D188 Task 3

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School

Western Oregon University *

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Course

D188

Subject

Psychology

Date

Oct 30, 2023

Type

pdf

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Uploaded by emilycalcagno

2051.3.3 : Collaborating with Families and the Community Emily C Calcagno MSCIN Program, Western Governors University D188: The Collaborative Leader Professor: Terrance Siler October 2023

Learning Goal A student learning goal for my kindergarten classroom is for students to learn all 26 letter sounds by the end of the 2023/2024 school year. When students know their letter sounds, they have the foundational skills to begin to decode words and read fluently. I can collaborate with the families of my students to achieve the learning goal and enrich student learning in multiple ways. The first way is to send home a weekly digital newsletter informing families about what their child is learning in class, as well as what is to come. In the newsletter I list the letter(s) and words of the week we have been learning about, along with online resources to help families to work with their child on these letters at home. Examples include songs, videos, and online games. Another way that I involve families with their children's learning goal is by inviting families to meet with me and discuss their child's goals and provide them with tools to help them at home. I then send home games for families to play with their child that connect to letters we have been learning. Learning at home should be fun and engaging, and supplying families with effective learning games allows families to have fun with their child and help them through their learning journey. Effectiveness Of Family Collaboration Strategy The collaboration strategies listed above would be effective in helping to achieve the learning goal and enrich student learning because they build partnership with families, provides students with a healthy school and life balance, increase student academic understanding, and overall gives students engaging activities to do at home with their families to further their learning. When providing families with a newsletter every week, it allows them to be informed about their child's learning, on the same page as the teacher, and gives effective resources to help further their child's learning at home. By working hand in hand with families, and having a strong line of communication, it builds partnership and trust. This allows my students to understand that their families and I work as a team for them to be successful in school, as well as everyday life. Lastly, by providing families with fun and enriching phonics games to play at home, it allows students to practice their skills further, connect to their learning in a fun manner, and allow families to connect to their child's learning in a positive way. By sending home phonics games that students know and love, they can also feel excited to go home and teach their families how to play the games. This allows students to gain confidence in their learning abilities and overall find enjoyment in the learning process. If students are engaging in their learning in an enriching and effective way, there is a higher chance of meeting the goal above and retaining knowledge.

Learning Goal A science learning goal I have for my kindergarten students is for them to use observations to describe what plants and animals need to survive. This learning goal supports the following kindergarten science standard: K.LS1.1 Use observations to describe patterns of what plants and animals (including humans) need to survive. (Oregon Department of Education, 2022) A community organization I could collaborate with to achieve this goal is our local science museum, Oregon Museum of Science, and Industry (OMSI). Collaborating With Community Organization Currently at OMSI there is an exhibit called Staying Alive: Defenses of the Animal Kingdom. By having a field trip at OMSI, it will be effective in helping to achieve the learning goal and enrich students learning experience because it allows students to observe methods of survival of living things in a hand on, engaging environment where students connect their learning to the world around them. The field trip to OMSI will also include a guide to help students deepen their knowledge, grasp new concepts, and ask and answer questions about their learning. By giving students the opportunity to connect their learning with real life situations, it allows students to gain a new perspective and grow their overall understanding of the given topic. Students will learn about how living things protect themselves from predators and survive in the wild using techniques such as using venom as a defense mechanism, or camouflage techniques to hide from predators. (OMSI, nd.) Effectiveness Of Community Collaboration Strategy By collaborating with OMSI, it will effectively assist in meeting the science goal listed above and enrich learning because students will be able to learn about this topic in a hand on and engaging environment. The article The Importance of Hands-On Learning discusses the effectiveness of hands-on learning by stating the following, “Hands -on (or kinesthetic) learning is where a student participates or carries out physical activities relating to subject material rather than listening to a lecture. Students learn by doing: engaging with the subject material to solve a problem or create something. ” (Miriam, 2021) To further students' knowledge of this concept, students need to learn by doing. This can be engaging in a tour, asking questions, and being able to put their learning to action through activities. Trust-building Strategy A trust building strategy I could use to help build trust as I collaborate with my students’ families is establishing effective communication starting at the beginning of the school year. I start by sending my students a physical welcome letter in the mail to welcome them, let them know how excited I am to be their teacher, as well as a little bit about me. I do this to help ease the nerves of starting the school year and help my students and families feel more comfortable. Once the school year starts, I make sure to send families pictures of their kids in class the first week of school to start an open line of positive communication and establish a trusting relationship. I also make it a priority to send home written notes for each student stating something positive I am seeing from them in class. Examples include working together in a

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group, having a positive attitude about learning, being a leader, and improving on a given topic(behavior/academics). This strategy is not only effective in building trusting relationships but is also a great classroom management technique. I inform students that I will be looking for a student a day to send home a positive letter to and at the end of the day I do a reveal and read the letter aloud at closing circle. As the school year continues, I make it a goal to send every child's parent in my classroom a positive message, and in some cases give parents a call to discuss positive behavior in the classroom. I make this effort to show parents that I care about their child and want to have a strong relationship with my students and their families. I also send home monthly newsletters every month to keep families informed on what their child is learning, and what is to come so that we can work in collaboration to help their child learn at school and at home. Lastly, I give families the option to invite me to after school events. For example, if their child is on a sports team, I welcome families to reach out and let me know so I can attend and support their child. I try my best to make it apparent to my students' families that I see their child as not just a learner, but a person as well that I care for and want to support the best I can. By showing parents that you care through open and honest communication, it shows families that you are a team and can trust you. Effectiveness Of Trust-building Strategy This strategy will be effective in helping to build trust between myself and my students' families because having strong two-way communication allows families to feel a sense of partnership in supporting their child in and outside of school. The article Family Engagement in Schools: A Comprehensive Guide supports my approach by stating the following regarding family communication, “ Two-way communication is crucial to conveying care and building trust .” ( Woolf, nd.) By having an open, consistent, and positive line of communication with family it helps build trust with one another to support their child further in and out of school. Potential Challenge For Building Trust A potential challenge that may arise when working to build trust with families is a language barrier. Due to a language barrier, there may be miscommunication and understanding on both the teachers and families end. This can be a challenge when building trust with families because there are possibility families are unable to read newsletters or messages I send home, which can lead to misunderstandings of how to support their child further at school and at home. It can also be a struggle for me to build trust with families if I do not speak the language and can communicate effectively. It is important to seek support for these families to ensure they are getting the support they need to help their child be successful in school. Mitigation Of Challenge I can mitigate the challenge listed above by requesting a translator to help support the families who do not speak English when scheduling meetings such as parent teacher conferences, or

home visits. It is important to provide these families with translators beforehand and to be prepared so families feel supported and represented. By providing a translator to support families it will help ensure that both sides of our conversation are effectively addressed and prevent miscommunications. Another way I can ensure that families are getting proper forms of communication is by using a translator to help assist with translating messages and newsletters. This shows families that you care about them and want them to feel included in our classroom community, which can lead to families feeling a sense of trust and respect. References Miriam, Ms. “The Importance of Hands - on Learning.” The Thinking Kid , 18 May 2021, www.thethinkingkid.org/post/the-importance-of-hands-on- learning#:~:text=During%20hands%2Don%20activities%2C%20students . Woolf, Nick. “Family Engagement in Schools: A Comprehensive Guide.” Www.panoramaed.com , 2023, www.panoramaed.com/blog/family-engagement- comprehensive-guide . OMSI. “Staying Alive: Defenses of the Animal Kingdom.” Oregon Museum of Science and Industry , omsi.edu/exhibits/staying-alive-defenses-of-the-animal-kingdom/. Accessed 26 Oct. 2023. Oregon Department of Education. 2022 Oregon Science Standards K-12 Science Education . 2022.