simply sit and listen, we be capitalizing on this great strength and be asking them to won’t we’ll behave in a way that is contrary to their have room in a productive habitual behavior. We don’t classroom for this phrase is informative and “information dumping.” Again, important, “We’re teaching people, not content!” What do our classrooms begin to look like when we incorporate Funds of Knowledge in to our teaching? Moll, Amanti, Neff, and Gonzalez that within point out, “Our analysis suggests these contexts, much of the teaching and learning motivated by the children's interests and ques- tions; in contrast to classrooms, knowledge is obtained by the children, not imposed by the This view is congruent with my memories of how children were portrayed at play, adults.” inquisitive and full of wonder. It makes sense that the best way students will learn in a classroom is closest to how they learn organically; asking questions, interested in all around them, and full of wonder. Imagine a school where students look forward to attending instead of dreading every day, because from being there. As educators, we need to listen and learn from they’re benefitting our as much as bestow upon them our knowledge. students’ inquiries How do we obtain Funds of Knowledge so we can provide our students with the best educational experience possible? There are many ways, inside and outside of the classroom, to obtain this knowledge. Interaction with parents at back-to-school nights and parent-teacher conferences, phone calls home, and speaking with them before and after class are great times to learn about greatest support network. Speaking with students during recess, lunch, students’ before and after school, and incorporating share time during class are ways to gather information directly from students. Questionnaires given to students will help gather specific information regarding their Funds of Knowledge.
simply sit and listen, we won’t be capitalizing on this great strength and we’ll be asking them to behave in a way that is contrary to their habitual behavior. We don’t have room in a productive classroom for “information dumping.” Again, this phrase is informative and important, “We’re teaching people, not content!” What do our classrooms begin to look like when we incorporate Funds of Knowledge in to our teaching? Moll, Amanti, Neff, and Gonzalez point out, “Our analysis suggests that within these contexts, much of the teaching and learning motivated by the children's interests and ques- tions; in contrast to classrooms, knowledge is obtained by the children, not imposed by the adults.” This view is congruent with my memories of how children were portrayed at play, inquisitive and full of wonder. It makes sense that the best way students will learn in a classroom is closest to how they learn organically; asking questions, interested in all around them, and full of wonder. Imagine a school where students look forward to attending instead of dreading every day, because they’re benefitting from being there. As educators, we need to listen and learn from our students’ inquiries as much as bestow upon them our knowledge. How do we obtain Funds of Knowledge so we can provide our students with the best educational experience possible? There are many ways, inside and outside of the classroom, to obtain this knowledge. Interaction with parents at back-to-school nights and parent-teacher conferences, phone calls home, and speaking with them before and after class are great times to learn about students’ greatest support network. Speaking with students during recess, lunch, before and after school, and incorporating share time during class are ways to gather information directly from students. Questionnaires given to students will help gather specific information regarding their Funds of Knowledge.