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Education
Facilitator Handbook
Master Schedule
Presenter: Heather Haddox
Washoe County
10:00-10:15 Break
11:15-11:30 Break
11:30-12:00 Identity
12:00-12:15 Self-Assessment
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(Have Coffee, Tea, Juice, Breakfast Bars, and Fruit available)
• Have everyone introduce themselves, grade they teach and school they teach in.
• Read Quote from the Statue of Liberty (Engraved on a bronze plaque in 1903)
Workshop Objective: Participants will actively engage and apply the information of this
workshop to their everyday classroom and develop strategies to improve their teaching
practices and support of immigrant students.
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Objective: Participants will experience the difficulties of learning the rules of a new game.
Rationale of Activity: When an immigrant enters the receiving county, they are forced to learn
the rules of the new culture. Also, immigrants bring the rules they are familiar with from their
sending countries. They quickly learn that their own rules don’t apply to the new culture. This
causes culture shock. This card game emulates the experience of a newly arrived immigrant
(although simplified) and gives participants a taste of what a new immigrant is experiencing as
well as how natives might respond to new immigrants.
Each table group receives the rules for their table (see below) and plays one game. Then the
facilitator chooses one person from each table to be the “migrant” and they have to change
tables and play the new game without receiving the rules.
After the rotation, debrief groups about the experience. Link the experience to migrant
children.
After all players lay down their cards in the middle the
person who won the round collects the cards and
starts the new round. Keep track of how many rounds
you won. Count the rounds at the end of the game to
see who won.
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Objective: Participants will be able to identify the growing need for new programs for
immigrants by analyzing the data of WCSD ELL population and testing.
Facilitator Presentation:
• 17% of the students are LEP. 39.2% Latino. That leaves 60% with linguistic needs other
than Spanish.
• 1 ESL teacher for every 84 students, 134 certified ESL teachers in WCSD for 11,546
students.
• Even after you test out of ESL, immigrants still have needs.
• Language isn’t the only issue for immigrants, culture, education, belonging are all
important aspects of immigrant education.
2006 CRT Scores
Facilitator Presentation:
• LEP students aren’t achieving well, scores actually drop in 8th grade.
• One newcomer program for 6 weeks at Glenn Duncan Elementary School 1-6th grade
• Newcomer program only available for foreign born, nothing in place for 2nd generation
immigrants.
• Two way immersion programs just starting up at Jesse Beck and Mount Rose.
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Objective: Participants will compare their preconceptions about immigration with the realties.
Activity Part One: Have participants take Myth test, see which they thought were myths and
which weren’t. Have them share in table groups.
Activity Part Three: Have 1 person from each table group share their findings with the whole
group.
Myth Busters
All immigrants migrate for economic reasons.
Although there is a huge wave of immigration that has hit the U.S. since the
90’s, the early 1900’s represents the largest wave of migration to date. In
1910, 16% of the population was foreign born, In 2003, only 11% of the
population was foreign born. Castles and Miller, (2003), Chapter 3; Larsen,
(2004); Suárez-Orozco & Suárez Orozco, p. 32.
Only about 1/3 of the migrants are Mexican. ½ pass through the southern
border (via other countries like Guatemala, El Salvador, etc…), many
undocumented immigrants are visa over-stayers and the 4th largest group
of undocumented immigrants are Canadians. Suárez-Orozco & Suárez-
Orozco, p. 32.
Although certain migrant groups have higher poverty levels than native
born, other migrant groups have lower poverty levels and average incomes
actually exceed native born populations. According to Portes & Rumbaut,
Table 13, p. 88, in 1999 the poverty rate for immigrants was 20% compared
with 15% native born. Most (80%) of immigrants live above the national
poverty level.
Immigrants tend to be healthier than native born, use less social services
than native born, and see the doctor less. In research suggests that as a
whole, immigrants pay more into the health system than they use. (Suárez-
Orozco & Suárez Orozco, Chapter 2.
Immigrant parents don’t care about their kids’ education.
Children who retain their culture and language while assimilating to the
new culture report lower levels of anxiety, higher academic achievement
and a greater well being. Abad, N.S. & Sheldon, K.M. (2008); Suárez-Orozco
& Suárez-Orozco, Chapter 3, Akiba, D. (2007).
In almost all immigrant groups, bilingual children who retain their native
languages have higher graduation rates and educational attainment than
English monolingual immigrants. Suárez-Orozco & Suárez-Orozco, Portes
and Rumbaut; Rong & Preissle, (1998).
Once immigrants learn English, there is no more need for special programs.
10:00-10:15 Break
________________________________________________________
________________________________________________________
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Objective: Participants will reflect on their own communication style and predict what kinds of
conflicts could occur with immigrant students and parents.
Focus Question: What steps can teachers take to improve their intercultural communication?
Facilitator Presentation:
Intercultural communication refers to the communication between two or more people who
are different from each other on important aspects such as: values, preferred style of
communication, role expectations, and/or perceived rules of social relationships (Beutle, Briggs,
Hornibrook-Hehr, & Warren-Sams, 2001).
Religion
Language
Values
Gender Roles
Concept of time
Some cultures don’t have the concept of “being late” or having to be somewhere else.
Nonverbal communication
In some cultures, it is rude to look an authority in the eyes. Smiling may indicate not
Activity Part One: Participants spend 5 minutes reflecting on their own communication style
based on the Overt and Covert cultural components above.
Activity Part Two: After the 5 minute reflection, give each table group one of the following
scenarios, have them discuss at their table groups for 10 minutes the types of
misunderstandings that could occur.
Scenario One:
Scenario Two:
Scenario Three:
You want all your parents to advocate for their children. This means
volunteering for some event during the year, whether PTA or field trips, or as
a classroom volunteer. One of the parents of an immigrant student has
never volunteered nor do they respond to your requests.
Scenario Four:
You notice that one of your students hasn’t been eating lunch all week. You
are worried about him so you offer him a granola bar when he gets back to
class. He politely refuses, but you urge him again. He begins to cry. You
send a note home to the parents letting them know that their son isn’t
eating.
Activity Part Three: After they are finished discussing at their table groups, have one person
from each group share their findings about the scenario they discussed.
________________________________________________________
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Objective: Participants will analyze the different learning styles and apply the analysis to the
students in their own classroom.
Focus Question: How can teachers adjust their classroom expectations to include different
learning styles?
Facilitator Presentation:
Immigrant students may have no prior schooling experience or a strong foundation. They may
be academically behind or academically ahead. Learning styles of immigrants vary based on
culture and educational experience. Learning styles in the U.S. may be confusing to newly
arrived students.
Emotional Style: Many immigrant students report feeling uncomfortable with the loud, noisy,
informal and competitive classrooms in the U.S. Being rewarded for good behavior in front of
the entire class may embarrass some immigrant students. Many immigrants are accustomed to
highly strict and structured classroom environments. They may misread a teacher’s friendliness
and be reluctant to offer opinions that differ from the teacher.
Sociological Style: While many classrooms in the U.S. may focus on the individual with a focus
on critical thinking skills, verbal participation, inductive reasoning and problem solving skills,
many immigrants may be accustomed to more structured ways of learning and more
demanding workloads. They may be accustomed to learning through observation and
listening, instead of verbal participation. They may be accustomed to performing a task with
the help of an “expert” rather than performing an experiment on their own. They may be
accustomed to “saving face” rather than providing the correct answer (because they don’t want
to stand out).
Activity: Think, pair, share, switch…In view of the Emotional and Sociological learning styles of
different cultures, participants will reflect on the following questions and then share with a
partner. The facilitator will tell participants when to switch (apx 5 minutes each pair, share),
then they will find a new partner and continue the discussion in light of the information gained.
Think: In light of the different Emotional and Sociological learning styles, think of a immigrant
student you’ve had in the past or currently have (no names) and describe his/her possible
Emotional and Sociological learning style.
Pair, Share: Participants will discuss the “think” with their partner, together participants will
develop one strategy each that could give support to the student’s Emotional or Sociological
style.
Switch: Facilitator will call for participants to switch to a new partner, discuss the same Pair,
Share topic and develop a different strategy than the one previously discussed. By the time
participants have rotated 3 times, they will have 3 strategies to help with that student.
________________________________________________________
11:15-11:30 Break
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11:30-12:00 Identity
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Objective: Participants will distinguish the different types of identities and factors which form
them.
Activity: Participants fill out the web of identities in their programs for themselves. Have
them draw lines connecting the circles to the center and to other circles as they consider how
each factor is interdependent with other factors. Have them discuss in groups about the
differences and how that affects their individual identities.
Focus Question- How can teachers influence the identity of immigrants students?
Facilitator Presentation:
Immigrant Identity is not the same for all immigrants, we can’t lump them all into ELL
programs and think that we’re helping them, while treating them all the same.
• Ethnic Identity
o “Ethnic Identity refers to a feeling shared by individuals in a given group and
based on a sense of common origin, common beliefs and values, common goals,
and shared destiny. “ Suárez- Orozco & Suárez- Orozco.
o Ethnic Flight- immigrants who more strongly identify with the mainstream
culture than their natal culture. They will mimic the dominate culture in an
attempt to belong.
o Adversarial- immigrants who believe that identifying with the dominant group
means giving up their own ethnic identity. School is viewed as a dominant
institution, so children who have adversarial identities are more likely to do
poorly in school and accuse those who are successful in their same ethnic group
as “acting white”.
o Bucultural- immigrants who identify with both the mainstream and native
cultures. They create hybrid identities, will be bilingual, have friends and
networks in both culture groups. These students have a healthier well being and
are more successful in school than children who have Ethnic Flight or Adversarial
identities.
• Academic Identity
Children form identities based on how they see themselves combined with what their
families expect from them and how their friends, teachers and communities see them.
Positive Academic Identities form when they see themselves as part of the group of
students who can be successful, oppositional academic identities form when they view
school success as part of the dominant culture and not their own. Students may say of
other’s who are doing well in school, “they’re acting white”.
There are more than these three types of identifications, but for the sake of time and
applicability to school, we will focus on just these three.
Identity Factor Web
Age Language
Ethnicity
My culture E
Country Race
of Birth
Name
Gender
Family
My groups
Religion
Work Social
Class
12:00-12:15 Self-Assessment
________________________________________________________
Objective: Participants will reflect on their own classroom in view of workshop information on
immigration.
Checklist for measuring the immigrant-friendliness of your classroom.
Always Usually Rarely Never
Are all students actively involved in classroom instruction and other classroom
activities?
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Objective: Participants will identify characteristics of immigrant responsive education and make
a plan to implement some of the characteristics.
Focus Question: Why not give teachers strategies to work with immigrants?
Activity: In their programs have them write down 3 new things they learned today that they could
implement in their classrooms.
Q & A: Allow about 5 minutes for participants to ask any questions they may have.
Facilitator Closing:
Read Quote from 1917 immigration act and compare the quote with the 1903 quote engraved in bronze
on the Statue of Liberty.
... "all idiots, imbeciles, feeble-minded persons, epileptics, insane persons; persons who have had one or
more attacks of insanity at any time previously; persons of constitutional psychopathic inferiority;
persons with chronic alcoholism; paupers; professional beggars; vagrants; persons afflicted with
tuberculosis in any form or with a loathsome or dangerous contagious disease; persons not
comprehended within any of the foregoing excluded classes who are found to be and are certified by
the examining surgeon as being mentally or physically defective, such physical defect being of a nature
which may affect the ability of such alien to earn a living; persons who have been convicted of or admit
having committed a felony or other crime or misdemeanor involving moral turpitude; polygamists, or
persons who practice polygamy or believe in or advocate the practice of polygamy; anarchists, or
persons who believe in or advocate the overthrow by force or violence of the Government of the United
States."
Thank You
References
Abad, N.S. & Sheldon, K.M. (2008). Parental autonomy support and ethnic culture identification
Akiba, D. (2007). Ethnic retention as a predictor of academic success: lessons from the children
Beutle, M.E., Briggs, M., Hornibrook-Hehr,D.,& Warren-Sams, B. (2001). Improving education for
immigrant students. Northwest Regional Educational Library. Retrieved April 20, 2009, from
http://www.nwrel.org/cnorse/booklets/immigration/
Castles, S., & Miller, M. (2003). The age of migration. New York: The Gilford Press.
Larsen, L.J. (2004). The foreign-born population in the united states. 2003. Current Population Reports,
pp. 20-551, U.S. Census Bureau, Washington, D.C. Retrieved April 20, 2009, from
http://www.census.gov/prod/2004pubs/p20-551.pdf
Portes, A., & Rumbaut, R. (2006). Immigrant america a portrait. Berkley, CA: University of
California Press.
Rong, X.L., & Preissle, J. (1998). Educating immigrant students. Thousand Oaks, CA: Corwin Press, Inc.