Funds of Knowledge Toolkit, Exams of Literature

Download Funds of Knowledge Toolkit and more Exams Literature in PDF only on Docsity! Funds of Knowledge Toolkit The funds of knowledge concept was originally applied by Vélez-Ibáñez and Greenberg (1992) to describe the historical accumulation of abilities, bodies of knowledge, assets, and cultural ways of interacting that were evident in U.S.-Mexican households in Tucson, Arizona. Although these funds of knowledge were demonstrated as culturally, socially, and cognitively complex, it was pointed out that educators were not using them as a resource to enhance their students' academic progress. Gonzalez, Moll, and Amanti's (2005) work on teachers engaging families outside of school contexts provided rich examples of how to recognize particular funds of knowledge and apply them in a school setting. In the past decade, many scholars have extended the funds of knowledge concept in a variety of different ways (see Hogg, 2011, and Rodriguez, 2013 for reviews of the literature). From a more practical perspective, a student's funds of knowledge can be described as: • academic and personal background knowledge, • accumulated life experiences, • skills and knowledge used to navigate everyday social contexts, and • world views structured by broader historically and politically influenced social forces. How do funds of knowledge apply to teaching and learning? Gaining a better understanding of a student's funds of knowledge can enhance classroom practices for both teachers and students. Using a funds of knowledge approach to understanding students’ overall sets of abilities and experiences can help teachers draw on these skills in classrooms to enrich their understanding of academic content while also motivating them during classroom activities. Developing curricular content around the personal contexts, skills, and experiences of students helps scaffold their understanding of academic material. The fundamental premise here is that most school-based practices, curricula, and behaviors are based on mainstream, middle class norms and perspectives. By integrating patterns of learning, knowing, and doing that are familiar to culturally and economically diverse students, academic content becomes easier to connect to their lives and is understood on a deeper level. This approach is especially relevant for English Language Learners. In fact, the funds of knowledge concept has been adopted as one the "guiding principles" for working with ELL students in the Washington state. How can educators identify their students’ funds of knowledge? There are many ways for educators to identify their students' funds of knowledge. Many teachers apply strategies that can be done in class that involve having the students write essays about their backgrounds, do presentations about their interests, or create projects that represent their family heritage. Those types of assignments are very meaningful and help teachers learn a lot about their students. That said, much more can be learned about students by engaging with them and their families outside of the classroom. By visiting with families during home or community visits, teachers can gain a much wider understanding of their students' funds of knowledge. One strategy that can help teachers connect their students' funds of knowledge to classroom content is to take note of specific experiences their students have had and/or the different home or community practices in which their students are involved. Once particular practices and experiences are noted (e.g., having immigrated from another country), teachers can categorize them in terms of funds of knowledge categories (e.g., geography and/or politics). Once teachers have this information recorded, they can brainstorm potential classroom applications (e.g., designing a social studies unit around immigration policies, or a math lesson around immigration demographic data). How can educators integrate their students’ funds of knowledge into classroom practices? Integrating students' funds of knowledge into classroom lessons can be done across all content areas and easily be applied to standards-based instruction. Below are multiple examples of how fantastic teachers from across Washington described how they apply their students' funds of knowledge into their classroom lessons. The first group of examples demonstrates the range of funds of knowledge that can be gleaned from community contexts. The second group illustrates individual lessons based on specific content areas. • Community Contexts and Funds of Knowledge • Classroom Lessons o Cherry Farming in Mattawa o Boxing in Kennewick o Making Kimchi in Tukwila For a more detailed description of how to connect student's funds of knowledge to classroom lessons, home visits, and student designed activities, read Johnson & Johnson (2016), Enhancing Academic Investment through Home--School Connections and Building on ELL Students' Scholastic Funds of Knowledge.