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1. Identification of Educational Practice to develop a plan around and WHY this practice is important in your educational setting. 

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1. Identification of Educational Practice to develop a plan around and WHY this practice is important in your educational setting. 

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I would like to combine in my classroom for Spanish 1 level courses the following educational practices: Project-Based learning and Funds of Knowledge.

My high school uses a linear approach to teach Spanish as a second language in the regular classroom levels from 1 to 3. I see the interests and needs from my students to use their previous knowledge and creativity while learning. I believe that combining these two strategies into my educational approach would enhance their interest in others languages and cultures therefore develop empathy.

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2. Explanation of HOW this plan ultimately can enhance the learning of students.

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2. Explanation of HOW this plan ultimately can enhance the learning of students.

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Project Based-Learning

Develops critical thinking, empathy and cultural competence

Increases student-teacher engagement

Develops 21st Century skills (employability)

Provides College and Career readiness

Helps close the Equity/Achievement gap

Funds of Knowledge

It brings more diversity into my classroom for students that don’t relate culturally.

It offers the teacher (me) a chance to become researchers of my students’ lives.

Allows us to better connect with our students’ home cultures and ultimately act as a bridge when needed.

Creates a deeper connection to learning materials and classroom activities for our students.

Mindsets, Motivation and Learning

Students will experience:

Belief that one belongs at school

Belief in the value of the work

Belief that effort will lead to increased competence

A sense of self-efficacy and the ability to succeed (Farrington, 2013)

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3. Cite the research-based support for the educational practice you have chosen. 

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3. Cite the research-based support for the educational practice you have chosen. 

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Vygotsky in his theory emphasizes culture, language, and internalization. (Kurt, 2020)

Chomsky says each child has the ability to acquire further language and structures because the categories for language already exist within their brains. (Garrett-Hatfield, 2020)

Doehla (2011) says students learn the language of study in connection with the cultures of the people who speak the language they are studying. Both vocabulary and linguistic structures are more authentically acquired as students listen and read in the other language whilst doing their research and inquiry.

Ashbee (2021) presented the elements of teaching language as a second language. They are: knowledge of vocabulary, knowledge of grammar, sounds, sentences and phrases, knowledge of ways of working, and knowledge of culture.

Seeing beyond stereotypes, bringing knowledge and skills from home to school, bridging home and school by valuing what they bring and experience. (Moll et al, 1992)

González & Moll (2002) believe that students learn meaningfully through making a connection between the newly taught content and their life.

To apply “Funds of Knowledge” (Moll et al, 1992) for learning a new language, language teachers mediate new concepts using learners’ background knowledge in the process of their learning.

Agar (1994) believes that incorporating learners’ cultural and social knowledge into materials and activities can make the content comprehensible

In The Science of Learning Development book, in chapter 5 expresses that learning environments supports motivation when learning and mastery goals are emphasized, encouraged, scaffolded, supported and effort and improvement are recognized; mistakes are treated as learning opportunities, and individual competition and comparison are minimized (Linda-Hammond et al. p.135, in Cantor & Osher (2021).

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4. PLAN....share WHO you will influence AND HOW you will go about enhancing work in this area, "how" the plan will be implemented.

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4. PLAN....share WHO you will influence AND HOW you will go about enhancing work in this area, "how" the plan will be implemented.

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I will combine Project-Based Learning and Funds of Knowledge into my Spanish 1 level courses for the next two chapters in the program for my 160 freshmen students in high school. Instead of using the linear sequence suggested by the actual program, I will introduce the Project-based learning and Funds of Knowledge in order to use them as the educational practice innovation.

For example, instead of doing visits to homes, I will ask for sharing a video from home with a skill or knowledge they may have or want to share. This video can be used in our Project-Based learning experience as an element of the actual project. Another example, students will add vocabulary in two languages: Spanish as the Course Language and their Home-Language into their project when presenting their findings and identify elements from their topic/question during the project.

During the month of May, students will explore, discuss, and investigate a question they will choose to work on, they will add knowledge from home as well. I will have the month of May to work in this Project-Based learning combined with Funds of Knowledge. The themes that I have to cover for the last part of the curriculum for Spanish 1 in the current program are Ch.4 School life and Ch.5 Home life. I will combine those themes for the learning experience for my freshman in high school. I will present several outcomes to experience their learning. It will be for example: creating a digital presentation, a video, an artifact, a role-play, a model, a mockup, composing a song, poetry, children’s story book, a Podcast, among others. Students will bring their skills learned from home and combine it with those learned at school to come up with a unique outcome full of ah-ha moments and fun.
Students will work in small groups to support each other and will be grouped by topic or themes, interests or choice.

The Project-Based and Funds of Knowledge will have several parts: Connecting with home-language, vocabulary in primary language and Course target language, recipes from home, schedule of daily life at school and at home, chores at home, furniture at school and at home, classes/subjects and after school activities, any skills from home: cooking, gardening, auto-repair, construction, accounting, market, medicine, childcare, religion, sports, etc. Students can share as well about storytelling, arts, crafts, dance and more. They will choose their focus of exploration and learning under the big umbrella of School life and Home life.

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5. What collegial feedback would be helpful to you? 

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5. What collegial feedback would be helpful to you? 

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The opportunity to gain insights into strategies to enhance my teaching practice.

To learn more about other resources and research related to this topic.

I have not found a combination like this one, so I would like to hear any suggestions to consider during this educational practice innovation.

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References:

Agar, M. (1994). Language shock: Understanding the culture of conversation. New York William Morrow.

Ashbee, R. (2021). Curriculum (1st ed.). Routledge. https://doi-org.georgefox.idm.oclc.org/10.4324/9781003039594

Cantor, P., & Osher, D. (Eds.). (2021). The Science of Learning and Development: Enhancing the Lives of All Young People (1st ed.). Routledge. https://doi.org/10.4324/9781003038016

Doehla, 2011. Using Project-Based Learning to Teach World Languages. https://www.edutopia.org/blog/world-language-project-based-learning-education-curriculum-don-doehla

Farrington, C.A (2013). Academic mindsets as a critical component of deeper learning. Chicago, IL: Consortium on Chicago School Research.

Garrett-Hatfield,2020. Theories in Language & Culture. https://education.seattlepi.com/theories-language-culture-2429.html

González, N., Moll, L. C. (2002). Cruzando el Puente: Building bridges to funds of knowledge. Educational Policy 16(4), 623–641.

Gutierrez, 2020. Curriculum as a Lever for Racial Equity. Education week. https://www.edweek.org/teaching-learning/opinion-curriculum-as-a-lever-for-racial-equity

Kurt, 2020. Lev Vygotsky – Sociocultural Theory of Cognitive Development. https://educationaltechnology.net/lev-vygotsky-sociocultural-theory-of-cognitive-development/

Moll et al, 1992. Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms. Theory Into Practice, Volume XXXI, Number 2. Spring 1992.

Tubach, 2021. How Project-Based Learning Can Teach Empathy. https://www.edutopia.org/article/how-project-based-learning-can-teach-empathy

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The Funds Knowledge framework was developed in the 1990s to link their unique experiences to instruction. Families and students have Funds of Knowledge from various aspects of daily-life and how this idea can foster understanding by applying their skills, abilities, and ideas developed outside school in a range of school contexts.

Funds of Knowledge are collections of knowledge-based in cultural practices that are a part of families’ inner culture, work experience, or their daily routine. It is the knowledge and expertise that students and their family members have because of their roles in their families, communities, and culture.

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Project Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects.

Students work on a project over an extended period of time – from a week up to a semester – that engages them in solving a real-world problem or answering a complex question. They demonstrate their knowledge and skills by creating a public product or presentation for a real audience.

As a result, students develop deep content knowledge as well as critical thinking, collaboration, creativity, and communication skills. Project Based Learning unleashes a contagious, creative energy among students and teachers.

Key elements of project-based learning

challenging problem or question.

sustained inquiry.

authenticity.

application of learning.

integration.

student voice and choice.

A public product for an authentic audience.

feedback loops of critique, reflection and refining of the product -including formative and summative assessment.