WORKSHOP SERIES
Training Module
Session Two of Five :
Playing, Interacting,
and Visioning
FAMILIES LEARNING TOGETHER
WORKSHOP SERIES DESCRIPTION
Program Goal: The overarching goal of the Families Learning Together workshop
series is to foster school success and promote resiliency of young children by
encouraging home/school partnerships and active participation of families in the
education of their preschool and kindergarten children.
Description: An eight-week series of family workshops developed for use with 15-20
families of children entering kindergarten.
Workshop Components
o Family Conversations allow family members to share their perspectives about
parenting, gain new knowledge, and explore strategies designed to help their
children learn and succeed in school. The content and focus of each conversation
is drawn from research findings and scholarly sources.
o Dinner and Discussion engages adult participants in a meal and a facilitated
discussion about the workshop topic.
o Literacy Learning engages participants in hands-on learning activities. Participants
develop knowledge and skills to use with their children in learning activities and
practice strategies to support the development of their children’s emergent literacy
skills. After the lesson, children join their families to practice an activity.
o Children’s Club is open to children 18 months to 12 years old. Led by a certified
teacher(s) and assistants, Children’s Club is an educational childcare program.
Children receive a well-balanced meal.
Outline for Two-Hour Workshop
Starter Activity
o 15 minutes Greeting/Starter Activity
Family Conversations
o 20 minutes Conversation Time
o 5 minutes
Transition to Meal
Dinner and Discussion
o 25 minutes Meal and Discussion
o 5 minutes
Transition to Literacy
Literacy Lesson
o 5 minutes
Literacy Starter Activity
o 10 minutes
Family Literacy Lesson
o 20 minutes
Literacy Activities
Family Literacy Bags
o 10 minutes
Practice activity with child
o 5 minutes
Closing
}
Training Session Two
covers family
conversation topics
for Families
Learning Together
workshops 1, 2, 3,
and 7.
Session Outline with Materials List
Families Learning Together Training Session Two: VSRI Learning Plan
Florida Institute of Education at the University of North Florida ©2009
2
(BOLD ITEMS ARE PROVIDED WITH THE TRAINING MODULE)
Length/
Format
Activity Title
Materials Needed for Activity
 Playing, Interacting, and Visioning PowerPoint
(Slide 2)
 Computer and projector
15
minutes/
individual
Starter:
Family Love
60
minutes/
individual,
small group
Background
Content:
The Role of
Adults in
Children’s
Lives
50 minutes/
whole group
Practice:
Let’s Get
Ready!
15 minutes/
whole
group, small
group
Reflection:
Wheel of
Learning
Per Participant
 My Family When I Was Growing Up activity sheet
 Love Note activity sheet
 Pencil
 Crayons, markers, scissors
 Playing, Interacting, and Visioning PowerPoint
(Slides 3-5)
 Computer and projector
Per Participant
 What Do You Think? activity sheet
 The Importance of Play article
 Temperament, Caregiver-Child Relationship, and
Social-Emotional Development article
 Reflect ‘n Write activity sheet
 Pen or pencil
 Playing, Interacting, and Visioning PowerPoint
(Slide 6)
 Computer and projector
 Materials needed to conduct practice activities (see list
below)
 Practice Activity scripts
Per Participant
 Which Animal Are You? activity sheet
 Like Me/Like My Child activity sheet
 Temperament, Expectations, and Attribution
Matching Game handout
 Strategies to Accommodate Your Child’s
Temperament handout
 A Day in the Life of My Child activity sheet
 Playing, Interacting, and Visioning PowerPoint
(Slides 7-11)
 Computer and projector
Per Participant
 Play bookmark
 Families Learning Together session one, two,
three, and seven family conversation scripts
NOTE: Each training session should be scheduled for two and a half hours.
There is two hours and 20 minutes worth of content provided to allow for a
ten-minute break taken at a time convenient to your group.
Families Learning Together Training Session Two: VSRI Learning Plan
Florida Institute of Education at the University of North Florida ©2009
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PROCEDURES
Starter: Family Love
Time: 15 minutes
Format: individual
Note for Facilitator: Some participants may want to spend this entire 15
minutes coloring and decorating the love note. Be sure to encourage actual
WRITING of the note.
Materials: computer, projector, Playing, Interacting, and Visioning
PowerPoint (Slide 2); Per Participant: My Family When I Was Growing Up
activity sheet, Love Note activity sheet, pencil, crayons, markers, scissors
(5 minutes – individual)
 SHOW SLIDE TWO. Say to each participant upon arrival,
o “On your table there is an activity sheet titled My Family
When I Was Growing Up.”
o “Read each question one at a time and record your
responses by circling either yes or no.”
o “Feel free to write down examples or stories related to
each question for sharing. We will talk about it later.”
 As participants are completing the activity, walk around and
encourage those who do not have anything written down to engage in the activity.
(10 minutes - individual)
 As participants complete the My Family When I Was Growing Up activity sheet, give
them a Love Note activity sheet and tell them to choose one person in their family
and write a love note to that person.”
 Say,
o “Select something specific about the person that you really
enjoy or something the person does that makes you feel happy
or proud.”
o “On your table there are pencils, crayons, markers, and
scissors for you to use.”
 As participants are working, walk around and encourage
participants to write first and decorate last. Then say,
o “Deliver this note at a special time!”
Families Learning Together Training Session Two: VSRI Learning Plan
Florida Institute of Education at the University of North Florida ©2009
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Background Content: The Role of Adults in Children’s Lives
Time: 60 minutes
Format: individual, small group
Note for Facilitator: There are a lot of steps that need to take place
during this hour of the workshop. Stay on task so you can get everything
accomplished.
Materials: computer, projector, Playing, Interacting, and Visioning
PowerPoint (Slides 3-5); Per Participant: What Do You Think? activity
sheet, The Importance of Play article, Temperament, Caregiver-Child
Relationship, and Social-Emotional Development articles, Reflect ‘n Write
activity sheet, pen or pencil
(15 minutes – small group)
 SHOW SLIDE THREE.
 Say,
o “The workshop topics that we are covering in this training session cover four
workshops. The main topics are Play, Temperament, and Visioning the Future.”
o “The two activities we did during our Starter Activity time are a part of these
workshops and you will facilitate these activities with participating families.”
o “Before we go over specific workshop activities, we are going to think about the
content and background information concerning play, temperament, and visioning
the future.”
o “To begin, I want to dive into your prior knowledge.”
 Give each participant a What Do You Think? activity sheet and say,
o “This activity sheet has questions for you to think about and discuss with one
another.”
o “Take the next 8-10 minutes to read and talk about
the questions on the activity sheet.”
 Allow participants to read and discuss questions on the
What Do You Think? activity sheet.
(10 minutes - individual)
 SHOW SLIDE FOUR.

 Say,
Families Learning Together Training Session Two: VSRI Learning Plan
Florida Institute of Education at the University of North Florida ©2009
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o “We are now going to read some articles with information about the topics.”
o “We have a lot of information to read – so we are going to divide and conquer the
information.”
o “I would like for you to count off from 1-4 then I will tell you which part of the
articles you should read.”
o “Look up on the slide.”
o “If you are a number 1 you will read
pages 1 and 2 of The Importance of Play
article.”
o “If you are a number 2 you will read
pages 3 – 5 of The Importance of Play
article.”
o “If you are a number 3 you will read the
Temperament article and the SocialEmotional Development article.”
o “If you are a number 4 you will read the Caregiver-Child Relationships article.”
o “Take note of interesting or important points that are made because in a few
minutes you will teach others about your portion of the reading.”
 Allow participants to read their portion of the articles.
(15 minutes – small group)
 SHOW SLIDE FIVE.
 After reading, ask the participants to get into small
groups with other participants who read the same
portion of the articles.
 Give each participant a Reflect ‘n Write activity sheet.
 Ask each small group to discuss the content they have
just read and identify interesting and important points
that they feel should be shared with their peers.
 Tell participants to use the Reflect ‘n Write activity
sheet to keep track of the information they will share
with others later.
(20 minutes – small group)
Families Learning Together Training Session Two: VSRI Learning Plan
Florida Institute of Education at the University of North Florida ©2009
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 After the time of small group discussion with others who read the same article as you
CLICK ON SLIDE FIVE to show the second text box and ask the participants to get
into different small groups using the Jigsaw strategy.
 Explain that the Jigsaw strategy means that one person who read each section is in
each new small group.
 Each group should now have someone who was originally a one, a two, a three, and a
four.
 Tell the participants that within their new small groups they should now take turns
sharing the important information from their section of reading.
 Instruct the participants that they should take about 4 minutes each to share their
information.
Families Learning Together Training Session Two: VSRI Learning Plan
Florida Institute of Education at the University of North Florida ©2009
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Practice: Let’s Get Ready!
Time: 50 minutes
Format: individual, whole group
Note for Facilitator: Prepare a display table with the materials needed to
conduct the practice activities.
Materials: computer, projector, Playing, Interacting, and Visioning
PowerPoint (Slide 6), Practice Activity scripts; Per Participant: Which
Animal Are You? activity sheet, Like Me/Like My Child activity sheet,
Temperament, Expectations, and Attribution Matching Game handout,
Strategies to Accommodate Your Child’s Temperament handout, A Day in
the Life of My Child activity sheet
(4 minutes – whole group)
 SHOW SLIDE SIX.
 Say,
o “As you know, you are being trained to conduct a series of eight workshops.”
o “We have covered the family conversation topics for four of those workshops
during today’s training session.”
o “We are now going to go over some of the conversation activities for workshops 1,
2, 3, and 7. The activities will cover the starter activities, family conversations
activities, and dinner discussions.”
o “I am going to ask some of you to volunteer to lead an activity.”
o “If you are willing to volunteer to lead an activity, please take a Practice Activity
script.”
o “Take the next few minutes to read over the directions on your Practice Activity
script and gather the materials you will need to conduct the activity.”
o “All of the materials you will need are up here on the table
(6 minutes – individual)
 Allow the volunteers to read over their Practice Activity scripts and gather the
materials they need to conduct the activity.
 Encourage the participants who are not volunteering to assist the volunteers in
gathering materials.
(2 minutes – whole group)
 Say,
Families Learning Together Training Session Two: VSRI Learning Plan
Florida Institute of Education at the University of North Florida ©2009
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o “Now we are going to engage in some workshop activities. Remember, these
activities would take place during four separate workshops.”
o “It is important to pay attention to these activities so you can learn how to
conduct them.”
o “We are going to go through these activities in order of workshops beginning with
workshop number one.”
o “The starter activity for workshop one is to actually involve families in play
centers. We are not going to do that activity now but in the workshop you will set
up different play stations – sand/water, blocks, or play-dough – for families to
experience playing before the family conversation activity called ‘The Importance
of Play.”
(9 minutes – whole group)
 Say,
o “So, if your activity is called ‘The Importance of Play’ then you will go first and
keep in mind that in a real workshop this will follow an experience with play
centers.”
 Allow the volunteer to lead the group in the activity called “The Importance of Play”
for 8 minutes.
 Following the activity say,
o “The dinner discussion activity for workshop one is to discuss your favorite play
activity. We are going to engage in that discussion during our reflection time
today.”
o “Now we will move on to the topics for workshops two and three – temperament.”
o “The starter activity for workshop two is the ‘Love Note’ that we did as a starter
activity today.”
o “We are now going to experience the family conversation activity and dinner
discussion for workshop two.”
o “If you are the volunteer whose activity is ‘Which Animal Are You?’ please begin
the activity.
(7 minutes – whole group)
 Allow the volunteer to lead the activity “Which Animal Are You?”
Families Learning Together Training Session Two: VSRI Learning Plan
Florida Institute of Education at the University of North Florida ©2009
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 Assist the volunteer in passing out animal tails to the participants.
 Tell the group that the next activity is called “Like Me/Like My Child” but before you
engage in that activity, you are going to lead them in the transition activity from
workshop two.
 Teach participants the song below called Animals Going to Dinner.
 Explain to participants that this is a good way to reinforce the content that
participants have just experienced as they transition to the next portion of the
workshop.
Animals Going to Dinner
Sung to the tune of: The Wheels on the Bus
NOTE: Sing this song for each animal from the Which Animal Are You? game
The (cow) in the room wants to (march) to dinner;
(march) to dinner; (march) to dinner.
The (cow) in the room wants to (march) to dinner.
the animals are going to dinner.
Cow - march; Jaguar - move; Giraffe - slide; Cheetah - run; Leopard - laugh; Tiger
- growl
(7 minutes – whole group)
 Tell participants that the dinner discussion activity for workshop two is called “Like
Me/Like My Child.”
 Explain to the participants that in the actual facilitation of workshop two, part of the
“Like Me/Like My Child” activity will take place before dinner.
 Invite the volunteer who is responsible for the “Like Me/Like My Child” activity to
begin.
(8 minutes – whole group)
 Tell the participants that you are now moving into workshop three – which is a
continuation of the temperament concepts in workshop two.
 Point out that the starter activity used in workshop three is the acrostic poem that
was completed in training session one.
Families Learning Together Training Session Two: VSRI Learning Plan
Florida Institute of Education at the University of North Florida ©2009
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 Explain that they are getting ready to experience the family conversation activity and
dinner discussion activity for workshop three.
(8 minutes – whole group)
 Invite the volunteer responsible for the “Mismatch & Accommodation” activity to
begin.
 Encourage participation and discussion if needed.
 Tell participants that they are now moving on to workshop seven where the main
content topic is visualizing the future.
 Inform participants that the starter activity for workshop seven is the ‘”My Family
When I Was Growing Up’” activity sheet that was completed during the starter
activity for this training session.
(7 minutes – whole group)
 Invite the volunteer responsible for the “Visualization” activity to begin.
 Encourage participation and discussion as needed.
 Let the participants know that the dinner discussion activity for workshop seven is
called “The Family That I Am in Now” and we are going to cover it during the
reflection activity.
 Tell the participants that they have now covered most of the family related activities
for workshops one, two, three, and seven.
Families Learning Together Training Session Two: VSRI Learning Plan
Florida Institute of Education at the University of North Florida ©2009
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Reflection: Wheel of Learning
Time: 15 minutes
Format: whole group, small group
Note for Facilitator: Be sure to practice this PowerPoint slide show before
conducting this session. There are hyperlinks and animation that you need
to be familiar with in order to best conduct this session.
Materials: computer, projector, Playing, Interacting, and Visioning
PowerPoint (Slides 7-11); Per Participant: Play bookmark, Families
Learning Together session one, two, three, and seven family conversation
scripts
(2 minutes – whole group directions)
 SHOW SLIDE SEVEN.
 Explain that you are going to play Wheel of Learning to reflect on what has been
learned today.
 Point out to participants that there are four topics
on the Wheel of Learning game board. Say,
o “The four topics are your favorite play activity,
one thing you learned today, which animal you
are, and your family now.”
o “We are going to spin the wheel and the topic
the spinner lands on will be our topic of
discussion for 3 minutes.”
o “Do you have any questions? (Answer any question that is posed.)
(3 minutes – whole group or small group discussion)
 Click the word SPIN to move the spinner (hyperlink to SLIDE EIGHT) and begin the
discussion on the topic of ‘one thing you learned today.’ Begin the activity with the
discussion being whole group. If necessary, change the discussion to small group so
more people have a chance to share.
(3 minutes – whole group or small group discussion)
 After a discussion on the topic of ‘one thing you learned today’ click the word SPIN to
move the spinner (hyperlink to SLIDE NINE) and continue the discussion by allowing
every participant to share what their favorite play activity was as a child.
 Begin the discussion by sharing your own favorite play activity as a child.
Families Learning Together Training Session Two: VSRI Learning Plan
Florida Institute of Education at the University of North Florida ©2009
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Give all participants a Play bookmark. Explain that a discussion of favorite play
activities will be a part of the dinner discussion during workshop one with families.
(3 minutes – whole group or small group discussion)
After a discussion on the topic of ‘favorite play activity’ click the word SPIN to move
the spinner (hyperlink to SLIDE TEN) and continue the discussion by asking
participants to look at their activity sheet from earlier in the session with questions
about the families in which they grew up.
Say, “We are going to talk about these same four questions but this time I want you
to think about your current family now instead of when you were little. If you want to
share something with the group you can – if not you can just think about your
answers.”
o In your family now, is the radio or television always on?
o Do people in your family listen to one another?
o Do people in your family sulk and refuse to talk when they are upset?
o Do people in your family yell at each other a lot?
o Is the family your child is growing up in similar or different than the family you
grew up in?
(3 minutes – whole group or small group discussion)
After a discussion about current families, click the word SPIN to move the spinner
(hyperlink to SLIDE ELEVEN) and begin the discussion on the topic of which animals
the participants were in the “Which Animal Are You?” activity.
(1 minute – whole group)
Thank the participants for their reflections. Give each participant a set of Families
Learning Together family conversation script for sessions 1, 2, 3, and 7.
Say,
o “Today’s training session has covered the family conversation topics for workshops
one, two, three, and seven.”
o “Hopefully after today’s session you feel prepared to implement the family
conversation portion of these workshops.”
The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Education as part of the
Virtual School Readiness Incubator Project. The content of these modules does not necessarily reflect the views or policies or imply
endorsement by the U.S. Department of Education and/or the University of North Florida. These prototype materials are still in
development and refinement and should be used with this caution in mind.
Families Learning Together Training Session Two: VSRI Learning Plan
Florida Institute of Education at the University of North Florida ©2009
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