EDU 411 Lecture 1: EDU411 Week 1 Lecture

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21 Jan 2019
EDU411: Week 1
Funds of Knowledge
What can we do with what we can accept?
-Just as we focus on assessing students’ academic abilities, it is critical that we assess their
funds of knowledge
-If you do not assess prior knowledge before designing your lessons, you are basically
designing blindly for students’ abilities that you do not know
-Accessing prior knowledge is assuming that there is prior knowledge there to access
What are funds of knowledge?
-Funds of knowledge are collection of knowledge based in cultural practice that are a part of
families’ inner culture, work experience, or their daily routine
-Funds of knowledge is the knowledge and expertise that students and their family members
have because of their roles in their families, communities, and culture
What funds of knowledge do you carry with you?
-family members
-religious beliefs
Culturally Responsive pedagogy/Practices & Culturally Relevant Teaching
Culturally Responsive Pedagogy Defined:
-pedagogy that emphasizes a comfortable and academically enriching environment for
students of all ethnicities, races, beliefs, and creeds.
-a student-centered approach to teaching in which the students’ unique cultural strengths are
identified and nurtured to promote student achievements and sense of well being about the
student’s cultural place in the world
-divided into three functional dimensions: the institutional dimension, the personal
dimension, and the instructional dimension
-the institutional dimension of culturally responsive pedagogy emphasizes the need for
reform of the cultural factors affecting the organization of schools, school policies and
procedures, and community involvement
-the personal dimension refers to the process by which teachers learn to become culturally
-the instructional dimension refers to practices and challenges associated with implementing
cultural responsiveness in the classroom
-the biggest obstacle to successful culturally responsive instruction for most educators is
disposing of their own cultural biases and learning about the backgrounds of the students that
they will be teaching
-preparing to teach in a culturally responsive classroom can be broken down into three
general categories; exploring one’s own cultures, learning about other cultures, and learning
about students’ cultures
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