https://padlet.com/denboea/ctztnfhgmy60 Created by Stephanie Wilson, Amanda Coan, Cheryl Kuhlman, Katie Wilson, Mae Cousin, & Autumn Den Boer en-us 2018-06-22 16:21:25 UTC 2023-01-21 19:42:19 UTC hello@padlet.com denboea https://padlet.com/denboea/ctztnfhgmy60/wish/268257147 “The telling of immigration stories exposes a rich array of experiences: loss, longing, duality, triumph and contradiction." - Donella (When These Latinos Tell Immigrant Stories, They Push Beyond Fairy Tales, 2016)]]> 2018-06-22 19:43:19 UTC https://padlet.com/denboea/ctztnfhgmy60/wish/268257147 denboea https://padlet.com/denboea/ctztnfhgmy60/wish/268257362 "There is a story behind every decision to migrate...stories that is both universal and deeply personal." ]]> 2018-06-22 19:47:32 UTC https://padlet.com/denboea/ctztnfhgmy60/wish/268257362 denboea https://padlet.com/denboea/ctztnfhgmy60/wish/268257450 2018-06-22 19:49:03 UTC https://padlet.com/denboea/ctztnfhgmy60/wish/268257450 denboea https://padlet.com/denboea/ctztnfhgmy60/wish/268257631 2018-06-22 19:53:11 UTC https://padlet.com/denboea/ctztnfhgmy60/wish/268257631 denboea https://padlet.com/denboea/ctztnfhgmy60/wish/268257754 In this beautiful picture book, a young immigrant boy is not able to speak the language of his grandfather.  They learn to communicate with each other through their shared love of art and storytelling.  As they work together, they form a bond.

This would be wonderful book to read to your classes to help them see how stories can bring people together. The artwork itself is also a beautiful example of tying new and traditional together to create a powerful new picture. ]]> 2018-06-22 19:55:28 UTC https://padlet.com/denboea/ctztnfhgmy60/wish/268257754 k_twilson1107 https://padlet.com/denboea/ctztnfhgmy60/wish/268526306 Click on the link below to see the question asked in this video in written form:
https://docs.google.com/document/d/1fHJWQjZP7EQPm7tCaOFxPWQ1qjw4Ge_pyEeGeGv0IbU/edit?usp=sharing]]> 2018-06-26 00:23:09 UTC https://padlet.com/denboea/ctztnfhgmy60/wish/268526306 k_twilson1107 https://padlet.com/denboea/ctztnfhgmy60/wish/268526807 Click on the link below to see the questions asked in this video in written form:
https://docs.google.com/document/d/1qpUsHdagZ1UgIbp36bHm85n1tAgGhUSd3xUh79XNq8s/edit?usp=sharing]]> 2018-06-26 00:27:35 UTC https://padlet.com/denboea/ctztnfhgmy60/wish/268526807 maecousin https://padlet.com/denboea/ctztnfhgmy60/wish/268535322  Campano writes, “I do suggest that how we respond to diversity is both informed by and informs what we value as knowledge in the classroom.” (p.9)]]> 2018-06-26 01:54:05 UTC https://padlet.com/denboea/ctztnfhgmy60/wish/268535322 maecousin https://padlet.com/denboea/ctztnfhgmy60/wish/268536087 In chapter 7, Campano relates our personal life to our teaching. ]]> 2018-06-26 02:03:11 UTC https://padlet.com/denboea/ctztnfhgmy60/wish/268536087 denboea https://padlet.com/denboea/ctztnfhgmy60/wish/268536444 Teachers are continually searching for ways to effectively teach students from immigrant and culturally and linguistically diverse backgrounds.  Pressures to perform to one-size-fits-all teaching can restrict authentic learning experiences in the classroom.  In this text, Immigrant Students and Literacy, Gerald Campano shares views of teaching and learning through his experiences of working with immigrant students in an urban school through composing narratives.  Campano defines classroom literacy as “varied sets of ‘social practices’ that ‘are themselves rooted in conceptions of knowledge, identity, and being.’” (p. 14).  In addition, Campano focuses his work upon the question, “What would happen if I invited children from immigrant and migrant backgrounds to read, write, and speak from their own experiences and the realities of their lives?” (p. 31)  Throughout this text, he shares examples for how student experiences are one of the most important resources in the classroom.  Campano also talks about the struggle he faces as he tries to balance the instructional practices mandated by his district with his own desires and beliefs about literacy curriculum.  Campano states, “Teachers’ roles are caught between pressures to conform to strictures of outside authorities and an expectation that they assert their own uniqueness in the classroom to facilitate student learning” (p. 91)  Campano discusses the limitations of standardized testing for students such as these and discusses, “Until our profession is reoriented to more systematically and comprehensively support and develop the experiential knowledge of both students and teachers, I believe, children...will continue to fall through the cracks.” (p. 41)  Campano demonstrates how educators can incorporate culturally responsive teaching into their classrooms in order to make learning come alive.  Campano was able to effectively show how a literacy curriculum was created from the students’ own culutural resources, narratives, and identities.

]]> 2018-06-26 02:07:28 UTC https://padlet.com/denboea/ctztnfhgmy60/wish/268536444 maecousin https://padlet.com/denboea/ctztnfhgmy60/wish/268635417 Free Quency shares her experience through poetry of being an African immigrant and how she feels perceived and treated. Campano writes of the importance of providing students with multiple ways of showing, learning, and expressing their culture through modes of literacy in the classroom. ]]> 2018-06-26 18:33:11 UTC https://padlet.com/denboea/ctztnfhgmy60/wish/268635417 maecousin https://padlet.com/denboea/ctztnfhgmy60/wish/268636254 Taken from Chapter 4, page 46: ]]> 2018-06-26 18:43:41 UTC https://padlet.com/denboea/ctztnfhgmy60/wish/268636254 maecousin https://padlet.com/denboea/ctztnfhgmy60/wish/268636571 Taken from Chapter 5, page 59: ]]> 2018-06-26 18:48:20 UTC https://padlet.com/denboea/ctztnfhgmy60/wish/268636571 k_twilson1107 https://padlet.com/denboea/ctztnfhgmy60/wish/268648933 One of Campano's main arguments as an educator who advocates for immigrant students is that, instead of stigmatizing the culture and the experiences of our immigrant students we should use both of those things to help them succeed in the classroom

So how do we do this?
We can use the knowledge, experiences and unique aspects of our immigrant students cultures in our curriculum by: ]]> 2018-06-26 21:20:35 UTC https://padlet.com/denboea/ctztnfhgmy60/wish/268648933 k_twilson1107 https://padlet.com/denboea/ctztnfhgmy60/wish/268649055 Teaching subjects from the viewpoint of or including facts and history from immigrant student's cultures. For example if you are studying art, look at famous art from the different countries in your classroom.]]> 2018-06-26 21:22:14 UTC https://padlet.com/denboea/ctztnfhgmy60/wish/268649055 k_twilson1107 https://padlet.com/denboea/ctztnfhgmy60/wish/268649153 Allowing students to write about their personal and family histories both just in free writing and in connection with curriculum work.]]> 2018-06-26 21:23:44 UTC https://padlet.com/denboea/ctztnfhgmy60/wish/268649153 k_twilson1107 https://padlet.com/denboea/ctztnfhgmy60/wish/268649216 Allowing for multiple ways of expressing one's learning (sometimes called multi model or project based learning)]]> 2018-06-26 21:24:45 UTC https://padlet.com/denboea/ctztnfhgmy60/wish/268649216 k_twilson1107 https://padlet.com/denboea/ctztnfhgmy60/wish/268649336 Incorporating literature from other cultures (specifically those represented in your classroom) into what you use in your classroom both for free reading and assigned curricular use. ]]> 2018-06-26 21:26:26 UTC https://padlet.com/denboea/ctztnfhgmy60/wish/268649336 k_twilson1107 https://padlet.com/denboea/ctztnfhgmy60/wish/268649520 When students see themselves, their language, their culture included and respected in the curriculum through the ways shared here and other methods they realize that they matter, that they can accomplish anything that their way of life can and does have a place in society that their culture matters.]]> 2018-06-26 21:29:44 UTC https://padlet.com/denboea/ctztnfhgmy60/wish/268649520 fatihinchaos2014 https://padlet.com/denboea/ctztnfhgmy60/wish/268675146 "Silence is a tactic of survival under conditions of immediate threat." - Campano, 2007, p. 53.

Campano (2007) shares that the image of a student and her mother, silenced, "awakens us to...other necessary silences in a classroom of immigrants, migrants, and refugee children.  It calls into question our ability to ever really know our students." (p. 54)

"One cause of silence is the asymmetrical power dynamics between the school and the community. Can there be genuine and open conversation when children feel vulnerable to authority?" (Campano, 2007, p. 54]]> 2018-06-27 02:22:01 UTC https://padlet.com/denboea/ctztnfhgmy60/wish/268675146 fatihinchaos2014 https://padlet.com/denboea/ctztnfhgmy60/wish/268676542 "I used to live in the shadows, hiding myself, and my story due to fear...My hope is for you to look at my artwork and see that I have a story to share." ~ Jose Ortiz


]]> 2018-06-27 02:33:11 UTC https://padlet.com/denboea/ctztnfhgmy60/wish/268676542 fatihinchaos2014 https://padlet.com/denboea/ctztnfhgmy60/wish/268677432 2018-06-27 02:40:20 UTC https://padlet.com/denboea/ctztnfhgmy60/wish/268677432 fatihinchaos2014 https://padlet.com/denboea/ctztnfhgmy60/wish/268677844 Campano shared many ways that teachers can incorporate the cultural backgrounds and experiences of immigrant students in classroom learning experiences.]]> 2018-06-27 02:44:08 UTC https://padlet.com/denboea/ctztnfhgmy60/wish/268677844 fatihinchaos2014 https://padlet.com/denboea/ctztnfhgmy60/wish/268678445 Students share their family's stories through poems and other modalities, connecting the past to the present.]]> 2018-06-27 02:50:06 UTC https://padlet.com/denboea/ctztnfhgmy60/wish/268678445 coana https://padlet.com/denboea/ctztnfhgmy60/wish/268679166             Overall, our discussions centered around two major topics: assessments and teaching. Teachers can feel caught between the pressures to conform and using their own judgments to improve student learning. These pressures may be related to testing or they may due to colleagues feeling that particular strategies are better than others.    
           Assessments can be changed to better fit the diversity in the classroom so that it is more appropriate for all students. Assessments mandated for teachers are not appropriate for all of our students. Some assessments can deliver the wrong message to students particularly in reading (example: reading fast). How can we assess critical literacy? Maybe adding critical literacy into our assessments could change the nature of the assessment and the focus in classroom curriculum. Multimodal assessments may prove to be valuable. Having a choice in how information is presented allows students to express their learning in a way that is meaningful to them. Teachers can provide rubrics (single-point even) where the "I can" statements are present and the level of mastery is documented. There is power to student reflections, authentic assessments, and discussions. We want to make sure we're giving everyone the opportunity to show the extent of their learning. 
            Students' experiences and struggles have guided our teaching in the past. It has influenced our lessons, specifically on empathy, mourning, and other emotional aspects in our students' lives. Our view of being "literate" has vastly changed. Rather than being a skill, we now see it as the ability to use literacy to "read the world" or be an "agent of change". Literacy can be used as a means to "unsilence" our students, giving them an outlet to express themselves. Books and Youtube videos can also be used to address issues of diversity. Our life histories affect our teaching. We see things from various perspectives in school based on our own life stories. It is important to acknowledge that our teaching philosophies, teaching habits or patterns, ways we communicate with families, and how we respond to students is affected by our life histories.
           We are all educational activists, but we can be better and it starts with having the courage to make a change to do what's best for kids. This can be hard to do, but something that is important.]]> 2018-06-27 02:58:16 UTC https://padlet.com/denboea/ctztnfhgmy60/wish/268679166 cherylpoduska https://padlet.com/denboea/ctztnfhgmy60/wish/268680164

Summary - Cheryl Kuhlman

Key ideas of book -  Amanda Coan

Synthesis of Discussions - Amanda Coan

Critical questions about the texts - Mae Cousin & Katie Wilson

Applications to curriculum - Katie Wilson

Pedagogical suggestions from the author - Stephanie Wilson

Multi-modal pieces with text connections - Autumn Den Boer, Mae Cousin, & Stephanie Wilson

Quotes from the text - Mae Cousin

]]> 2018-06-27 03:08:49 UTC https://padlet.com/denboea/ctztnfhgmy60/wish/268680164 fatihinchaos2014 https://padlet.com/denboea/ctztnfhgmy60/wish/268680546 "The promise of the classroom may be to provide a respite for children to allow them to gain insight into their experiences, and to allow opportunities for creating meaning out of potentially numbing contingencies." (Campano, 2007, p. 60)]]> 2018-06-27 03:13:15 UTC https://padlet.com/denboea/ctztnfhgmy60/wish/268680546 fatihinchaos2014 https://padlet.com/denboea/ctztnfhgmy60/wish/268682489 We can recognize the global ties of our students through the use of bulletin boards where students can share pictures of their family members and letters that they have received from those family members.  "It was an opportunity to transform family history into a collective inquiry into our shared space, an opportunity to turn the accidents of history in the intentions of community." (Campano, 2007, p. 82)]]> 2018-06-27 03:40:43 UTC https://padlet.com/denboea/ctztnfhgmy60/wish/268682489 fatihinchaos2014 https://padlet.com/denboea/ctztnfhgmy60/wish/268683213 Teachers can form groups, safe places, for students to share their thoughts, concerns, and emotions, where they can read a variety of texts together, and can respond to one another through response journals and letter-writing. 
(Campano, 2007, p. 95) ]]> 2018-06-27 03:52:09 UTC https://padlet.com/denboea/ctztnfhgmy60/wish/268683213 fatihinchaos2014 https://padlet.com/denboea/ctztnfhgmy60/wish/268684510 Students can use their own backgrounds and experiences to create culturally relevant performances, in the style of other performing groups like El Teatro Campesino.  "The work also resonated with conceptualizations of how drama can be a vehicle for students to imaginatively inhabit the perspectives and experiences of others in order to help craft critical and ethical perspectives."
(Campano, 2007, p. 95-96)]]> 2018-06-27 04:09:52 UTC https://padlet.com/denboea/ctztnfhgmy60/wish/268684510 https://padlet.com/denboea/ctztnfhgmy60/wish/268686982 2018-06-27 04:37:30 UTC https://padlet.com/denboea/ctztnfhgmy60/wish/268686982