Spanish-Language Culture & Community Participation
One element of student learning in my Spanish classes is community and cultural involvement outside of the classroom. Students are required to go outside of the classroom to become active participants in the the rich Latino cultural heritage within school's wider community. In order to facilitate student engagement with the community and cultures that we study, I worked with my department to develop a "Spanish-Language Culture & Community Participation" project with an attached for all students taking Spanish in our school. This project combines cultural involvement with peer and community engagement in order to push learners to be actively involved in the Latino culture in their neighborhoods and in their learning outside of classroom.
One of the goals for students listed in my class syllabi is that, "80% of students will achieve a minimum of 140 cumulative points on the Culture and Community Participation rubric, demonstrating their growth as global learners and active community members." To facilitate this, I provide students with a guiding document listing different cultural and community-based activities that they may complete in order to earn points on the project rubric. Students are required to, "Combine 'Culture and Community Activities' with 'Peer Collaborative Activities' to reach a total of 70 points each semester. Show evidence of your work through written reflections, reports, or products to demonstrate your growth toward becoming a global learner." Please see the sample guide document below for more details on this access project for students.
One of the goals for students listed in my class syllabi is that, "80% of students will achieve a minimum of 140 cumulative points on the Culture and Community Participation rubric, demonstrating their growth as global learners and active community members." To facilitate this, I provide students with a guiding document listing different cultural and community-based activities that they may complete in order to earn points on the project rubric. Students are required to, "Combine 'Culture and Community Activities' with 'Peer Collaborative Activities' to reach a total of 70 points each semester. Show evidence of your work through written reflections, reports, or products to demonstrate your growth toward becoming a global learner." Please see the sample guide document below for more details on this access project for students.
Student Work Samples
A recent example of the power of this project is the cultural learning students experienced during the annual Day of the Dead celebration. In class, students created altars to celebrate relatives, friends, and celebrities of personal importance who have died. (Please see the sample vide of student work on altars below.) At then end of our work creating altars, I provided students with information on a culturally rich and community oriented Day Of the Dead festival on a local Historical Spanish Mission in our community. As a part of their "Spanish-Language Culture & Community Participation," students went with their families to participate in this festival where they engaged in the following activities:
- ate traditional foods
- experienced dances and artwork from the Indigenous cultures in Mexico
- explored the cemetery and Catholic church
- viewed the personal altars of families mourning the loss of loved ones
Winter, Spring, and Summer Retention Guides
Providing access to academic extension opportunities for my students is a priority. I work diligently to provide high-school appropriate extension activities, particularly during extended breaks from classes. In my school, students enjoy extended breaks three times per year: winter, spring, and summer. During the winter break, students have three weeks to rest and celebrate with families. In the spring, students have two weeks to rest and enjoy the spring weather. During the summers, students have a normal summer break lasting around eight weeks. However, extended breaks from school lasting between three and eight weeks can lead to losses in learning known as "backslide."
One way I provide access to my students is through "Retention Guides" designed for each break. Weeks prior to each extended break, I personally research and develop a set of resources for students to extend their learning in the community. I organize those resources into project proposals and recommended activities that students can complete at either low cost or no cost. This retention guide increase student opportunity by connecting students to learning resources in their communities, establishing lasting relationships. A sample "Winter Retention Guide" is provided below to provide a glimpse of the work I do to create opportunities for student access in their communities.
One way I provide access to my students is through "Retention Guides" designed for each break. Weeks prior to each extended break, I personally research and develop a set of resources for students to extend their learning in the community. I organize those resources into project proposals and recommended activities that students can complete at either low cost or no cost. This retention guide increase student opportunity by connecting students to learning resources in their communities, establishing lasting relationships. A sample "Winter Retention Guide" is provided below to provide a glimpse of the work I do to create opportunities for student access in their communities.
Sample Student Work and Reflections |
Sample Student Reflections |
This being my first year working with students in this school, I do not yet have student work samples. Those will be added with student reflections in January of 2017 after students return from winter break.
Family Newsletters & Student-Led Conferences
In this second example of the ways in which I provide students and families with access to extended learning, I demonstrate how I develop lasting meaningful relationships with families to support student learning at home. Through newsletters and student-led conferences throughout the school year, I build trusting relationships with students and families and present individualized learning opportunities to families based on their specific needs and situations.
First, I send home newsletters each unit with information on current themes of study in each of my classes and resources for students to extend learning at home. In each unit, I am explain an important project or learning activity tied to academic goals in the current unit. In order to increase family access, I give specific tips and recommendations for families to continue practicing Spanish at home. These include recommendations on places families and students can visit in the community, learning activities families can complete at home, and invitations to come to the classroom or school for extension activities. Please see the sample family newsletter below.
Second, I engage in student-led conferences with parents in which students describe their personal academic and mindset goals relating to their learning and growth. In these conferences, I learn more about students' and families' specific situations, enabling me to provide specific recommendations for students to engage in continued learning from home. In one recent student-led conference, I learned that one student's family was from Oaxaca, México and was struggling with finding ways to engage their daughter in conversations in Spanish about their family's culture and cultural heritage. After speaking with the family and student, I recommended that the family learn more about a local Oaxacan cultural organization called COCIO that organizes cultural events and gathering to celebrate the cultural influence and heritage of Oaxacan residents in and around San Diego, California. (To learn more about this organization, please click here.) Below, you will find a sample student-led conference guide that I use as a protocol for these conferences.
First, I send home newsletters each unit with information on current themes of study in each of my classes and resources for students to extend learning at home. In each unit, I am explain an important project or learning activity tied to academic goals in the current unit. In order to increase family access, I give specific tips and recommendations for families to continue practicing Spanish at home. These include recommendations on places families and students can visit in the community, learning activities families can complete at home, and invitations to come to the classroom or school for extension activities. Please see the sample family newsletter below.
Second, I engage in student-led conferences with parents in which students describe their personal academic and mindset goals relating to their learning and growth. In these conferences, I learn more about students' and families' specific situations, enabling me to provide specific recommendations for students to engage in continued learning from home. In one recent student-led conference, I learned that one student's family was from Oaxaca, México and was struggling with finding ways to engage their daughter in conversations in Spanish about their family's culture and cultural heritage. After speaking with the family and student, I recommended that the family learn more about a local Oaxacan cultural organization called COCIO that organizes cultural events and gathering to celebrate the cultural influence and heritage of Oaxacan residents in and around San Diego, California. (To learn more about this organization, please click here.) Below, you will find a sample student-led conference guide that I use as a protocol for these conferences.
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