers, readers, and writers!
- Stringing actions together to form sequences is similar to linking words to form sentences (and eventually paragraphs). In other words, whether children are making up their own dances or stories, they must choose components that flow naturally. Both require breathing room (a pause in the action, or a comma) and, finally, an ending (a full stop, or a period). When children act out the words of a poem, the plot of a story, or the lyrics of a song, they must ponder the meanings of the words. And because those words are important to them--and such activities are fun--the poems, stories, and songs take on greater relevance. The children are also using multiple senses, which means more is learned and retained. Movement activities provide opportunities to cross the body's midline. Doing so requires the left and right hemispheres of the brain to communicate across the corpus callosum. This integration of the brain's hemispheres is essential to the ability to read and write.
- Confucius said it best: "What I hear, I forget. What I see, I remember. What I do, I know." When young children experience emergent literacy concepts with their bodies, they are moving in leaps and bounds toward becoming capable listeners, speakers, readers, and writers! Click on the Physical literacy – hyper link on baby on mom on right – physical milestones. Good resource for parents and Builders.Also the development milestones – www.foothillswellnessnetwork.ca – remind them that development has impact on what children are able to doLittle boys can’t skip
- Use for humour – finish up the topic.Repeat the concept of play and positive emotion for both children and adults
- Safety – agency will set standardsShoes on, leave purse in car, someone knows where you are, animals, winter driving, working in pairs.Comfort level.**Time:15 minutesMaterials:Purpose: To understand Alberta’s “Work Alone” policy – to know your organizations policies on working alone – to be aware of predictors of potentially dangerous situations or situations in family Hx such as substance abuse, mental illness, family violence, etc. = to understand that Builder’s safety is of utmost importanceProcedure: Open discussion around organization’s policy, what do you think might be potentially dangerous situations, how would you handle unexpected situations, Dangerous situations may involve any of the following: Winter driving conditions, cell phone reception, winter survival kit in car, reliable vehicle never entering a home unless a parent is present leave purse in car, keep keys on your person at all times, sit nearest the door, bring slippers so that you can leave in a hurry if necessary, be aware of your surroundings/exits at all times, be careful of loose wires or cords any suspected alcohol or drug use of parent or other adult in the home – reschedule session check if there are any allergies or sensitivities present with the family or with the Builder pets may need to be restrained or locked up while Builder is visiting remember to dress appropriately and so should the familyReport any incidents (breakage) immediately to your organizationMake sure that your organization has a schedule of your timetable or that someone knows your whereabouts – Safety supercedes FOIPFamilies are to be informed that abuse/neglect that is witnessed must be reported – can’t remember the law’s name around this.
- Many factors that impact learning. Touched on a number of factors such as developmental stages in younger children and the factors that were outlined on the chart (slide 8 - environmental, emotional, sociological, physiological and psychological) Will not spend a lot of time on learning disabilities. Can not realistically deal with this in an hour and half of training. Each family may have diagnosed or undiagnosed learning disabilities – in the children and/or the adult. Builders need to be aware of disabilities in general. When assigned a family it will be important that some research is done on the specific disability. Main thing to keep in mind is that no matter the disability the focus is providing ideas and strategies the family can use in the home. The disability is one part of it but the important thing is to help the parent find activities that will work for them and their child. Referral to the appropriate agency or “expert” is the key as while as giving the parent strategies on how to advocate for their child to get what is needed.On Worksheet 38 some factors are outlined. The worksheet is there to provide a place for the participants to write notes. Touch on Motivation (motivation is part of the chart on slide 8 and worksheet on Page – homework was assigned to participants to watch the Motivation Breakthrough by Richard Lavoie. Click on the certificate (hyperlink) to show the first section of that video. Discuss in large group the story Richard Lavoie shares. This is a key concept for Builders and parents to understand. All of the videos that are mentioned at the bottom of the worksheet can be shown or suggested to parents for their knowledge. Have participants do worksheet 41 – this lists Richard Lavoie’s classification of what motivates people. Large group discussion on where people in the group fit – how that might impact on how parent’s motivate their children or their perception of their child’s behaviour.Click on the man with the light bulb – take to Ross Green’s web site – http://www.livesinthebalance.org/kids-do-well-if-they-canwww.livesinthebalance.orgShow video (Kids do well if they can not if they wannna) – talk about the web site and getting information from the site. Talk about developmental lags and then have them do the worksheet on P. 40Share the one pager on collaborative problem solving. http://www.livesinthebalance.org/sites/default/files/CPSOnePager.pdflearning Styles/Strengths – touch on this and relate back to day one Anxiety and Trauma – Jenny Horseman – relate back to experience and positive emotion. Sensory Integration Dysfunction – not sure about keeping this in – didn’t really touch on it but it relates to movement and physical and senses. Environment/Sleep/Exercise – brain rules – show them the site www.brainrules.net (sleeping happy face)– 12 rules that we are almost sure about it. With all the brain research we still don’t know a lot. – If time show one of the videos – one on sleep http://brainrules.net/brain-rules-videoThis site has all the videos for Baby Brain rules - http://brainrules.net/brain-rules-for-baby-videoIrlen – click on the Irlen – hyperlink to irlen.com – explain what it is.It would be nice to have a discussion here however to touch on all of this there is a lot to get into 75 minute time block – ** Time: 75 minutesMaterials: video clipsPurpose: To help families where they are at, whether there is a diagnosed learning disability or not. = To help families seek the appropriate professional help if needed = to give the Builders a basic knowledge of a variety of different learning difficulties and the challenges a family may encounter =the builders will get some resources to do further research on each of these factors.
- Show video – click on hyper link – LD online – fighting for your child.Parents have the right and the responsibility to advocate for their child. This is not a negative thing. It is being positively involved in the child’s learning. Parents need to ask questions as well as answers need to be explained. – their right to do soGo over stats in the slide.Parents sometimes need to be taught what to do and/or that they have this right and responsibility. Sometimes the Builder may go with the parent – main purpose is to model asking questions and establishing a positive relationship. Sometimes the Builder just needs to help the parent make up their questions or explain what different things mean or where and how to get the information.- Not just with the school – may have to advocate with health or other agencies.
- Depends on location of training. Talk about the importance of families using environmental print to develop literacy. Examples: have participants tour the hotel they are staying at. Give an example of a family going with Mom or Dad on a conference. The parent staying with the children needs to entertain. What things in the hotel could they use to build literacy and have fun – example draw a map, look at art work etc., If a location is close take participants for a short field trip (museum, 7-11, grocery story or just for a walk) – parents do not need to spend a lot of money on building experience in their children – close to home and everyday. Concept – need experience to comprehend. If they are going on a trip talk to parent about pre activities like looking at a map, researching where they are going. Have children create a travel box so they can collect items and maybe write a journal or create one with photos.When participants come back discuss the questions Worksheet 42 If unable to go on a field trip this is an activity that could be done –Go into groupsHave a signwith a location in home – example on separate signs list kitchen, bathroom, living roomAdd as many activities or items found in these locations that could be used for building literacyAfter a few minutes the signs get passed to the next group and they add items and keep going until the signs get back to original goups.Discuss wide range of opportunities –
- ** Time: 75 minutesMaterials: Need to have scissors, zip lock bags, glue, For each participant you will need:Fishing game= 12 “ wooden dowel, orange juice lids or canning lids, 12” of string, magnets with hole in centre (these can be obtained at Home Hardware – hard to find anywhere elseJuggling balls = 4 latex balls for each ball to be made, approximatly ¾ cup of cleaned wheat or birdseed for each ball, funnels Film canister containers for listening activity – 2 film canisters for each sound – sounds may be : bells, cotton balls, seeds, beads, etc.Smelly cards for sense of smell activity – index cards, liquid glue, variety of spices eg. Onion or garlic, cinnamon, allspice, sage, etc.Sponge balls – need 3 sponges for each ball, hair elastics Reach in a bag activity = small opaque bags with drawstring (1 per participant), variety of different objects to put in bag such as small balls, stones, small plastic animals, plastic worms or bugs, marbles, foamy letters or numbers, etc,Purpose: Reading games work because they involve the whole body and a variety of senses, often increase motivation, encourage success, can be individualized, provide repitition and reinforce skills, provide variety, are enjoyable, are inexpensive, can travel with a child, allow child and parents to be involved in their own learning, are novel and new, increase motor development, develops fine and gross motor skills, social competence, self confidence and abstract thinking, encourage social interaction and sharing, communicating and taking turns, actively engage children, reinforces eye/hand coordination, makes children “use their words”, spatial understanding, sequencing, following directions, sorting and concepts of same and different. Games may also help children handle winning and losing or the games may be non-competitive. Worksheet p 41 (my book) fill in why reading games. Do this as a group activity before making games – have participants come up with all or some of the ideas above.Procedure:Facilitators will show participants the game they are about to make and will demonstrate how it is to be madeEach game will have its own station with all the necessary materials.Recommend that participants choose a site with only 1 or 2 other people already there and once that game is made move on to another site.The facilitator will circulate to each site and help with making the game (as the participants will not have listened to how to do it before!!!)There will large an small zip lock bags available for each game. The Builders will understand that they are making a prototype of each game so that they will have a starting point to work with their family.
- This list needs to be kept updated as we find new resources – new resources need to go into drop box before the resources are changed. Process will be developed.