Welcome to TELLSyllabus for Family, School, and Community PartnershipsExplanation of the TemplateTotal Points Preparation for Session One Pre-Homework Due Session 1Session One: Community, Assumptions, and PTA StandardsLA 1.1: Learning about Ourselves as Cultural BeingsLA 1.2: Identifying and Reviewing Community AssetsLA 1.3: National PTA Standards LA 1.4: National PTA Standards -- AssessingLA 1.5: Uncovering Assumptions about HeritageLA 1.6: Major Course AssignmentsHW 1.1 Reflection on My Practice with Families and CommunityHW 1. 2 Engaging Funds of Knowledge HW 1.3 One Day in the Life of a Child HW 1.4 Explaining the Assets in My School NeighborhoodHW 1.5 Exploring School and Community Partnershiping through PTA StandardsHW 1.6 Reviewing Major Projects Session Two: Preparing to Cross BordersLA 2.1: VideoEthnography Student ShareLA 2.2: Share your Asset MapLA 2.3: Home Visits, Cultures, and PracticesLA 2.4 Community Partners LA 2.5: National PTA StandardsLA 2.6: Title 1 LawHW 2.1: Reflection on Actions Taken and Learning HW 2.2: Identifying White Privilege HW 2.3: Beginning the Family Profile HW 2.4: Go On a School Field TripHW 2.5: Research Facts about Your SchoolSession Three: Family and Community EngagementLA 3.1: Reviewing Analysis of My Invisible BackpackLA 3.2: Work on the Family ProfileLA 3.3: Office of Civil Rights RoleLA 3.4: Serving EL's in Schools and in Classrooms LA 3.5: Exploring Community Engagement through ExamplesHW 3.1: Reflections on Session 3HW 3.2: Family Profile Major AssignmentHW 3.3: A Teacher's Perspective on Family Involvement HW 3.4: Partnership PlanHW 3.5: Beliefs About PovertySession Four: Collaboration LA 4.1: Studying Students LA 4.2: Organizing for Partnerships LA 4.3: How WIDA Can Help ParentsLA 4.4: Expanding Understanding of People in PovertyLA 4.5: Comparing Living Conditions across The World through PhotosHW 4.1: Weekly ReflectionHW 4.2: How Does Your School Compare HW 4.3: Understanding Global PovertyHW 4.4: Uncovering Your Experiences with Race and PrivilegeHW 4.5: Completing Your Family ProfileHW 4.6: Complete Your Partnership PlanSession Five: Exploring Community ResourcesLA 5.1: Poverty and ChoicesLA 5.2: Understanding Issues Surrounding Student Trauma on My TeachingLA 5.3: Developing Deeper Knowledge about PovertyLA 5.4: Developing Social-Emotional Strategies to Address Student NeedsLA 5.5: Life on the EdgeHW 5.1: Reflecting on My Work HW 5.2: Exploring My Own Socioeconomic ClassHW 5.3: Examining Assumptions about Immigrant Families HW 5.4: National PTA Standards HW 5.5: Reviewing and Completing the Family Profile and Partnership Plan AssignmentsHW 5.6: Preparing to Take a Position of Advocacy for ELs and Their FamiliesSession Six: High Expectations English LearnersLA 6.1: Sharing the Family Profile AssignmentLA 6.2: Sharing Partnership PlansLA 6.3: Exploring Further Teacher Beliefs and Family EngagementLA 6.4: Learning About ESSA Plans LA 6.5: Organizing for Advocacy for ELs and Their FamiliesHW 6.1: Reflecting on my WorkHW 6.2: Preparing the Final Major Assignment HW 6.3: Responding to the Impact of Experiences of ImmigrationHW 6.4: Building Resilience HW 6.5: Reviewing an Example of an Advocacy PositionHW 6.6 Revisiting My Beliefs about Teaching Diverse StudentsSession Seven: Responding to Student and Family NeedsLA 7.1 Becoming a Champion TeacherLA 7.2 Responding to the Impact of Trauma and Building ResilienceLA 7.3: Preparing for AdvocacyHW 7.1 Reflecting on My WorkHW 7.2 Reconsidering Engaging with Families Session Eight: Advocating for Students and FamiliesLA 8.1: Teachers Advocating Together LA 8.2 Revisiting My Thinking

LA 4.5: Comparing Living Conditions across The World through Photos

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Learning Outcome Pedagogical Intent Student Position

Employ strategies to empower parents/families to participate in their child’s education.  

Provide support and advocacy.

Assessment: 25 pts.

TA: 50 Minutes

Teachers can reduce their own stereotypes about living in poverty as they view the world poverty levels so they can better support families in assisting in their child’s education.

Students have read about what poverty is.  They will add to their learning by watching a talk explaining levels of poverty as it exists world-wide.

Instructions

As a group you will watch Anna Rosling Ronnlund. She will explore the ways in which data can inform us about world conditions. 

  1. Before watching the talk, click on this link that will guide your viewing. Individually write your answers to the questions at the top of the reading guide (1-4). 
  2. Then watch the talk by Anna Rosling Ronnlund called See How the Rest of the World Lives According to Income. As you watch the talk, you may want to jot down some notes to do this you will use the space below the final question which you will answer later in this activity. 

  3. As a group, discuss this talk and what you think of it and again jot any notes on your worksheet that are of interest to you.  

  4. As a group you will now go to Gapminder. Click on the topic Dollar Street where you will find rows of pictures of families. In the bottom right corner of each family photo, the country where they live and the monthly income is recorded.

  5. Scroll down to a row that looks interesting and click on a family noting their monthly income. In the column on the right side is tab that says "visit this family". Click on the tab and observe through photos the living circumstances of the family. Pay attention to the differences in living conditions in all the families in that row.  Discuss the differences you see on that row and discuss the reasons for the differences and why the set of pictures about the family were included in that row.

  6. Now fill out the bottom part of the viewing guide. Be prepared to share your thinking and ideas with the whole group in the discussion that follows. 

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