SESSION 2 PART 1 INSTRUCTOR GUIDE

Thursday, August 14, 2014 8:30am 11:00am

(Designer note: This session is still under development. The PPT is not yet included.) Materials: Adhesive Flip Chart 10 Markers (minimum) 25 - 4x6 cut slips of paper Timer with seconds Session 2 Part 1 PowerPoint Computer/Projector/Screen 2 8:30-8:50 Review/Icebreaker Recap session 1 content

8:15*-8:40 Recall & Review Activity *Room is set up for activity by 8:15am so that learners may participate as they arrive. Purpose: This activity will give participants an opportunity to recall & review information presented in Session 1 and engage with other participants in an effort to create a cooperative and safe learning environment. Instructor guide: 1) Remove 3 sheets of the adhesive flip chart paper and hang them on the wall. 2) Label each with one of the following: 1) Who are Hispanics? 2) Hispanics in the U.S. 3) Levels of Acculturation. Have this completed at least 15 minutes before class starts. 3) As learners enter the room, instruct them to list things that they remember from session one for each category. They may refer to their notes/binder if they like. 4) As they take a seat, ask them to write one question that they have about Hispanics on the slip of paper that is at their table to put in the anonymous pot. Remind learners that this is a safe environment and that no question is a stupid question. 8:40-8:50 Snowball Fight Activity

Purpose: This activity will allow participants the opportunity to anonymously present questions that they have about Hispanics through a fun an interactive learning activity. This activity serves to survey the learners unanswered questions, build a safe learning environment, and ensure that the participants are involved in the planning of their instruction, which is an important principle of adult learning theory. Instructor Guide: After all are seated and everyone has written one question about Hispanics, ask learners to crumble up their question into a ball. Then, instruct participants that on the count of three they will begin a 60-second snowball fight. For 60 seconds the participants will throw their

snowball and pick up snowballs off the floor and throw them around the room. When the 60 seconds is up, instruct participants to pick up the snowball nearest to them. At this time, ask participants to share the question that they picked up. As they read the questions, list them on the flip chart when necessary. If the answer is easy, address it at that time. If the answer is more complex, list it on the flip chart and assure learners that you will address these answers throughout the session. 2 8:50-9:35 Hispanic Cultural Norms Values, Trust, Gender, Belief Systems, Authority, Respect, Time

8:50-8:55 Transition to Groups Purpose: Participants will identify new group members and engage in using conversational Spanish to warm up to one another. The conversational Spanish will lighten the mood, building a safe learning environment, and also set the groundwork for session threes Navigating Language Barriers course topic. Using this conversational Spanish also equips learners with a useful tool for establishing trust with LEP Latinos, which is an important value of traditional Latino culture. Instructor Guide: 1) Ask participants to find the dot sticker on the front of their binder. 2) Tell participants that the color of that sticker will determine the group that they will work with for this activity 3) Ask participants to gather their belongings and gather in groups based on the color of their dot*. *During this transition, click to the following slide on the PPT: English: Nice to meet you name Spanish: Mucho gusto name Pronunciation: MOOCH-oh / GOOSE-toh 4) As participants get settled, refer them to the PPT slide and ask them to say Nice to meet you in Spanish to each person in their group. 8:55-9:10 Cultural Norm Existing Knowledge Activity Purpose: Participants will be given the opportunity to explore and express their perceived and/or previous knowledge regarding Hispanic cultural norms. This will be done in an effort to identify participants previous knowledge, so as to not teach the participants what they already know; as well as to recognize that participants bring life experiences and knowledge to the learning experience in the effort to apply principals of adult learning theory. Instructor Guide: 1) Assign each group with one of the following topics: Values, Trust, Gender, Belief Systems, Authority, Respect, and Time. In their binder they will find a brief definition of each. 2) Instruct groups to briefly brainstorm their topic and write down any perceived or previous knowledge and/or experiences that they have about the topic.

3) When all groups are done, have each group designate a spokesperson to share the thoughts of the group with the other participants, at which time other participants will have a chance to offer their perceived or previous knowledge about the topic. 9:10-9:35 Cultural Norm Presentation

Purpose: This didactic piece of the instruction will connect scholarly ethnographic knowledge of the Hispanic culture with the learners existing knowledge, experiences and questions. Instructor guide: 1) Ask participants to position themselves to be able to see the screen and to locate the Hispanic Cultural Norms PPT notes section of their binder. 2) Invite participants to write down any questions or experiences that come to mind during the presentation that they would like to share later. Also encourage them to write down any ideas they have about how to apply effective practices that would take these cultural norms into consideration. 3) Using the Session 2-Part 1 PPT, present the Hispanic Cultural Norm slides. While doing so, it is important to do the following: a. Make connections between the existing knowledge reported and the information presented b. Do not spend much time teaching topics that participants were already knowledgeable of during the Cultural Norm Existing Knowledge activity, but use the learners knowledge and experience to enhance the learning of that content c. Highlight information that addresses any questions that were presented during the Snowball Fight activity d. Frequently ask if anyone has any questions and remind them that in the next section we will address how this impacts their working environment. 4) At the end of the presentation, ask participants to return to their groups. 2 9:35-9:55 Effective Practices Constructing an action plan for your workplace & job

Purpose: This activity gives learners the opportunity to discuss their personal experiences as well as identify their own effective practices as related to the learning. In doing so, they are providing experience as a basis for this learning activity and also becoming responsible for their decisions on education, which is in line with adult learning theory. Instructor Guide: 1) Ask groups to identify at least one effective practice that could be implemented for 4 out of the 7 cultural norms presented (Values, Trust, Gender, Belief Systems, Authority, Respect, and Time) and write them on the flip chart paper. 2) When done, instruct groups to post the effective practices that they have identified on the wall. 3) Call on each group to share the effective practices that they have brainstormed.

9:55-10:4 0

Hispanic Cultural Norms - Social Services

Parenting practices, attachment styles, child development, health care attitudes, support networks, migration journey, legal issues

9:55-10:00 Transition to Groups Purpose: Participants will identify new group members and engage in using conversational Spanish to warm up to one another. The conversational Spanish will lighten the mood, building a safe learning environment, and also set the groundwork for session threes Navigating Language Barriers course topic. Using this conversational Spanish also equips learners with a useful tool for establishing trust with LEP Latinos, which is an important value of traditional Latino culture. Instructor Guide: 1) Ask participants to locate the number that appears on the front of their binder. 2) Tell participants that the number on their binder will determine the group that they will work with for this activity 3) Ask participants to gather their belongings and gather in groups based on the number found on the front of their binder*. *During this transition, click to the following slide on the PPT: English: Nice to meet you name. I am name. Spanish: Mucho gusto name. Yo soy name. Pronunciation: MOOCH-oh / GOOSE-toh ____. YO / SOY ______. 4) As participants get settled, refer them to the PPT slide and ask them to say Nice to meet you____. I am _____. in Spanish to each person in their group. 10:00-10:15 Cultural Norm Social Services Existing Knowledge Activity Purpose: Participants will be given another opportunity to explore and express their perceived and/or previous knowledge regarding Hispanic cultural norms that closely relate to social services. This will be done in an effort to identify participants previous knowledge, so as to not teach the participants what they already know; as well as to recognize that participants bring life experiences and knowledge to the learning experience in the effort to apply principals of adult learning theory. Instructor Guide: 1) Assign each group with one of the following topics: Parenting practices, attachment styles, child development, health care attitudes, support networks, migration journey, and legal issues. In their binder they will find a brief definition of each. 2) Instruct groups to briefly brainstorm their topic and write down any perceived or previous knowledge and/or experiences that they have about the topic. 3) When all groups are done, have each group designate a spokesperson to share the thoughts of the group with the other participants, at which time other participants will have a chance to offer their perceived or previous knowledge and/or experiences about the topic.

10:15-10:40 Cultural Norm Social Services Presentation Purpose: This didactic piece of the instruction will connect scholarly ethnographic knowledge of the Hispanic culture with the learners existing knowledge, experiences and questions. Instructor Guide: 1) Ask participants to position themselves to be able to see the screen and to locate the Hispanic Cultural Norms Social Services PPT notes section of their binder. 2) Invite participants to write down any questions or experiences that come to mind during the presentation that they would like to share later. Also encourage them to write down any ideas they have about how to apply effective practices that would take these cultural norms into consideration. 3) Using the Session 2-Part 1 PPT, present the Hispanic Cultural Norm Social Services slides. While doing so, it is important to do the following: a. Make connections between the existing knowledge reported and the information presented b. Do not spend much time teaching topics that participants were already knowledgeable of during the Cultural Norm Social Services Existing Knowledge activity, but use the learners knowledge and experience to enhance the learning of that content c. Highlight information that addresses any questions that were presented during the Snowball Fight activity d. Frequently ask if anyone has any questions and remind them that in the next section we will address how this impacts their working environment. 4) At the end of the presentation, ask participants to return to their groups. 2 10:40-11:00 Effective practices Constructing an action plan for your workplace & job

Purpose: This activity gives learners the opportunity to discuss their personal experiences as well as identify their own effective practices as related to the learning. In doing so, they are providing experience as a basis for this learning activity and also becoming responsible for their decisions on education, which is in line with adult learning theory. Instructor guide: 1) Ask participants to discuss as a group the following question: In what ways have you observed or experienced these cultural norms when working with Latinos? 2) Ask groups to identify at least one effective practice that could be implemented for 4 out of the 7 cultural norms presented (Parenting practices, attachment styles, child development, health care attitudes, support networks, migration journey, and legal issues). 3) Groups will list these effective practices on flip chart paper and post them on the wall to share with the class.

SESSION 2 PART 2 INSTRUCTOR GUIDE

Thursday, August 14, 2014 11:15am 12:30pm
Materials: Adhesive Flip Chart 10 Markers (minimum) 25 - 4x6 cut slips of paper Timer with seconds Session 2 Part 2 Why Is That Name So Long? PowerPoint (provided) Computer with speakers/Projector/Screen 15 Pink [mother] notecards (provided) 15 Blue [father] notecards (provided) 30 Yellow [child] notecards (provided) Pencils Mix and Mingle Discussion slips (provided but must cut into slips) 2 11:15-11:45 Hispanic Naming Customs 4-part traditional names, nicknames, abbreviated names, religious names

11:15-11:25 Traditional Hispanic Names Partner Activity Purpose: This activity engages learners, identifies learners previous knowledge, and presents content that is new to some learners through an interactive learning activity. This activity addresses learning objectives 1, 4 & 5. Instructor guide: 1) Instruct participants to take out the blue or pink note card & the yellow note card that can be found in their binder, as well as to get one of the pencils provided. 2) Explain that the blue or pink card has the full birth name (4 names) of a Hispanic male or female (parents), and the yellow note card has the first two names of a Hispanic child followed by two blanks for the surnames. PLEASE NOTE: Each parent name is color coded for future reference during the activity. - First and Second name written in black - First last name written in blue - Second last name written in red 3) (Starting at this point, the activity should be very fast-paced) Ask participants to get into pairs of blue and pink cards (mother and father). 4) Once all participants are paired, say the following: The blue and pink cards represent a mother and a father. The yellow cards are the 2 children of those parents. You and your partner will have 2 minutes to try to determine

the appropriate last names of the children named on the yellow cards. Fill in the two slots on each yellow card in pencil with what you believe to be the appropriate two last names for both children. 5) Set the timer for 2 minutes and tell participants when to begin. 6) When time is called, ask participants if theyd like some help to see if they got it right. 7) Instruct participants to drop the 4th name (red) of each parent. - Guillermo Enrique Cabrera Rodriguez - Susana Isabel Vergara Muoz 8) After dropping the 4th name of each parent, ask participants to raise their hands if they had included either of the 4th names as one of the surnames for the child. [Instructor should take an informal inventory of how many participants had done this, so as to gauge the learners previous knowledge.] 9) Ask participants to revisit the childrens last names with their partner now that the 4th name (red) has been eliminated. 10) Now tell the participants that you will help them check their work and instruct them to carry the fathers 3rd name (blue) to the first slot, and the mothers 3rd name to the second slot. EX: [Blue/Father] Guillermo Enrique Cabrera Rodriguez [Pink/Mother] Susana Isabel Vergara Muoz [Yellow/Child] Karen Patricia Cabrera Vergara 11) Ask participants to raise their hand if they had gotten it right on the second try. [Instructor should take an informal inventory of how many participants got this correct, so as to gauge the learners progression.] 12) Participants are asked to say gracias y adis to their partner and take a seat. 11:25-11:35 Why Is That Name So Long? Presentation

Purpose: This is a visual representation that will reiterate what participants applied in the previous activity. Furthermore, the content of this presentation addresses learning objectives #1-8. Instructor Guide: 1) Ask participants to position themselves to be able to see the screen and to locate the Why Is That Name So Long? PPT notes section of their binder. 2) Invite participants to write down any questions or experiences that come to mind during the presentation that they would like to share later. Also encourage them to write down any ideas they have about how to apply effective practices that would address Hispanic naming customs in their workplace. 3) Using the Session 2-Part 2 PPT, present the Why Is That Name So Long? PowerPoint. While doing so, it is important to do the following: a. The PPT uses transitions to leave time for learners to offer answers prior to them being revealed. Be sure to engage learners and solicit participation. b. Be sure to reiterate learning objectives that are repeated throughout. The following are important to emphasize:

The paternal surname is the primary surname An individual would be referred to by their first name and first surname in the U.S. The second surname is still an integral part of the persons identity, but is often treated the way that we treat our middle name (it can be included or not, but it is still part of my name) Names should be filed/input under the first surname You can use www.hearnames.com to hear the pronunciation of names (model this during the instruction) c. Highlight information that addresses any questions that were presented during the Snowball Fight activity. 4) When addressing slides 6 & 7, direct participants to the Nicknames & Abbreviated Names packet in their binder. Give participants a minute to look over the packet and ask any questions. Point out that really common nicknames have been marked in bold. Emphasize that this is a tool and that there is no expectation of them to memorize this information. Ask participants if they can find the given name for the nickname Chuy. 11:35-11:45 Non-traditional Names Whole-class Activity Purpose: This activity will give participants the opportunity to apply their knowledge when they come across a name that does not follow the traditional naming customs. This activity addresses learning objective # 7. Instructor Guide: Slide #9 is the instructional tool for this activity. 1) Instruct participants to pair up with the person next to them for this activity. 2) Say the following to the participants: Each of the names or set-of-names on this slide have a non-traditional trait. Take 5 minutes to discuss each name with your partner and identify what the non-traditional trait is and why it is the way it is. At the end of the 5 mintues, I will call on each pair to discuss a reason for at least one of the names listed. (Remind participants that they can use www.hearnames.com as a tool to learn how to pronounce names correctly model this during the session) 3) When the 5 minutes is up, call on participants to discuss the reason for each of the nontraditional names. 2 11:45-12:15 Effective practices for navigating Hispanic names Filing, retrieving, writing, saying,

pronouncing, cross-referencing, navigating

11:45-11:55 Identity Document Activity Purpose: This activity will provide learners with the opportunity to see real-life examples of identity documents and to learn strategies for identifying the first (paternal) surname on each document. This activity addresses learning objective #2.

Instructor Guide: 1) Present slide #10. 2) Ask participants to locate the Identity Document activity in their binder. Instruct the participants to take 5 minutes to work with the person next to them (same as last activity) to complete the Identity Document activity. The instructor should float around the room answering any questions and observing participants understanding. 3) After 5 minutes, call on different partner pairs to say the order of the names and identify the paternal surname. Remind participants that they can go to www.hearnames.com to hear the correct pronunciation of names. Use this tool during the learning activity if participants need help with pronunciation. 11:55-12:15 Mix and Mingle Activity Purpose: This activity will enable learners to think independently and apply their knowledge of the instructional content through an interactive learning activity that presents a problem that learners will have to solve. This activity addresses objectives #8-10. Instructor Guide: 1) Present slides #11 & 12. 2) Pass 1 Mix & Mingle Discussion Slip out to each participant. 3) Give the participants the following instructions: In this activity you will stand up and meet with a partner that you have not worked with yet. Each of you will read the question that you have to your partner and listen to your partners response. Once both of you have answered your partners question, you will swop questions, and move on to a different partner. You will repeat this over and over until you have partnered with everyone in the room or until time is up. 4) Before asking the participants to begin, model the activity for them with a volunteer. 5) Give participants ~10 minutes to do this activity. 6) As participants are finishing up, show slide #13 and ask for volunteers to answer these three questions out loud. 2 12:15-12:30 Wrap-up & Evaluation A summary & evaluation of the learning

Upon transitioning from the last activity, the instructor will highlight the participants learning success, the value of mastering this information, and the effect that this learning may have on daily workplace practices that improve services and access for Latino clients. This is an opportunity for the instructor to be up-beat and encouraging to the learners. 12:15-12:30 A/B Line Content Review Activity

Purpose: This activity will give participants the opportunity to respond in partners to questions pertaining to each of the learning objectives. This activity is an informal and interactive way to evaluate the participants learning.

Instructors Guide: 1) Ask all participants stand face-to-face in a line. One side will be side A and the other side B. 2) Pass out the Recap of Session 2 Part 2 to all participants on side A. 3) Go down the line on side A and assign a number from the list on which to start while tapping each participant on the shoulder and calling out the number. 4) Instruct side A to start on the number assigned to them, and read the question to the partner in front of them. Instruct side B to answer the questions and then move to the left to meet with a new partner. The person on the end will move around to the other in of the line. Once all have rotated, side A will read the next question on the list to the new partner, and when done side B will move left again.and so on.