Domain C: TPE 1.

1 Artifact’s Supporting Documentation

Domain C: TPE 1.1 Artifact’s Supporting Documentation

Aaron Mancilla

National University

023060682

TED 690

Professor Clifton E. Johnson

February 15, 2021

Domain C: TPE 1.1 Artifact’s Supporting Documentation

Abstract

This paper reviews the importance of demonstrating competency for TPE 1.1 Apply knowledge
of students, including their prior experiences, interests, and social-emotional learning needs, as
well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to
engage them in learning. An introduction of how I demonstrated competency for TPE 1.1 is
provided. In this paper an explanation with two peer review articles is also detailed. Lastly, a
reflection and how it has changed my teaching strategies.
Domain C: TPE 1.1 Artifact’s Supporting Documentation

Introduction

TPE 1.1 competence was met by incorporating the students founds of knowledge

(cultural forms of learning) to create a song or to broadcast the steps to solve inequalities. The

cultural make-up class was as follows: 4 African American students and 12 Hispanic

students. Most of the students founds of knowledge are learning by oral traditions passed

down from generation to generation thru folk songs. On this short video, I explained to students

the steps performing the song or the broadcasting the steps to solve inequalities. The focus was

for students to work in a community based-learning. This creates a sense of family-oriented

environment and to access their founds of knowledge so that they would comprehend the steps in

solving one variable inequalities. As a result of this activity, most students comprehended the

steps to solve one variable inequalities.

Explanation

Funds of knowledge is an educational practice that acknowledges the cultural forms of

learning and integrates those approaches in the learning activities of a classroom. To use this

effective approach the educator needs to be culturally competent. The educator needs to

acknowledge that most students come from different backgrounds and learn differently. The

educator can either visit homes or sent surveys to learn about funds of knowledge and prior

experiences of students. Once the educator has collected the information, then the educator can

integrate the founds of knowledge to engage students in the lessons and content. Funds of

knowledge closes the gap of students and lessons as this is the “most effective approaches to

strengthen family, school and community relationships in contexts of high social and cultural

diversity” (Jovés ,Siqués, &Esteban-Guitart, 2015). The integration of the funds of knowledge

allows students to feel and to be part of the learning activities. In a sense it creates intrinsic
Domain C: TPE 1.1 Artifact’s Supporting Documentation

motivation as students are already familiar with the learning strategy. Using founds of

knowledge as an educational approach benefits the students as they become engaged in all aspect

of the class. There are three significant areas that benefit from using this approach: 1) improving

academic performance by boosting significant learning as a result of connecting in-school and

out-of-school learning experiences, 2) improving family-school relationships by combating

stereotypes and prejudices and 3) improving and transforming educational practice towards more

innovative pedagogical strategies that allow the curriculum to be contextualized (Esteban-

Guitart, Lalueza, , Zhang-Yu & Llopart, 2019).

Reflection

As I reflect on the strategy that I implemented for this assessment, I realized that founds

of knowledge engage students in the learning activities. This allows students to feel part of the

school atmosphere. Personally, I believe that founds of knowledge are necessary to enable

engagement and to make the students feel that they belong in the classroom. I conducted this

approach under my teaching clinical hours. I believe that once I get my own classroom, I will use

this educational practice to engage students and to make the content accessible to the students.
Domain C: TPE 1.1 Artifact’s Supporting Documentation

References
Jovés P.,Siqués C.,Esteban-Guitart M.(2015) he incorporation of funds of knowledge and funds
of identity of students and their families into educational practice. A case study from Catalonia,
Spain, Teaching and Teacher Education, Vol. 49,No.1,p. 68-77, Retrieved from
https://doi.org/10.1016/j.tate.2015.03.001.

Esteban-Guitart, M., Lalueza, J., Zhang-Yu, C., & Llopart, M. (2019). Sustaining Students’
Cultures and Identities. A Qualitative Study Based on the Funds of Knowledge and Identity
Approaches. Sustainability (Basel, Switzerland), 11(12), 3400–.
https://doi.org/10.3390/su11123400