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CBLP Final Reflection

Starting the Community-Based Learning Project (CBLP) with the Garces Foundation

presented a valuable opportunity to create a digital platform addressing the specific needs of

its community members. The project's main goal is to establish a supportive and interactive

space, focusing on three parts: kids' involvement, well-being support, and effective time

management. This initiative was particularly important considering the demographic of the

Garces Foundation, predominantly comprised of female members, many of whom had

limited formal education and were new immigrants. Thus, we aim to address their needs in

seeking assistance in health, education, work and overall life quality improvement. Reflecting

on our accomplishments, I am filled with a sense of pride and achievement. Our success in

CBLP is affirmed by the positive feedback from our program director, indicating that we

have created a resource that is truly beneficial and relevant for the community. My role,

especially in the Well-being Support part has been significant. I focused on developing

content and resources that were easily accessible, and highly relevant to the members' daily

lives.

One of the key successes of the project was my effective incorporation of the free

Thursday support groups via Zoom for managing depression and Garces’ list of organizations

for common referrals into Well-being Support part, reflecting my engagement in

community-based learning (Chaffin, 2023). This integration was a direct indicator of how

"backward design" principle, as outlined by Wiggins & McTighe (2005), was employed. By

first indentifying the community's needs (Chaffin, 2023), our project activities were shaped to

be educational, relevant, and engaging. The project's alignment with course objectives

became particularly evident when considering the use of authentic materials, a concept

emphasized by Marr and English (2019). Therefore, in selecting topics for the salon-style

conversations, I chose themes topics reflected the daily experiences of our community
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members, which enhanced the relatability and effectiveness of our interactions, making the

content more meaningful and engaging. Professionally, this enhanced my skills in

problem-solving, and adapting to diverse needs. Personally, I learned more about the

community's challenges and the profound role educators like me can play in addressing them.

However, the project was not without its challenges. Navigating the complexities of

creating a project for a community with diverse needs and backgrounds was a daunting task.

For instance, my partner Valeria and I encountered difficulties in ensuring the digital platform

we used was accessible and engaging for all community members, particularly those with

limited technological proficiency. This pushed me to think creatively, be more empathetic,

and develop a deeper understanding of the diverse backgrounds of the community I was

serving. I've gained valuable insights into the importance of flexibility, sensitivity, and the

need for inclusive educational practices. Through this experience, I have come to recognize

the critical need for flexibility and awareness of various learning styles and obstacles. These

insights have reshaped my approach to teaching and community engagement. I now

understand that to be effective, educational practices must be inclusive and flexible, catering

to a wide variety of skills and backgrounds. In addition, the lessons learned from the

challenges also taught me that true engagement comes from understanding and adapting to

the unique contexts of each learner. These lessons are precious, and I am certain that they will

guide my future strategies in teaching, ensuring that my approach is not only inclusive but

also genuinely responsive to the diverse needs, styles and backgrounds of my students.

Looking ahead, I see the website changing as the community's needs and challenges

change. I envision it remaining not only up-to-date but also responsive to community

feedback, with frequent updates and new things added based on what the community says

and wants, ensuring its continued relevance and utility. This may mean regularly introducing

innovative features and actively engaging with the community members for insights and
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suggestions. By doing so, the website will not only remain a resource but will also strengthen

its role as a vital hub for community engagement. It's crucial that it acts as a living entity,

constantly evolving in tandem with the people it supports. And hopefully, the community

members themselves can have more chances to play a role in the process of shaping the

resource.

In conclusion, the CBLP has been a valuable journey, offering much more than just

the development of a project, which has significantly contributed to both my personal and

professional growth. Reflecting on this experience, I see how much we've achieved and what

challenges we've faced. It shows me how much projects like this can change things – not just

for the people we help, but for us too. It made me believe even more in how education can

close gaps, foster unity among diverse groups, and really make a difference. These insights

and experiences will certainly influence my future pursuits, strengthening my dedication to

effective and meaningful educational practices.

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Appendix

Materials developed for the project:

https://sites.google.com/view/garcesempowerment/empowerment
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References

Marr, T., & English, F. (2019). Rethinking TESOL in diverse global settings: The language

and the teacher in a time of change. Bloomsbury Publishing.

Chaffin, R. (2023). Syllabus for EDUC8215.100: TESOL Practice Teaching. Unpublished

syllabus, Graduate School of Education, University of Pennsylvania.

Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Ascd.