Sue StegmeierLorna Armstrong1
Agenda Day One9:00 – 9:10Welcome, introductions, and housekeeping9:10 – 9:45 Group activator9:45 – 12:30l Learning, and th...
Agenda Day Two9:00 – 9:20 Group activator9:20 – 10:30 Prep for Presentations10:45- 12:00 Presentation 3 – Working with Fam...
Group Activator1. Draw a map of a route from your house to a near-by store.-Note all the places children would be able to ...
EffectiveTeaching andTrainingContentHow peoplelearn.5
Write about a time you had areally positive learningexperience. Write down as manydetails about the experience asyou can r...
Adult Learners7
Knowle’s listThey feel the need to learn.They have some input into what, why andhow they learn.The content and processe...
Hurt, J. (2012)“Insight trumps knowledge.”9
http://www.2learnabc.ca/aboutMe.aspxqrcode.kaywa.com10
Knowledge Understanding Doing11
“Images trump words.”Hurt, J. (2012)12
13
“White space trumpsinformation dumps.”Hurt, J. (2012)14
15
Hurt, J. (2012)“Shorter trumps longer.”16
17John Medina on attentionspans.http://www.brainrules.net/attention
Hurt, J. (2012)“Brain science trumpstraditional education.”18
The Brainhttps://www.google.ca/search?as_st=y&tbm=isch&hl=en&as_q=brain&as_epq=&as_oq=&as_eq=&cr=&as_sitesearch=&safe=imag...
Shawn Abbate (2010)Brain 10120
Communication of NeuronsShawn Abbate (2010)Dendritesgrow when wethink. Newpathwaysincreaseintelligence.DendritesnucleusNeu...
22
NGOKGBSINCWFFBICMALOL23
24
CWFKGBSINCMANGOLOLFBI25
26
“Emotions trump facts.”27
-and now a test!!!!28
Hurt, J. (2012)“Movement trumps sitting.”29
Movement30
Hurt, J. (2012)“Talking trumps listening.”The person doing the most talkingduring an education session is theone doing the...
Socialization32
Hurt, J. (2012)“Different trumps same.”33
MentalStimulationThe brain benefits from a noveland complex environment34
35
Shawn Abbate (2010)Novelty in Your Workshop Think about one aspect of Building Blocks List 3 choices you could offer par...
Hurt, J. (2012)“Writing trumps reading(and listening).”37
Strategies that takeadvantage of how the brainlearns best.Read Worksheets Don’t Grow Dendrites20 Instructional Strategies ...
These strategies- Provide Motivation- Meets the needs of differentlearning styles- Provide brain based learningstrategies39
Test Time40
Neuron41
Feedback42
Planning for Learning.43
•Introductions, Openers and Orientation•Essential Skills•Learning a New SkillPresentation 144
Building Blocks TrainingPresentersNames45
Agenda OverviewDay One9:00- 10:00 Introductions and Housekeeping (scenario)Manual Handout OrientationLearning Something Ne...
9:00- 10:15 Are you ready to learn? Movement and Positive Learning10:15- 10:30 Break10:30- 10:45 Safety in the home10:45- ...
48Introductions
Manual:• Section 1 – Worksheets• Section 2 – Theory• Section 3 – Preparing for your first visit• Section 4 – Activities an...
A smile is the universal welcome.Max EastmanIn the work you do with literacy – what makes you smile? (in one word)50
Why is LiteracyIs Like Velcro?51
52
Let’s Compare:Literacy & Learning Activity53
Let’s CompareLiteracy and Learning Skill ie. JugglingNeed the basics before going to thewholeNeed the basics before going ...
•What is Family Literacy and Building Blocks•Learning Styles•Brains and Early Childhood DevelopmentPresentation 255
What is familyliteracy?56
What is Building Blocks?57
58
The Animal School59
Once upon a time…
The animalsdecidedthey must dosomethingheroic tomeet theproblems ofa “new world.”
So theyorganized aschool.
They adoptedan activitycurriculumconsisting ofrunning,climbing,swimming,and flying.
To make iteasier toadminister thecurriculum, allthe animalstook all thesubjects.
The duck wasexcellent inswimming —better, in fact,than hisinstructor.65
But he madeonly passinggrades in flyingand was verypoor inrunning.66
Since he wasslow in running,he had to stayafter school andalso dropswimming inorder topracticerunning.67
This was kept up untilhis webbed feet werebadly worn and he wasonly average inswimming.But average wasacceptable in school...
The rabbitstarted at the topof the class inrunning but hada nervousbreakdownbecause of somuch make-upwork inswimming.69
The squirrel wasexcellentin climbing until hedevelopedfrustration inthe flying class,where his teachermade him start fromt...
He alsodevelopeda charley horsefromoverexertionand then gota C in climbingand a D inrunning.71
The eagle wasa problemchild and wasdisciplinedseverely.72
In the climbingclass he beatall the othersto the top ofthe tree butinsisted onusing his ownway to getthere.73
At the end of theyear, anabnormal eelthat could swimexceedingly well,and also run,climb,and fly a little,had the highestav...
andhe wasvaledictorian.75
The prairie dogsstayed out ofschool andfought the taxlevy because theadministrationwould not adddigging andburrowing to th...
They apprenticedtheir children to abadger and laterjoined the groundhogs and gophersto start asuccessful privateschool.77
Does this fable have a moral?78
Remember:There is no one correct way to teach all children,but there is a correct way to teach each child:79
one at a time.80
81
CharacteristicsLogicalLinearSymbolicSequentialVerbalReality basedFactsTemporal (time)AbstractCreativity is inimplementatio...
Learning StylesMultiple Intelligences83
Key Factors That Influence Early BrainDevelopment and Academic Achievement.Brain84
BrainSafe physicalenvironmentRelationshipsPrenatalExerciseExperience andexposure tolanguageGenesNutritionKey Factors That ...
Early Childhood Development86
• Touch• Non-Verbal• Play• RepetitionLearning Happenswith-inRelationships87
Agenda Day Two9:00 – 9:20 Group activator9:20 – 10:00 Prep for Presentations10:00- 12:00 Presentation 3 – Working with Fam...
ActivatorWhat’s the story behind thepicture?89
•About Families•First Visits•Goal SettingPresentation 3Working with Families90
91
First Visits92
93
We all have goals!94
SMART GOALSS = SpecificM = MeasurableA = AttainableR = RealisticT = TimelyLogic Model – Building Blocks – Short term outco...
Measurement• Did the parent meet their Goal?• Change in behaviour or attitude?• Help them to see the changes or re-evaluat...
Be determined in achieving yourgoals...97
Plan YourFirst Visit98
Working with Families in the Home!1. On the first visit how do I enter the house and introduce my self? Where do westart t...
•Strategies for Learning•Factors that Impact Learning•Resources for LearningPresentation 4Learning100
Children learnbest throughactiveinvolvementSpatialOrientation isnecessary forletteridentification andorientation ofsymbols...
When childrendemonstrate themeaning ofwords physically,theirunderstanding ofthe words isimmediate andlong lasting.Adverbs ...
Stringing actionstogether to formsequences issimilar to linkingwords to formsentences andeventuallyparagraphs.When childre...
Confucius said it best:What I hear, I forget.What I see, I remember,What I do, I know.”104
Which one are you?Are you ready to learn?105
Go and have fun in themeadows...106
Successful Safe In Home Visits107
Factors that ImpactLearningIrlen108
Role of Parent – Early Literacy andSchool Success• LD OnLine :: Fighting For Your Child90% of children with reading diffic...
Talk and Print110
•GamesPresentation 5111
Games112
Resourceshttp://drpaulasprescriptions4pd.wikispaces.com/file/view/anima+school.ppt.TheAnimal School,Slide show by George H...
Resources• http://www.pre2three.org/ - newsletter forexpectant parents• http://www.livesinthebalance.org/ Ross Greene– Col...
Dont stop yourself from learning...115
Preparing for your workshop116
Evaluation117
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  • Time: 15 minutes before the workshop is to beginMaterials: NonePurpose: Inform participants what the name of the workshop is and who the presenters are. Procedure: Put the slide up 15 minutes before the workshop begins.
  • Review the agenda on slide 2 and 3
  • Time: 35 minutesMaterials: Handout #1 and coloured pencils / and or feltsPurpose: The purpose of this group activator is to set the whole brain in motion. Participants will use different modalities to activate what they know about literacy. It will help to energize the group as well as focus them on the learning. Procedure: Present the following slide to the group.Explain the purpose of this activator and that there will be three parts to it.Part 1- Record- On their own, participants record responses to each statement.Part 2- Exchange- Participants introduce themselves to a partner and share responses.Part 3- Report- Participants introduce their partner to the group and report what they heard their partners say. Look for common themes and summarize.
  • Time: 1 HourMaterials: Slides 6-27 see individual slides for materials listPurpose: Draw attention to the 7 points that must be considered in order to be an effective teacher/trainer. Procedure: Explain that being effective at something is more than just being the expert in that field. It requires and understanding of how people learn and are motivated to learn.
  • Time: 10 minutesMaterials: Chart paper/white board, pens, Handout #1Purpose: Have participants reflect on what made something a positive learning experience.Procedure: Refer back to their positive learning experience. If they focused on a negative one give them a few minutes to come up with a positive one. As a group list all the different things they have learned and then look at how they learned them- What made it positive? Listed below are some factors that affect learning- see how many of the ones they have, match this list- See if there are any others. Comments: Factors that affect learning--Motivation--Relationship with instructors and peers--Having access to resources and time-Mood and situation-Prior information (background information)-The teaching method-How relevant the information was.
  • Time: 10 minutesMaterial: Handout #8Concept: Needs of adult learnersProcedure: Read handout #8 and then share with a partner what you think is wrong with the learning situation and make suggestions for what the trainer could do differently.
  • Compare their list to Knowle’s listHow many did they identify?Is the list incomplete?
  • Time: On-goingMaterials: Handout # 2Concept: Brain TrumpsProcedure: Handout #2- Explain that as the morning goes on we will be covering 10 brain trumps which simply means that the brain prefers to learn one way over another. Keep track of these brain trumps as we go along.Insight trumps knowledge.Knowing 2+2=4 is one thing. Knowing how to apply that fact is more important.Our brains learn information by applying new knowledge to past experience. Gaining insight into how to apply a fact or research is more important to our brain than the fact. Our brains crave meaning!
  • Procedure: Explain that this is a QR code. Click on the code which will take you to a video that explains what a QR code is for and how it works. After viewing the video have a general discussion about how this could be used with families who have access to smart phones. Here are some suggestions for use if they are having trouble coming up with some. 1. Worksheets ~ Create a 3 – In – A Row worksheets for students to play with another student.2. Scavenger Hunts ~ Post codes around the school have student solve problems and find the correct answers.3. Pass It ~ You can create several problems on one worksheet, cut them and play Pass It. Each student/group solves a problem and them pass it to the next student/group.4. Contact Information for Parents and Students ~ Post in classroom for students and parents to obtain phone number, email address, class website, etc.5. Notes ~ Such an easy way to post notes and great for students to always have access to them at all times.6. Assignments ~ Post Homework assignments in codes for students to scan before leaving class.7. Hints/Tutorials to assist on problems ~ Use when students are solving problems. They can scan the code when they are having trouble or need help. Have participants go to http://www.2learnabc.ca/aboutMe.aspx URL posted on slide Look through the different sites listed and pick one to share with everyone. Copy the URL. Go to qrcode.kaywa.com As posted on slide Paste the URL in the space where it says http. You can erase the http part first. Click on generate free Right click on the code and select copy image. Go to new document and paste the image onto a new document. Print the document with the code and post on the wall. Use the phones and check out some of the sites others have selected by scanning the QR code with a code reader. Review-1.Knowledge- You get the knowledge. This involve memory and getting the information from your short term memory to your long term memory.2. Understanding - The second step is understanding the knowledge. You need to know how your will apply it- When, where, why and how this knowledge will be used in a real life situation.3. Using - The final step is to actually do something with the new information.
  • Time: 15 minutesMaterials: Slides 8 & 9, several iphones, ipads, or ipods. 2 should be enough.Purpose: Participants will understand that learning is a three step process 1. You get the knowledge. This involve memory and getting the information from your short term memory to your long term memory.2. The second step is understanding the knowledge. You need to know how your will apply it- When, where, why and how this knowledge will be used in a real life situation.3. The final step is to actually do something with the new information.Procedure: Explain that learning is a three step process as listed on the slide. Move to the next slide
  • “Images trump words.We remember images. We forget words. Why? 50%-80% of our brain’s natural processing power is devoted to processing sight. That’s more than all of our other senses. We actually see with our brains, not our eyes. Likewise, when we hear a word, our brain translates it into an image.”Hurt, J. 2012
  • Time: 10 minutesMaterials: Purpose: Explore how to uses the senses as an effective learning tool.  Procedure: In pairs design a learning activity around the story “The Three Little Pigs” Develop a learning activity that uses one or more senses to explore this story. Share with the group Comments: Stimulate the sensesWe learn 75% by sight13% hearing3% hearing3% smell6 % taste.
  • “White space trumps information dumps.Many presenters try to cram as much information and data into their presentation as the time permits. We’ve assumed that content covered means content learned. We’ve also assumed that if we cover more content, the listener learns more.Wrong! The amount of learning directly aligns to the amount of thinking and reflection. We need to create more white space (time for the learner to think) and less pushing of content. The more the learner is allowed to reflect, the more they learn.” Hurt, J. 2012
  • Be aware of learning curves. It is usually steeper in the beginning. Don’t overload the amount of information you give in the beginning
  • “Shorter trumps longer.Neuroscience has proven that our attention span is 10 minutes. After that, our attention starts to wane. Chunking content into ten minute segments and then allowing learners 10 minutes to digest is the best way to learn. Does this mean the three hour session is dead? Absolutely not. It’s just designed differently with lots of breaks to allow time for discussion, reflection and application.”Hurt, J. 2012
  • Don’t abuse people’s attention spanDon’t go over 10-15 minutes without asking them to move and do something different.You are wasting your time.“Shorter trumps longer.Neuroscience has proven that our attention span is 10 minutes. After that, our attention starts to wane. Chunking content into ten minute segments and then allowing learners 10 minutes to digest is the best way to learn. Does this mean the three hour session is dead? Absolutely not. It’s just designed differently with lots of breaks to allow time for discussion, reflection and application.”Hurt, J. 2012
  • Brain science trumps traditional education.Knowing how the brain naturally operates is similar to knowing the laws of driving. Could you drive without knowing the rules of the road? Sure you could! Yet, you would probably create a lot of traffic problems. And eventually cause a wreck.The same applies to presenting to others without knowing how the human brain learns. If you do it, you increase the chance that it won’t work well. Unfortunately, the learner is the one that deals with the disaster. “ Hurt, J. 2012Emotions trump facts.For years we’ve assumed that dumping data, information and stats on audiences is in their best interest. We believe that we should separate feelings from facts and leave emotions at home.Wrong! Neuroscience has proven that everything the brain learns is filtered through emotions. There are no exceptions. How we use emotion to aide learning determines learning’s success.
  • Time: 15 minutesMaterials: Slides 17- 20, handout #5Researchers such as Carol Dweck (2006) and Judy Willis (2009) have both found a great deal of evidence that indicates that students who understand how the brain works showed significant and positive changes in their attitudes, motivation and ultimately their learning. Willis (2009) reports “Teaching students the mechanism behind how the brain operates and teaching them approaches they can use to work that mechanism more effectively helps students believe they can create a more intelligent, creative, and powerful brain. It also shows them that striving for emotional awareness and physical health is part of keeping an optimally functioning brain. Thus, instruction in brain function will lead to healthier learners as well as wiser ones.”Just a reminder that they were to read the article “What you should know about your brain”
  • MVP- Most Valuable PointThe MVP is a quick way to activate and engage the mind of the learner. Participants summarize their learnings about a topic by writing/sharing what they believe to be the most valuable idea.Have participants read Brain 101 on their own. Determine what they think is the most important point and why.Share with a partner what they think is important.Large group exchange on chart paper or whiteboard.An adult brain weighs 2 to 4 pounds.The brain is comprised of at least 60% fat. Every heart beat provides 25% of the blood and oxygen to your brain.The hippocampus encodes new information and initiates learning and memory.You have millions of brain cells (called neurons) that increase in number with exposure to complex and novel environments.Neurons communicate with each other chemically, in a process referred to as a synapse.The more synaptic connections, the greater your brain reserve.Brain reserve is thought to delay the onset of diseases such as Alzheimer’s Disease.9. It has plasticity. There is no finite capacity or limitation.10.Environmental input across one’s lifespan, beginning at conception shapes the brain.11. There is no critical period of brain development, unless one considers life itself to be the measure.12. Environmental input into a brain can make a difference with respect to the health of that brain.
  • Time: 5 minutesMaterials: Cue up video “How We Learn-Synapses and Neural Pathways”. Handout #5Purpose: Understand what happens in the brain when we learn and why we need to rehearse what we learn. Learn how learning builds neural pathways.Procedure: Click on the picture in the lower right to link to video “How We Learn-Synapses and Neural Pathways” Have participants label a diagram of a neuron.
  • Time: 5 minutesMaterials: Slides 21- 25 Concept: Our short term memory can handle about 7 bits of information; Information needs to be chunked and not overloaded. Procedure: Click on picture for link by John Medina on short Term memory. If the movie doesn’t start playing click on the menu on the bottom right and chose Capacity for Working Memory.Discuss the implications for what you are doing.Awareness of this is crucial so that learners don’t try to jam too much in.Motivation is crucial.
  • Time: 5 minutesMaterials: SlideConcept: Demonstrate how short term memory can only hold + 7 bits of information for 30 secondsProcedure: Allow the group to look at the slide for 30 seconds and then move to the next slide. Have them write down as many as they can remember. Go back to the slide and check. Take a poll. Move to the next slide and allow them to look for 30 seconds and then
  • Now have them write down as many as they can remember- Breaking things into meaningful chunks helps.
  • Allow 30 seconds to memorize and then move to next slide.
  • Now have them write down as many as they can remember- Breaking things into meaningful chunks helps.
  • Time: 15 minutesMaterials: 2 Hopscotch boards labelled with words from the cell, Slides 27-33 Concepts: Movement, socialization and novelty are critical factors that can help us learn.Procedure: Tell participants to get out a piece of paper and announce that they are going to have a test. Without looking at their notes have them list 9 parts of a neuron- bonus points for drawing and labeling it. Tell them you will check the answers later. Explain that there are three critical factors- Movement (slide 28) Go to Slide 29 and go over another Brain trump, slide 30, slide 31 is another brain trump, and novelty, slide 33 is another brain trump. Go over those slides- no need to really elaborate. They are going to play hopscotch. Review rules- Divide into two teams.Playing the gameThe first player tosses the marker (typically a stone, coin or bean bag) into the first square.The marker must land completely within the designated square and without touching a line or bouncing out. The player then hops through the course, skipping the square with the marker in it. Single squares must be hopped on one foot. For the first single square, either foot may be used. Side by side squares are straddled, with the left foot landing in the left square, and the right foot landing in the right square. Optional squares marked "Safe", "Home", or "Rest" are neutral squares, and may be hopped through in any manner without penalty. After hopping into the "Safe", "Home", or "Rest" the player must then turn around and return through the course (square 9, then squares 8 & 7, next square 6 and so forth) on one or two legs depending on the square until he or she reaches the square with their marker. They then must retrieve their marker and continue the course as stated without touching a line or stepping into a square with another player's marker.Each square will be labelled with a part of a neuron.The player must say the part as she lands in each square.Upon successfully completing the sequence, the player continues the turn by tossing the marker into square number two, and repeating the pattern.If while hopping through the court in either direction the player steps on a line, misses a square, or loses balance, the turn ends. Players begin their turns where they last left off. The first player to complete one course for every numbered square on the court wins the game.
  • “Movement trumps sitting. The longer an audience sits, the less they learn.From the beginning of time, our bodies and brains were made to move. It’s in our genes. We think better when we move. For education, this means getting up and moving across the room to a new table. Finding someone you don’t know, introducing yourself and then sharing some new learning.”Hurt, J. (2012)
  • Movement is crucial to every brain function, including memory, emotion, language, and learning. Physical activity forces oxygen and glucose to the brain.
  • “Talking trumps listening. Here’s the law: the person doing the most talking during an education session is the one doing the most learning. So that’s actually the speaker. We need to create more learning opportunities where the speaker talks for about 10 minutes and then the audience talks to each other. We talk in pairs or small groups so we can understand. We talk so we can remember. We talk so we can process. No, not Q & A time with the presenter. Then only one person is talking and learning. Peer to peer or small group talking trumps one person asking a question any day!” Hurt, J. (2012)
  • Comments: Humans are social. Talking leads to breathing. Brainstorming improves comprehension and leads to higher order thinking. Students remember 90% of what they say or discuss. Learning increases when students have a chance to talk about it in their own words. Brainstorming activates prior knowledge.Formulating questions is realistic and leads to better thinking skills.
  • “Different trumps same.We notice things that have changed. We ignore things that stay the same. Difference, novelty, uniqueness, contrast and the unexpected juice our brains. Boring is the nemesis of learning.Example: mandating a conference branded PowerPoint template for all speakers creates an image of sameness in our audience’s minds from session to session and shuts down learning!”Hurt, 2012
  • What is noveltySkills:prioritize explain the main idearesolve the conflictask questionspredicthypothesizestate your opinionExamples: Debate an issueEditorialize an opinionMake a choice or decisionTally research resultsInterview a person Prepare an investigative report Use raw materials to solve a problemPrepare a scrapbook or collectionAccommodate a new viewpointCreate an original interpretation
  • Time: 5 minutesMaterials: NoneConcept: Novelty is importantProcedure: Complete the instructions as indicated on the slide.
  • Writing trumps reading (and listening).Most audiences have been conditioned to sit and listen and not do anything else.We write to remember. We remember because we write. (Now insert type or text for the word write in those sentences.)When we write or type, we are processing information. We are thinking about it and thinking increases the likelihood or retention.Hurt, 2012
  • Time: 20 minutesMaterials: Handout # 6 and 7Concepts: Learn 20 strategies that engage the brain.Procedure:Hand out #6 & 7 Divide the 20 strategies amongst the participants- Work in pairs- 10 minutes to read the strategies and prepare a short presentation. 10 minutes to report back to group. Fill in page “20 strategies that take advantage of how the brain learns best. “  Dr. Marcia L. TateWriting trumps reading (and listening).Most audiences have been conditioned to sit and listen and not do anything else.We write to remember. We remember because we write. (Now insert type or text for the word write in those sentences.)When we write or type, we are processing information. We are thinking about it and thinking increases the likelihood or retention.
  • Time: 5 minutesMaterials: NoneConcept: Motivation is crucial for effective learning. Procedure: Remind participants that they were to watch the Richard Lavoi video on Motivation. Discuss their own learning experiences and how many of them had positive ones because they were motivated to learn something even when it is really difficult.Comments:Students can learn effectively and independently when they are interested in what they are learning. However, much of classroom learning is often perceived as uninteresting, which make the learning process more difficult. Making learning more interesting, meaningful and active is a real challenge to instructors. UN ESCAP (2002)
  • Time: 5 minutesMaterials: Index cardConcept: Feedback is crucial. We all need to know how we are doing.Procedure: Short discussion of the value of feedback. Always build it in your plan. Give and get and take action on feedback that you get. Hand out cards and ask for feedback of the morning. Answer three questions- What is one thing your liked? What is one new thing you learned? What is one thing you would like to do differently this afternoon?
  • Brain based lesson planning.Discuss the lesson plan- Make sure they have a copy of the plan.
  •  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.
  • Time: 20 minutesMaterials: Personal PhotosPurpose: Demonstrate a strategy for storytellingProcedure: Pair up participants. Have them exchange the picture that they were instructed to bring. Participants have 5 minutes to come up with the story behind the picture. Bring everyone back to the group to share the stories. After the participants have told their version have the owner of the picture share the real story.
  • 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 list the 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.
  • Tttpresentation

    1. 1. Sue StegmeierLorna Armstrong1
    2. 2. Agenda Day One9:00 – 9:10Welcome, introductions, and housekeeping9:10 – 9:45 Group activator9:45 – 12:30l Learning, and the Brain12:30- 1:00 Lunch Break1:00- 2:00 Planning for learning2:00 - 2:30 Presentation 1- Introduction, Openers, Orientation- Essential Skills- Learning a New Skill2:30- 2:45 Break2:45- 4:00 Presentation 2-What is Family Literacy and BuildingBlocks-Learning Styles-Brain and Early Childhood Development2
    3. 3. Agenda Day Two9:00 – 9:20 Group activator9:20 – 10:30 Prep for Presentations10:45- 12:00 Presentation 3 – Working with Families-About Families-Goal Setting-First Visits12:00- 12:30 Lunch12:30- 2:00 Presentation 4 – Learning-Strategies for Learning-Factors That Impact Learning-Resources for Learning2-00- 2:30 Presentation 5-Games2:30- 2:45 Break2:45- 3:30 Preparing for your workshop3:30- 4:00 Evaluation3
    4. 4. Group Activator1. Draw a map of a route from your house to a near-by store.-Note all the places children would be able to see adultsmodeling literacy activities.2. Create a bumper sticker encouraging parents to read totheir children.3. Record the strengths that you bring to the Building Blocksprogram.4. Prepare a short anecdote about a positive (or negative)learning experience that you can share with your partner.5. Draw a web with the word literacy at the centre.-Add key words and ideas to your web.4
    5. 5. EffectiveTeaching andTrainingContentHow peoplelearn.5
    6. 6. Write about a time you had areally positive learningexperience. Write down as manydetails about the experience asyou can remember.What made it so positive?6
    7. 7. Adult Learners7
    8. 8. Knowle’s listThey feel the need to learn.They have some input into what, why andhow they learn.The content and processes have a meaningfulrelationship to the learners past experience.The experience is used as a learning resource.What is to be learned relates to theindividuals current life situation and tasks.They have as much autonomy as possible.The learning climate minimizes anxiety andencourages freedom to experimen.There is a cooperative learning climate.There are mechanisms for mutual planning.Accountability- how do they know theyknow?How many didyou identify?Is the listcomplete?8
    9. 9. Hurt, J. (2012)“Insight trumps knowledge.”9
    10. 10. http://www.2learnabc.ca/aboutMe.aspxqrcode.kaywa.com10
    11. 11. Knowledge Understanding Doing11
    12. 12. “Images trump words.”Hurt, J. (2012)12
    13. 13. 13
    14. 14. “White space trumpsinformation dumps.”Hurt, J. (2012)14
    15. 15. 15
    16. 16. Hurt, J. (2012)“Shorter trumps longer.”16
    17. 17. 17John Medina on attentionspans.http://www.brainrules.net/attention
    18. 18. Hurt, J. (2012)“Brain science trumpstraditional education.”18
    19. 19. The Brainhttps://www.google.ca/search?as_st=y&tbm=isch&hl=en&as_q=brain&as_epq=&as_oq=&as_eq=&cr=&as_sitesearch=&safe=images&tbs=sur:f&tbo=d&biw=1522&bih=672&sei=8l0LUZC1INDFtAbTooDADQ#imgrc=j1md71CnQoMBkM%3A%3B1ZY-jPQoG-UF1M%3Bhttp%253A%252F%252Ffarm3.staticflickr.com%252F2801%252F4097561067_16cf6986ec.jpg%3Bhttp%253A%252F%252Fwww.flickr.com%252Fphotos%252F44568283%2540N02%252F4097561067%252F%3B450%3B34719
    20. 20. Shawn Abbate (2010)Brain 10120
    21. 21. Communication of NeuronsShawn Abbate (2010)Dendritesgrow when wethink. Newpathwaysincreaseintelligence.DendritesnucleusNeuron21
    22. 22. 22
    23. 23. NGOKGBSINCWFFBICMALOL23
    24. 24. 24
    25. 25. CWFKGBSINCMANGOLOLFBI25
    26. 26. 26
    27. 27. “Emotions trump facts.”27
    28. 28. -and now a test!!!!28
    29. 29. Hurt, J. (2012)“Movement trumps sitting.”29
    30. 30. Movement30
    31. 31. Hurt, J. (2012)“Talking trumps listening.”The person doing the most talkingduring an education session is theone doing the most learning.31
    32. 32. Socialization32
    33. 33. Hurt, J. (2012)“Different trumps same.”33
    34. 34. MentalStimulationThe brain benefits from a noveland complex environment34
    35. 35. 35
    36. 36. Shawn Abbate (2010)Novelty in Your Workshop Think about one aspect of Building Blocks List 3 choices you could offer participants fornovelty.1.2.3. Turn to the person next to you and share yourideas.BrainSnack!Slide36
    37. 37. Hurt, J. (2012)“Writing trumps reading(and listening).”37
    38. 38. Strategies that takeadvantage of how the brainlearns best.Read Worksheets Don’t Grow Dendrites20 Instructional Strategies that Engage the Brainby Dr. Marcia L. Tate38
    39. 39. These strategies- Provide Motivation- Meets the needs of differentlearning styles- Provide brain based learningstrategies39
    40. 40. Test Time40
    41. 41. Neuron41
    42. 42. Feedback42
    43. 43. Planning for Learning.43
    44. 44. •Introductions, Openers and Orientation•Essential Skills•Learning a New SkillPresentation 144
    45. 45. Building Blocks TrainingPresentersNames45
    46. 46. Agenda OverviewDay One9:00- 10:00 Introductions and Housekeeping (scenario)Manual Handout OrientationLearning Something NewWhat is Family Literacy?What are essential skills?10:00- 10:30 What is Building Blocks?10:30- 10:45 Break10:45- 12:00 Learning Styles and Adult Learning12:00- 1:00 Lunch1:00- 1:30 Child Development- Why is it important in familyliteracy?1:30- 2:00 Family dynamicsPlanning for learning2:00- 2:15 Break2:15- 4:00 The first visit 46
    47. 47. 9:00- 10:15 Are you ready to learn? Movement and Positive Learning10:15- 10:30 Break10:30- 10:45 Safety in the home10:45- 12:00 Factors that impact learning!12:00- 1:15 Lunch – Field trip as part of lunch1:00- 1:30 Environmental print- using within the home1:30- 2:15 Check in- questions about home visitation2:15- 2:30 Break2:30- 3:45 Game3:45- 4:00 Evaluation and certificatesDay Two47
    48. 48. 48Introductions
    49. 49. Manual:• Section 1 – Worksheets• Section 2 – Theory• Section 3 – Preparing for your first visit• Section 4 – Activities and Strategies• Section 5 – Table of contents1. Handouts for Families2. Flash Drive Handouts3. Resources – Page 6-1449
    50. 50. A smile is the universal welcome.Max EastmanIn the work you do with literacy – what makes you smile? (in one word)50
    51. 51. Why is LiteracyIs Like Velcro?51
    52. 52. 52
    53. 53. Let’s Compare:Literacy & Learning Activity53
    54. 54. Let’s CompareLiteracy and Learning Skill ie. JugglingNeed the basics before going to thewholeNeed the basics before going to thewholeNeed to practice Need to practiceRepetition RepetitionEye-hand coordination Eye-hand coordinationUse of body and all senses- The bestway to learnUse of body and all senses- The bestway to learnChanges the brain Increases white matter in the brainNeed to take risks Need to take risksShould be fun, hard to if stressed Should be fun, hard to if stressedNeed positive reinforcement tocontinueNeed positive reinforcement tocontinue 54
    55. 55. •What is Family Literacy and Building Blocks•Learning Styles•Brains and Early Childhood DevelopmentPresentation 255
    56. 56. What is familyliteracy?56
    57. 57. What is Building Blocks?57
    58. 58. 58
    59. 59. The Animal School59
    60. 60. Once upon a time…
    61. 61. The animalsdecidedthey must dosomethingheroic tomeet theproblems ofa “new world.”
    62. 62. So theyorganized aschool.
    63. 63. They adoptedan activitycurriculumconsisting ofrunning,climbing,swimming,and flying.
    64. 64. To make iteasier toadminister thecurriculum, allthe animalstook all thesubjects.
    65. 65. The duck wasexcellent inswimming —better, in fact,than hisinstructor.65
    66. 66. But he madeonly passinggrades in flyingand was verypoor inrunning.66
    67. 67. Since he wasslow in running,he had to stayafter school andalso dropswimming inorder topracticerunning.67
    68. 68. This was kept up untilhis webbed feet werebadly worn and he wasonly average inswimming.But average wasacceptable in school, sonobodyworried about thatexcept the duck.68
    69. 69. The rabbitstarted at the topof the class inrunning but hada nervousbreakdownbecause of somuch make-upwork inswimming.69
    70. 70. The squirrel wasexcellentin climbing until hedevelopedfrustration inthe flying class,where his teachermade him start fromthe ground upinstead of thetreetop down.70
    71. 71. He alsodevelopeda charley horsefromoverexertionand then gota C in climbingand a D inrunning.71
    72. 72. The eagle wasa problemchild and wasdisciplinedseverely.72
    73. 73. In the climbingclass he beatall the othersto the top ofthe tree butinsisted onusing his ownway to getthere.73
    74. 74. At the end of theyear, anabnormal eelthat could swimexceedingly well,and also run,climb,and fly a little,had the highestaverage,74
    75. 75. andhe wasvaledictorian.75
    76. 76. The prairie dogsstayed out ofschool andfought the taxlevy because theadministrationwould not adddigging andburrowing to thecurriculum.76
    77. 77. They apprenticedtheir children to abadger and laterjoined the groundhogs and gophersto start asuccessful privateschool.77
    78. 78. Does this fable have a moral?78
    79. 79. Remember:There is no one correct way to teach all children,but there is a correct way to teach each child:79
    80. 80. one at a time.80
    81. 81. 81
    82. 82. CharacteristicsLogicalLinearSymbolicSequentialVerbalReality basedFactsTemporal (time)AbstractCreativity is inimplementationPart to whole“What’s theBottom Line?”CharacteristicsIntuitionHolisticConcreteRandomNonverbalFantasy- orientatedCommon senseNon-temporalAbsurdCreativity – AHA!SpontaneousWhole to part“Have a Heart!”Skills-Handwriting-Symbols-Language-Phonics-Locating factsand details-Talking andreciting-Followingdirections andlisteningSkills-Haptic awareness-Spatial awareness-Math computation-Color sensitivity-Music and singing-Art expression-Creativity-Visualization-Emotion andfeelingsLeftAnalyticalRightGlobal82
    83. 83. Learning StylesMultiple Intelligences83
    84. 84. Key Factors That Influence Early BrainDevelopment and Academic Achievement.Brain84
    85. 85. BrainSafe physicalenvironmentRelationshipsPrenatalExerciseExperience andexposure tolanguageGenesNutritionKey Factors That Influence Early BrainDevelopment and Academic Achievementhttp://www.healthybabyhealthybrain.ca/85
    86. 86. Early Childhood Development86
    87. 87. • Touch• Non-Verbal• Play• RepetitionLearning Happenswith-inRelationships87
    88. 88. Agenda Day Two9:00 – 9:20 Group activator9:20 – 10:00 Prep for Presentations10:00- 12:00 Presentation 3 – Working with Families-About Families-Goal Setting-First Visits12:00- 12:30 Lunch12:30- 2:00 Presentation 4 – Learning-Strategies for Learning-Factors That Impact Learning-Resources for Learning2-00- 2:30 Presentation 5-Games2:30- 2:45 Break2:45- 3:30 Preparing for your workshop3:30- 4:00 Evaluation88
    89. 89. ActivatorWhat’s the story behind thepicture?89
    90. 90. •About Families•First Visits•Goal SettingPresentation 3Working with Families90
    91. 91. 91
    92. 92. First Visits92
    93. 93. 93
    94. 94. We all have goals!94
    95. 95. SMART GOALSS = SpecificM = MeasurableA = AttainableR = RealisticT = TimelyLogic Model – Building Blocks – Short term outcome – mid and long term impact95
    96. 96. Measurement• Did the parent meet their Goal?• Change in behaviour or attitude?• Help them to see the changes or re-evaluategoals!Outcome Goal 1 – Parents increase their understanding of the role ofliteracy in child development. Parents and children improve their dailycommunication and interaction through literacy and learning.Outcome Goal 2 – Parents increase their own literacy and parentingskills.Outcome Goal 3 – Children’s language, literacy and social interactionskills are enhanced so that they are better able to achieve success inevery day literacy activities and in school.Program Goals96
    97. 97. Be determined in achieving yourgoals...97
    98. 98. Plan YourFirst Visit98
    99. 99. Working with Families in the Home!1. On the first visit how do I enter the house and introduce my self? Where do westart 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 Ido?7. The parent is in the room however she does not seem engaged and looks like sheif 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 thatthere 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.99
    100. 100. •Strategies for Learning•Factors that Impact Learning•Resources for LearningPresentation 4Learning100
    101. 101. Children learnbest throughactiveinvolvementSpatialOrientation isnecessary forletteridentification andorientation ofsymbols on apage.Activelyexperiencing therhythm of wordsand sentences helpschildren find therhythm necessaryfor reading andwriting.Early Learning and Movement10 reasons to Promote Emergent Literacy throughMovement and Active Learning(Rae Pica, www.movingandlearning.com)http://biertijd.com/mediaplayer/?itemid=38469#.UMZgrZGst5k.gmail101
    102. 102. When childrendemonstrate themeaning ofwords physically,theirunderstanding ofthe words isimmediate andlong lasting.Adverbs andadjectivesbecome muchmore thanabstract .Playing togetherprovidesopportunities forchildren to speakand listen to oneanother.102
    103. 103. Stringing actionstogether to formsequences issimilar to linkingwords to formsentences andeventuallyparagraphs.When childrenact out the wordsof a poem, theplot of a story, orthe lyrics of asong they mustponder themeanings ofwords.Movementactivitiesprovideopportunitiesto cross thebodiesmidline.103
    104. 104. Confucius said it best:What I hear, I forget.What I see, I remember,What I do, I know.”104
    105. 105. Which one are you?Are you ready to learn?105
    106. 106. Go and have fun in themeadows...106
    107. 107. Successful Safe In Home Visits107
    108. 108. Factors that ImpactLearningIrlen108
    109. 109. Role of Parent – Early Literacy andSchool Success• LD OnLine :: Fighting For Your Child90% of children with reading difficulties willachieve grade level in reading if they receivehelp by the first grade.If help is given in fourth grade, rather than latein kindergarten, it takes four times as long toimprove the same skills by the same amount.109
    110. 110. Talk and Print110
    111. 111. •GamesPresentation 5111
    112. 112. Games112
    113. 113. Resourceshttp://drpaulasprescriptions4pd.wikispaces.com/file/view/anima+school.ppt.TheAnimal School,Slide show by George H. Reavishttp://www.youtube.com/watch?v=tLiP4b-TPCA Video on childdevelopmenthttp://www. brainrules.nethttp://www.thesneakychef.com/book4_the_sneaky_chef.phpBook and activities “Sneaky Fitness”Rae Picahttp://www.movingandlearning.com/http://developingchild.harvard.edu/library/briefs/inbrief_series/http://canadiansportforlife.ca/active-start/activity-milestones-first-three-years-0 - physical literacy - milestonesEarly Childhood DevelopmentBrain Hero -http://www.youtube.com/watch?v=s31HdBeBgg4&feature=relmfu113
    114. 114. Resources• http://www.pre2three.org/ - newsletter forexpectant parents• http://www.livesinthebalance.org/ Ross Greene– Collaborative Problem Solving• http://www.youtube.com/results?search_query=richard+lavoie+motivation+breakthrough&oq=richard+lavoie+&aq=2&aqi=g7&aql=&gs_sm=c&gs_upl=29978l34406l0l37300l15l15l0l2l2l0l226l1795l5.5.3l13l0 Richard Lavoie – Motivation• http://www.healthybabyhealthybrain.ca/ - braindevelopment114
    115. 115. Dont stop yourself from learning...115
    116. 116. Preparing for your workshop116
    117. 117. Evaluation117
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