Engaging Multilingual Families in P12 Schools with Human-Centered - - PowerPoint PPT Presentation

Engaging Multilingual Families in P12 Schools with Human-Centered Design

MidSouth Literacy Conference March 9, 2019 University of Alabama at Birmingham Josephine Prado, PhD

In Today’s Talk, We will….

Examine Ideas Explore Action Plan Define Terms

Defining Terms

What is the Difference?

Family Involvement Family Engagement

What Does Your School Do?

Family Involvement

– School Generated – Government Mandated

Family Engagement

• Educators ask families for
• pinions and act upon

suggestions

What do Multilingual Families Look Like?

Multilingual Families….

– Speak more than one language at home. – Experience different amounts of cultural distance between school and home – May have recently immigrated to the United States – May have lived in the United States for generations

Exploring Ideas

Funds of Knowledge

– Luis Moll, Cathy Amanti, and Norma Gonzalez (1992) developed this idea – Way of gathering knowledge – cultural, historical, and current about a child and his or her family. (HOW? Home visits, interviews or several conversations) – What is its purpose? – What benefits are there?

What is Human-Centered Design?

– Design Process for the creation of new products (e.g., vacuum cleaners, baby products). The process empathizes with human struggles and strives to design a product that makes that struggle easier. – THREE COMPONENTS

– INSPIRATION – IDEATION – IMPLEMENTATION

Human Centered Design for Families

OBSERVE & EMPATHIZE Inspiration

• Talk to people
• Observe their lives
• Step into their shoes to understand the problems and opportunities that exist for them

DEFINE & IDEATE Ideation

• Define the problem
• Brainstorm different ideas for solving the problem

PROTOTYPING & TESTING Implementation

• Build a new plan
• Test it out
• Get feedback, evaluate and improve it

Case Study: Transition to Kindergarten

–

• OBSERVE. Committee of parents, teachers and administrators reflected on their

experiences with families transitioning to kindergarten. –

• EMPATHIZE. Some members researched for guidelines to inform them of successful

transitions for families like theirs. –

• DEFINE. Committee members identified the barrier for families.

–

• IDEATE. Together, all members brainstormed ways to link families and communities.

–

• PROTOTYPE. Members worked with clay, legos, straws, sticky notes, pipe cleaners

and popsicle sticks to build a prototype of the new connected community context. –

• TEST. Members presented their ideas to different groups and demonstrated how

their prototype worked.

Your TURN! What can you Imagine?

Test

Ideate

Observe Empathize

Prototype

Define

Thank you for your Kind Attention

Josephine Prado, PhD jprado@uab.edu

References

Hensley, M. (2005). Empowering parent of multicultural backgrounds. In N. Gonzalez, L. Moll., A. Amanti (Eds.) Funds of knowledge: Theorizing practices in households, communities, and classrooms (pp. 143-151). New York, NY: Routledge. Breiseth, L., Robertson, K, & Lafond, S. (2011). A guide for engaging ELL families: Twenty Steps for school leaders. http://www.colorincolorado.org/guide/guide-engaging-ell-families-twenty-strategies-school-leaders Global Family Research Project (2018). Human-centered design: An innovative tool for professional learning in family

• engagement. https://globalfrp.org/content/download/295/3154/file/GFRP_Human-CenteredDesignGuide.pdf

NCELA (2018).https://ncela.ed.gov/files/family_toolkit/EL-Family-Tool-Kit-All.pdf TESOL (2018). Community and family toolkit. Alexandria, VA: TESOL PRESS https://www.tesol.org/advance-the- field/advocacy-resources/community-and-family-resources-for-elps Reyes, I., & Da Silva Iddings, A.C. (2016). Building relationships with diverse students and families: A funds of knowledge

• perspective. Journal of Early Childhood Literacy, 16(1), 8-33.