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EDFD 460/461

Field Notes Template


Dr. Nicholas Wysocki

Note: Use this Field Note Template to examine the Journal Table Templates, Prompt Question Sets, and plan your required check-
ins with me. See also Michael Genzuks suggestions for taking field notes.

Journal Table Journal Table 1: Demographics of the clinical setting; Content from the Knowledge Construction Table;
Requirements Racialization; Intersectionality; Choice of Activities to Investigate Funds of Knowledge; EDFD 400/401
Developmental/Learning Theorists

NOTE: I AM LOOKING FOR ANSWERS TO THE PROMPT QUESTION SET, YOUR THOUGHTS CONCERNING THE
Requirement A or B JOURNAL TABLE TOPIC AREA (SEE ABOVE), EXAMPLES OF THESE TOPIC AREAS, OR QUESTIONS TO ASK ME
and thoughts, DURING CHECK-INS NOT A SIMPLE SUMMARY OF WHAT YOU DID IN YOUR CLINICAL PLACEMENT THAT
research, WEEK.
observations,
conversations, Racialization is described in the social constructs of difference graphic as, the expectations, assumptions,
questions, etc. perceptions, stereotypes, and fears we have of select racial groups. Our own personal experiences and knowledge
is constantly adding to how individuals are racialized throughout the world. It is a fact that all people can be
racialized not just one specific race or ethnicity. Often as young people do, they find their knowledge through
popular media outlets and external sources. This is not just true for students and young individuals, it applies to
most individuals. The portrayal of white individuals by the media is often immensely positive where a character
that is white is seen as the nice white kid or often white students are perceived as economically fortunate even
before an individual may know his or her background. This being said, it is not a secret that the society we live in
still heavily favors individuals of lighter skin tone, this is simply a fact.

Where is the most common place Racialization occurs in your opinion?


How can we work to challenge negative Racialization?
What continues to push the negativity of Racialization?

Requirement C and When looking at enforcing and challenging racialization of select students it is important to take into account
thoughts, research, certain demographic characteristics from the intersectionality graphic such as race, ethnicity, faith, sexual identity,
observations, language, and socioeconomic status to name a few. When looking specifically at the students I have been working
EDFD 460/461
Field Notes Template
Dr. Nicholas Wysocki

Note: Use this Field Note Template to examine the Journal Table Templates, Prompt Question Sets, and plan your required check-
ins with me. See also Michael Genzuks suggestions for taking field notes.

conversations, with many of these factors cannot be viewed visually such as faith, sexual identity, or even socioeconomic status.
questions, etc. Because of these non-visible factors, personally, I find it very important to just how diverse each classroom can be.
From what I have viewed many of these kids work to challenge the racialization of how they have been profiled.
For example, an African American student that I work with, challenges the racialization against her race by
overachieving and making a point to call out if someone is making a judgment toward her. Furthermore, these
students are at the age where they are incredibly susceptible to the opinions and criticism of their peers.

How can I personally work to not reinforce racialization and be an asset to these learners?
Requirement D and The funds of knowledge approach can be beneficial to picture a students background as an asset to the student
thoughts, research, because it focuses on the positives and what the specific knowledge bases the student can bring to the classroom.
observations, This is beneficial opposed to if you focused on the negatives or what problems the student may cause in class.
conversations, Using the activates to investigate funds of knowledge I believe it would be beneficial to ask the students about their
questions, etc. cultural practices and traditions because I feel as if I now have a more personal relationship with my learners and
we have developed a form of trust with one another. The funds of knowledge approach is beneficial in the fact that
it can make connections with other learners as well as bring various skills from various backgrounds. This, I find,
can be a positive way for me to connect more with my learners and get a deeper insight to their specific lives and
what is going on not only academically but socially and at home for them. The funds of knowledge should not be
overlooked for any student, because each student brings a unique perspective on life with them to the classroom.
We can learn a lot from one another as humans simply by taking the time to actually listen. We should not force
our opinions or view points on one another but work toward understanding by asking questions and ultimately
working on active listening.

Requirement E and A possible activity I would want to use would be number 3 because I have always been a major social individual
thoughts, research, who loves athletics, so if I can be engaged with a student about their family or something they are passionate about
observations, I can get a better insight into their world. If I can make the connection with the learner and we can bond together
EDFD 460/461
Field Notes Template
Dr. Nicholas Wysocki

Note: Use this Field Note Template to examine the Journal Table Templates, Prompt Question Sets, and plan your required check-
ins with me. See also Michael Genzuks suggestions for taking field notes.

conversations, over something of shared love we can build our relationship but I can also see just where their background lies and
questions, etc. what extra information they can bring to the table. Bandura, in his studies was big on the term of modeling and if I
can see what parent or individual is responsible for a chore in the house I can see if the student works to model
how the family member executes the chore.

An additional activity I would consider is number 7 asking the learners about their culture and traditions. Like I
explained earlier, this one is interesting because you do need to have trust built up with an individual to ask them
about their culture or traditions. Knowing the traditions of a student can help the teacher and learning
environment to know the tendencies and behaviors and really understand them better.
Requirement F and
thoughts, research,
observations,
conversations,
questions, etc.

Journal Table 1:

Prompt Question Set #1 - Questions A - F get answered in the Second Column of the Journal Table. Please start by answering A OR B depending upon the ethnic or
racial characteristics of the learner(s) you are studying in your clinical setting, Then, answer the sub-questions C, D, E AND F: A) What kinds of Personal/Cultural
Knowledge or Popular Knowledge influence your thinking about the ethnically and racially diverse student(s) you will be working with in your clinical setting? (You are
REQUIRED to Cite the horizontal axis of the knowledge-construction-table) B) How do Personal/Cultural Knowledge or Popular Knowledge shape the racialization
(pronounced RACIAL ization) of the white student(s) you will be working with in your clinical setting? (You are REQUIRED to cite the definition of racialization on the
second to last page of the Graphic - Social Constructs of Difference and use any of the materials in the D2L section titled: White Students - Racialization - You have to
remember that white students are racialized also); C) How can the racialization of the student(s) you will be working with be reinforced or challenged by any of his/her/their
other demographic characteristics? (You are REQUIRED to cite other specific demographic characteristics from the Intersectionality Graphic); D) How can the Funds of
Knowledge approach help you see a students cultural background as an asset to his or her learning? (You are REQUIRED TO Cite specific author arguments, examples, and
page numbers from the Norma Gonzalez reading, Cathi Amanti readings, and/or my Activities to Investigate Funds of Knowledge list when answering this Question
D) E) Discuss the possible Activities to Investigate Funds of Knowledge that you will possibly use to identify the Funds of Knowledge (assets, strengths, resources) possessed by
your student(s) you choose to study AND F) DISCUSS the EDFD 400/401 Developmental and/or Learning theorists who you can use to give a rationale for your choice of said
activities.
EDFD 460/461
Field Notes Template
Dr. Nicholas Wysocki

Note: Use this Field Note Template to examine the Journal Table Templates, Prompt Question Sets, and plan your required check-
ins with me. See also Michael Genzuks suggestions for taking field notes.

Identifying Funds of Knowledge - Dr Nicholas Wysocki

Activities to Investigate Funds of Knowledge

illustrating-funds-of-knowledge-possible-sources

Journal Table Journal Table 2: Important Societal Factors; EDFD 400/401 Developmental/Learning Theorists; arguments
Requirements by Eric Jensen; Arguments by Jared Bernstein; Concrete strategies of outside scholar examining the issue of
poverty; Content from P21 Framework; 6 Possible Annotated Bibliography resources

NOTE: I AM LOOKING FOR ANSWERS TO THE PROMPT QUESTION SET, YOUR THOUGHTS CONCERNING THE
Requirement A and JOURNAL TABLE TOPIC AREA (SEE ABOVE), EXAMPLES OF THESE TOPIC AREAS, OR QUESTIONS TO ASK ME
thoughts, research, DURING CHECK-INS NOT A SIMPLE SUMMARY OF WHAT YOU DID IN YOUR CLINICAL PLACEMENT THAT
observations, WEEK.
conversations,
questions, etc. As discussed in the previous journal table racialization is a huge societal factor for students everywhere, and the
ones in my placement are no exception. Racialization can perpetuate negative stereotypes that allow for
individuals not to reach their full potential. Specifically, in this classroom, chaining racialization and socioeconomic
conditions, students that are in poverty and that other students know they live in poverty, are put down by others
as well as the school system. The negativity from peers can create educational barriers for these young learners,
which is an additional hoop for them to jump through. Another factor impacting these learners is ideology. Many
students in this environment come from various backgrounds giving them widespread view points. These students
bring their ideology to the classroom and as such an impressionable grade for many middle schoolers, ideologies
can clash and create tension.
Requirement B and Eriksons social stage theories can help us see just why these specific factors are so significant. Most of these
thoughts, research, learners are in Eriksons stage of identity vs. role confusion. This is significant because you can see the individual
observations, students struggling with figuring out who am I? as well as it is quite obvious that they are trying to see where
conversations, they belong socially within the confines of the middle school environment. These learners are all dealing with
EDFD 460/461
Field Notes Template
Dr. Nicholas Wysocki

Note: Use this Field Note Template to examine the Journal Table Templates, Prompt Question Sets, and plan your required check-
ins with me. See also Michael Genzuks suggestions for taking field notes.

questions, etc. many outside issues, however the outside societal factors will always constantly be affecting a learners education
as well as way of life.
Requirement C and The arguments made by Eric Jensen strengthen my way of approaching torturing impoverished learners. First
thoughts, research, thing first, you never are fully aware of a learners socioeconomic situation unless they tell you or you have
observations, previous data confirming this. That out of the way, I am aware of multiple learners in my class that are
conversations, impoverished. I feel that the Funds of Knowledge approach can work especially well with these learners because
questions, etc. often they are neglected or pushed aside by society and the educational community for being too difficult to work
with or uneducated. I find this to be a catch-22 because if you see someone as uneducated and your job is
educating, shouldnt your first concern be how to better educate an individual rather than racialize or stereotype
their way of life? One major thing I took from Jensons reading was that the students major influences are often not
at home but with the peers and teachers at school.
Requirement D and Soft Skills are as defined by Alison Doyle as, personal attributes that you need to succeed in the workplace. The
thoughts, research, cooperating teacher makes sure to instill many soft skills as well as opportunities to use these skills in class.
observations, Specifically respect and personal responsibility are the big two that are important to the teacher and her
conversations, classroom. These students have many ways to show their skills and increase them with the opportunity to work in
questions, etc. groups and have to cooperate with one another. Additionally, many of these students do not like to put in the work
or effort to further their learning, yet the cooperating teacher does an outstanding job of commanding respect and
instructing the students.

Requirement E, F and As far as concrete strategies for impoverished learners in my placement I do not necessarily see any strategies.
thoughts, research, What I see is the cooperating teacher teach everyone in an equal manner and not adapted to be for impoverished
observations, leaners. The thing about my placement is that our job is to ask questions and let the students teach themselves how
conversations, to do the problems that they are confused with so it is quite challenging to view if there are ways of strategies
questions, etc. being used it is very hard to see if there is strategies demonstrated.

Human Resources:
Dr. Walker
EDFD 460/461
Field Notes Template
Dr. Nicholas Wysocki

Note: Use this Field Note Template to examine the Journal Table Templates, Prompt Question Sets, and plan your required check-
ins with me. See also Michael Genzuks suggestions for taking field notes.

Dr. Danneker

Academic Journals:
Chalfant, L., Rose, K., & Whalon, K. (2017). Supporting Students with Autism. Science Teacher, 84(4), pp. 36-41.

Xin, J. F., & Leonard, D. A. (2015). Using iPads to Teach Communication Skills of Students with Autism. Journal of
Autism and Developmental Disorders, 45(12), pp. 4154-4164. doi:10.1007/s10803-014-2266-8

Curriculum and Instruction Resources:

TRF
Three Column Notes

Journal Table #2:

Prompt Question Set #2: Column 1 A) What are the specific important-societal-factors-edfd-460-461-462 that serve as resources and challenges impacting the learning of the
learner(s) you are studying in your clinical setting (See the following document: important-societal-factors-edfd-460-461-462) (Remember to focus on resources, not just
challenges!!!). Column 1 B) What developmental and/or learning theorists learned in EDFD 400/401 can be used to argue why these specific Important Societal Factors
are significant? Column 2 C) How do specific arguments made by Eric Jensen or any other scholars used on ANY OF the 6 Poverty Analyses (Areas Discussed in the Eric
Jensen Reading located in the D2L Discussion section) shape your present thinking about working with impoverished learners? (Cite specific author arguments, examples,
and page numbers here!!)? Column 2 D) How do you see your Cooperating Teacher addressing (or missing the opportunity to address) students development of soft skills
(Be specific with concrete examples of these soft skills See Closure to the Poverty Analysis Discussion) and any specific 21st Century Framework Skills discussed in the
following resources: P21 Framework Definitions and Descriptions (Dont just say some lame sentence about Smartboards here!!) Column 2 E) How do you see (or fail to see)
how your cooperating teacher demonstrates any of the concrete strategies for working with impoverished learners that you learned from your outside social class scholar See
your Social Class Individual Outline (Second Column social-class-research-report-individual-outline-2016-17) OR as identified by your classmates outside scholar
discussed in their specific Poverty Analysis Discussions? (Cite the specific outside scholar, the title of the article, page numbers, and specific, concrete strategies discussed in
said article!!).
Column 2 F) List the 2 Human Resources, 2 Academic Journal Articles, and 2 Curriculum and Instruction resources you will possibly use for your Annotated Bibliography.

Annotated Bibliography Updated 2016 6 Sources PDF


EDFD 460/461
Field Notes Template
Dr. Nicholas Wysocki

Note: Use this Field Note Template to examine the Journal Table Templates, Prompt Question Sets, and plan your required check-
ins with me. See also Michael Genzuks suggestions for taking field notes.

Possible Ideas Annotated Bibliography

Journal Table Journal Table 3: Discussion of Gender Scripts (Boys Sadkers reading; Gender PPT) and/or Gender
Requirements Strategies (Girls AAUW reading; Gender PPT), Lorber reading; your Gender Research Report article;
EDFD 400/401 Developmental/Learning Theorists; EDFD 460/461 Ethnographic readings, resources, and
tools; Discussion of 2 Annotated Bibliography resources

NOTE: I AM LOOKING FOR ANSWERS TO THE PROMPT QUESTION SET, YOUR THOUGHTS CONCERNING THE
Requirement A and JOURNAL TABLE TOPIC AREA (SEE ABOVE), EXAMPLES OF THESE TOPIC AREAS, OR QUESTIONS TO ASK ME
thoughts, research, DURING CHECK-INS NOT A SIMPLE SUMMARY OF WHAT YOU DID IN YOUR CLINICAL PLACEMENT THAT
observations, WEEK.
conversations,
questions, etc. Gender Scripts are perpetuated by society and specifically at my clinical site most boys in the class are landing in
the lower achieving section of learners. Boys in class are expected by their peers to be a man and not show much
emotion for feelings. From the Sadkers reading it explains how boys get reprimanded more often than girls even If
they are both to blame and I see this quite frequently in the classroom. Furthermore, the Sadkers reading goes into
talking about how that boys are raised and seen to be, active, aggressive, and independent. I can see how the
climate at school and society pushes these boys to fit into this created mold of being aggressive and manly. Of
course, there are outliers where certain boys will push against the molds of society and succeed, however, many
times when one does break the expectations they are shamed or bullied for it. The reading goes on to discuss how
in Milwaukee 94% of expelled students are African American boys, and I am aware this is not my clinical site;
however, I aspire to teach in Wisconsin. Seeing that statistic makes me want to do everything in my power to be
able to combat these issues. Whether this be looking for ways to further specific students education or creating
programs, I want to make a difference in my community and my state.
Requirement B and A) Column 1 How do you see gender SCRIPTS (BOYS Cite specific author arguments, examples, and page
EDFD 460/461
Field Notes Template
Dr. Nicholas Wysocki

Note: Use this Field Note Template to examine the Journal Table Templates, Prompt Question Sets, and plan your required check-
ins with me. See also Michael Genzuks suggestions for taking field notes.

thoughts, research, numbers from the Sadkers reading!!) AND/OR Gender STRATEGIES (GIRLS Cite specific author arguments,
observations, examples, and page numbers from the AAUW reading) operating for respondents in your Clinical site?
conversations, Gender Scripts are perpetuated by society and specifically at my clinical site most boys in the class are landing in
questions, etc. the lower achieving section of learners. Boys in class are expected by their peers to be a man and not show much
emotion for feelings. From the Sadkers reading it explains how boys get reprimanded more often than girls even If
they are both to blame and I see this quite frequently in the classroom. Furthermore, the Sadkers reading goes into
talking about how that boys are raised and seen to be, active, aggressive, and independent. I can see how the
climate at school and society pushes these boys to fit into this created mold of being aggressive and manly. Of
course, there are outliers where certain boys will push against the molds of society and succeed, however, many
times when one does break the expectations they are shamed or bullied for it. The reading goes on to discuss how
in Milwaukee 94% of expelled students are African American boys, and I am aware this is not my clinical site;
however, I aspire to teach in Wisconsin. Seeing that statistic makes me want to do everything in my power to be
able to combat these issues. Whether this be looking for ways to further specific students education or creating
programs, I want to make a difference in my community and my state.

B) 1 How do your Developmental and/or learning theorists learned in EDFD 400/401 help you think about WHY
you see specific gender scripts (Sadkers reading) and/or gender strategies (AAUW reading) being exhibited by the
learner or set of learners you are observing;

I would like to take Albert Banduras theory of modeling to explain why we may see specific gender scripts for boys
within the classroom. The boys (and the girls) learn from modeling whether that be by family members, their
peers, or the media, they have these learned behaviors through replicating what they see. For example, if they see a
pop star or rap artist they aspire to be like they may start replicating words, actions, or phrases like those
individuals. We can bring this modeling example to sports where these young kids see someone they wish to
become like Lebron James, Aaron Rodgers, or Sidney Crosby, then these individuals replicate that. We may choose
to examine this in the home life where if ones older sibling played sports, then the younger sibling will often
attempt to follow the path. Additionally, if there are negative behaviors by the parental units, children may often
EDFD 460/461
Field Notes Template
Dr. Nicholas Wysocki

Note: Use this Field Note Template to examine the Journal Table Templates, Prompt Question Sets, and plan your required check-
ins with me. See also Michael Genzuks suggestions for taking field notes.

replicate these because thats what they saw the authority figure doing.
Requirement C and
thoughts, research, First and foremost, I believe in the utilization of the Funds of Knowledge approach, whether that be getting close
observations, enough with my students to ask the personal questions about their culture or by my own observation of the
conversations, students outside activities in school. The Activities to Investigate Funds of Knowledge Document gives me great
questions, etc. insight into the multiple ways I can identify the many assets and skills that these learners bring to the learning
environment. Personally, I feel as if I strive as an educator by my individual relationships with students and my
ability to connect with them. The funds of knowledge approach allows for us teachers to investigate what these
learners bring by shining a positive light on each student, rather than viewing the students as distractions or
disruptions. This approach invests in each learner and believes that every individual brings something separate to
the classroom. The strengths the learners bring can vary from, multiple viewpoints, cultural backgrounds, family
traditions, background knowledge, household skills, sports, and many more. Once we identify the positive assets
they bring, then we can work to implement that into the classroom for further engagement.
Requirement D and Sources used:
thoughts, research,
observations, Chalfant, L., Rose, K., & Whalon, K. (2017). Supporting Students with Autism. Science Teacher, 84(4), pp. 36-41.
conversations,
questions, etc. Xin, J. F., & Leonard, D. A. (2015). Using iPads to Teach Communication Skills of Students with Autism. Journal of
Autism and Developmental Disorders, 45(12), pp. 4154-4164. doi:10.1007/s10803-014-2266-8

Both resources here are targeted with assisting students with autism and I feel they can be beneficial for working
with these individuals. Individuals with disabilities are specifically overlooked by educators and society for what
strengths they can bring to the table. Too often will an individual be stigmatized and stereotyped for their
disability. I choose these articles because of my specific major of special education focusing on Learning
Disabilities and developmental disabilities. These peer reviewed journals work both to how support for students
with autism. It is important in the special education section of the educational world to put the individual before
their disability or exceptionality.
EDFD 460/461
Field Notes Template
Dr. Nicholas Wysocki

Note: Use this Field Note Template to examine the Journal Table Templates, Prompt Question Sets, and plan your required check-
ins with me. See also Michael Genzuks suggestions for taking field notes.

Journal Table 3:

Prompt Question Set #3: You will need the materials from the Gender in Education Module in D2L (See Gender Research Report EDFD 460-461) to answer the following
questions: A) Column 1 How do you see gender scripts (Cite specific author arguments, examples, and page numbers from the Sadkers reading!!) AND/OR Gender
Strategies (Cite specific author arguments, examples, and page numbers from the AAUW reading) operating for respondents in your Clinical site? (Cite specific author
arguments, examples, and page numbers from the said Gender readings, the Judith Lorber reading, the Gender Discussion PPT on D2L, as well as your own
research/graphic on Gender in your licensure area). B) Column 1 How do your Developmental and/or learning theorists learned in EDFD 400/401 help you think about
why you see specific gender scripts (Sadkers reading) and/or gender strategies (AAUW reading) being exhibited by the learner or set of learners you are observing; C) Column 2
You are REQUIRED to cite arguments from Michael Genzuk, Nicholas Wysocki, and/or Norma Gonzalez as you describe the ethnographic tools and investigation
strategies you are using (or will use) to identify the specific Funds of Knowledge (knowledge base, skill sets, activities, sociocultural experiences, household member labor
histories, or social networks) that exist in the home and/or community of the learner or set of learners you chose to work with in your clinical setting; D) Column 2 Use your
Annotated Bibliography Updated 2016 6 Sources PDF to discuss Annotated Bibliography requirement C in any 2 of the 6 resources that you will use to engage in the
investigations that you just discussed in C above.

Optional, Related question with #3: What relationship can you see between these gender scripts/gender strategies and the educational climate experienced by GLBTQ
students, as indicated by both the GLSEN National School Climate Survey (See D2L Sexual Orientation Module) and your own observations in the Clinical site?

Activities to Investigate Funds of Knowledge

Journal Table Journal Table 4: Identification and discussion of the learners (learners) Funds of Knowledge See FOK
Requirements categories; EDFD 400/401 Developmental/Learning Theorists; Discussion of another 2 Annotated
Bibliography resources

Requirement A and Chalfant, L., Rose, K., & Whalon, K. (2017). Supporting Students with Autism. Science Teacher, 84(4), pp. 36-41.
thoughts, research,
EDFD 460/461
Field Notes Template
Dr. Nicholas Wysocki

Note: Use this Field Note Template to examine the Journal Table Templates, Prompt Question Sets, and plan your required check-
ins with me. See also Michael Genzuks suggestions for taking field notes.

observations,
conversations, For students with ASD (autism spectrum disorder) capitalize on their strengths: (1) priming, (2) peer
questions, etc. supports, (3) schedules, and (4) visual supports (Chalfant, L., Rose, K., & Whalon, K. 2017).
Priming involves preparing the student for a lesson prior to instruction in a relaxed context (Koegel et al.
2003)
Peer supports should be students interested in working with the learner with ASD and who demonstrate
effective social communication skills (Chalfant, L., Rose, K., & Whalon, K. 2017).
Many learners with ASD benefit from written schedules that list steps needed to complete an activity
(Knight Sartini, and Spriggs 2015).
Visual processing is generally considered a strength for learners with ASD (Tsatsanis and Powell 2014).
Visual supports can include pictures or words. Examples are graphic organizers and diagrams (Chalfant, L.,
Rose, K., & Whalon, K. 2017).

Dr. Danneker
Understand the Learners strengths as well as any triggers specific to an individual with autism
Utilize inclusion whenever possible so that general education students see the assists of learners with
exceptionalities.
Be aware of constant changes in the students behavior and daily routine.

A) What have you now learned about your learner(s) or profiled student group when it comes to any of the
categories listed in the document: Identifying Funds of Knowledge Dr. Nicholas Wysocki
The document Identifying funds of knowledge is categorized into six parts: knowledge bases, skill sets,
experiences, activities, household labor histories, and social networks. My specific learners have many different
knowledge bases, specifically ranging from card games, to basketball, and even physics. When looking at the skill
sets the individual learners bring to the table they range from auditory learners to kinesthetic. They each have a
unique skill set of their own, however at times it can be tasking to see the students as assets to a classroom with
their skillsets opposed to a hindrance. I have learned the vast differences between the learners life experiences.
EDFD 460/461
Field Notes Template
Dr. Nicholas Wysocki

Note: Use this Field Note Template to examine the Journal Table Templates, Prompt Question Sets, and plan your required check-
ins with me. See also Michael Genzuks suggestions for taking field notes.

An example would be a learner being adopted and him explaining to me the struggle of his peers knowing that and
teasing him for that. Additionally, many students come from homes where the parental units are divorced and that
takes an emotional toll on the learners not only at home but at school. One of my learners especially loves
basketball and ties it in with his learning as much as possible. His passion for the game of basketball has carried his
work ethic on the court over to the classroom and when he has extra time in class will work on assignments for the
future instead of wasting the time and goofing off. As far as the household roles and labor histories I have not
gotten much information on what the responsibilities are of the students at home. The social networks of the
students are quite interesting, one may say that there is of course Cliques created, however this class likes to
Transend those boundaries and include individuals they normally would not engage with. I have learned that this
group of learners does have preferred cliques but do not limit themselves just because an individual might be
different.

Requirement B and
thoughts, research, B) How can any of your Human Development and Learning theories/theorists (EDFD 400/401) be used to
observations, explain HOW your learner(s) or profiled student group MAKES USE OF THEIR POSSESSED ASSETS, STRENGTHS,
conversations, AND RESOURCES TO HELP THEM LEARN ACADEMIC CONTENT
questions, etc.
The Cognitive Learning theory of Constructivism can best explain these learnings strengths because it centers
around individuals creating their own knowledge and believes that, one cannot be give knowledge, but must build
that knowledge base themselves. This theory goes hand and hand with the AVID class where you do not tell the
student the answer but ask critical questions, so they may use the knowledge they have already build to asses the
question they may not know. I feel that constructivism and the Funds of Knowledge approach go hand and hand
because they both deal with seeing the students as valuable and with each own individual strength. This helps
them learn and study their content through being able to build their own knowledge verses having something
lectured to them where they would traditionally write down notes or someone would give them the correct
answer when they could not solve a problem.
EDFD 460/461
Field Notes Template
Dr. Nicholas Wysocki

Note: Use this Field Note Template to examine the Journal Table Templates, Prompt Question Sets, and plan your required check-
ins with me. See also Michael Genzuks suggestions for taking field notes.

Journal Table 4:

Prompt Question Set #4: Column 1 -Use your Annotated Bibliography Updated 2016 6 Sources PDF to discuss Annotated Bibliography requirement C in another 2
of the 6 resources Column 2 A) What have you now learned about your learner(s) or profiled student group when it comes to any of the categories listed in the document:
Identifying Funds of Knowledge Dr Nicholas Wysocki (Note: YOU ARE REQUIRED TO CITE specific, concrete examples from one or more of the categories listed in
this document. Column 2 B) How can any of your Human Development and Learning theories/theorists (EDFD 400/401) be used to explain HOW your learner(s) or
profiled student group MAKES USE OF THEIR POSSESSED ASSETS, STRENGTHS, AND RESOURCES TO HELP THEM LEARN ACADEMIC CONTENT See
illustrating-funds-of-knowledge-possible-sources

Journal Table Journal Table 5: Teacher Noticing PPT Pedagogical Triangle; EDFD 460/461 resources; EDFD 400/401
Requirements Developmental/Learning Theorists; Funds of Knowledge Graphic shaped by YOUR research in the Clinical
Setting
EDFD 460/461
Field Notes Template
Dr. Nicholas Wysocki

Note: Use this Field Note Template to examine the Journal Table Templates, Prompt Question Sets, and plan your required check-
ins with me. See also Michael Genzuks suggestions for taking field notes.

Requirement A and Both classes intertwine helping the other with extra knowledge for each class. These classes help interpret the
thoughts, research, pedagogical triangle through showing how the content, student and teacher all intersect. The teacher must know
observations, how the student reconceives the content to further their teaching progress. The student has a relationship with the
conversations, teacher and the teacher should work to understand the student. These classes have showed me that you can use
questions, etc. the Funds of Knowledge approach to uncover the strengths and assets of many learners.
Furthermore, the teacher must understand their created content and be able to make it interesting and valuable to
the learner.
Requirement B and
thoughts, research, My funds of knowledge data graphic was composed to show what I learned, how I learned it, and why I learned it.
observations, This was very important, so I could see what I had learned from these learners. Having the opportunity to work in
conversations, an educational environment with these students was very helpful and worked to concrete my wishes to teach.
questions, etc. Being able to make positive relationships with the students was great and helped me to further my learning in the
educational environment.

Journal Table 5:

Prompt Question Set #5 Use this graphic: A Digital Ethnography Analysis Strategy to help you answer Parts A and B. Part A)
How do the EDFD 400/401 and EDFD 460/461 courses, taken together, help you now interpret the 3 parts of the Pedagogical Triangle
listed in the Teacher Noticing PPT? (Note: You have this PPT in your EDFD 460/461 Introductory Materials subfolder on your computer);
Column 2 B) Discuss your rationale for the Funds of Knowledge Data Graphic (This is NOT your Clinical Site pictures) that you placed
on the Digital Ethnography Clinical Site page to illustrate the assets, strengths, and resources possessed by the learner(s) examined in your
clinical setting (See illustrating-funds-of-knowledge-possible-sources . You will have identified these through your observations,
EDFD 460/461
Field Notes Template
Dr. Nicholas Wysocki

Note: Use this Field Note Template to examine the Journal Table Templates, Prompt Question Sets, and plan your required check-
ins with me. See also Michael Genzuks suggestions for taking field notes.

conversations/interactions, and research for your Annotated Bibliography (See requirement C of Annotated Bibliography Updated 2015
6 Sources.

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