Each Student Is Expected To Write A Final Self-Assessment

Each Student Is Expected To Individually Write A Final Self Reflection

Each student is expected to individually write a final self-reflection paper. The purpose of the 6-8 page double-spaced self-reflection paper is to focus on your own learning and development throughout the course. Describe the aspects of the course/practicum that were most instrumental to your learning and that helped you link theory and practice. Use the following guiding questions, though you may also want to focus on other aspects of your experience in class and in your interactions with young people. In addition, revisit your first posts in our class; how has your thinking changed?

How might you answer the questions that were posed differently, if at all? In what ways has this class changed, challenged, or confirmed ideas you had about learning? About the role of culture in learning? About the role of learning in curriculum? How has your understanding of how people learn changed over the course of this class?

Consider our discussions of culture in which culture is not equated with ethnic or racial description. How has this notion of culture (e.g., funds of knowledge) shaped your understanding of learning in schools? How, if at all, has it influenced how you think about your past experiences of schooling? Think about the readings and our discussions on play. How have the readings contributed to your understanding of these concepts and the way you engage with children at site or in general?

For the way you think about learning or cultural practices? How have ethnography and the ethnographic skills (field notes and other research) you have developed helped you capture your own learning experiences, as well as the experiences of children? You may want to look over your interviews and discuss the ways your descriptions and discussions about the children, their community, and about the notion of difference, for example, might have shifted across the semester. How have the readings and class discussions of learning and literacy shaped your understanding of the issues facing teachers and students in schools (and/or even in higher education)? How have they shaped your understanding of your own role in these issues?

What gets in the way of learning? How does one overcome it? What would you have done differently? Where does curriculum come from? What kinds of curricular dilemmas emerged as you tried to advance learning the way we have explored it in class? Feel free to include any other ways this course may have influenced you as a student, educator, and human being.

Paper For Above instruction

The final self-reflection paper is a comprehensive examination of personal learning and growth developed throughout the course. This reflection not only encapsulates understanding of theoretical concepts but also critically engages with practical experiences, transformations in mindset, and future implications for teaching practice. This paper examines key themes such as linking theory and practice, understanding culture and funds of knowledge, the role of play in learning, ethnographic skills application, and addressing curricular dilemmas in the educational context.

Initially, my conception of learning was largely centered around traditional cognitive acquisition models, focusing on the direct transmission of knowledge from teacher to student. However, through coursework and practical engagement, my perspective evolved to appreciate the complex, contextual, and cultural dimensions of learning. The discussions around funds of knowledge reshaped my understanding of cultural resources that students and communities bring into educational environments. Instead of viewing culture as ethnicity or race, I now recognize it as a dynamic repository of knowledge, experiences, and practices that influence learning—an idea supported by Moll et al. (1992) and Clarke (2009), emphasizing the importance of integrating students' cultural funds into instruction.

Reflecting on the role of play, I gained valuable insights from readings such as Piaget (1951) and Vygotsky (1978), who highlighted play as a vital component for cognitive development and social interaction. These ideas challenged my previous conception of play as merely recreational, demonstrating its significance as a pedagogical tool that fosters creativity, problem-solving, and cultural expression. Engaging in classroom discussions and observing children in practice confirmed that play is an essential part of culturally responsive teaching, allowing children to express their identities and negotiate meaning within their social worlds.

The ethnographic skills I developed—such as taking field notes, conducting interviews, and analyzing qualitative data—have enhanced my capacity to authentically capture the learning experiences of children and their communities. Revisiting my field notes revealed shifts in my perceptions, especially regarding how children navigate their cultural environments and how these influence their learning behaviors. For instance, my recordings of children’s interactions during free play illuminated the ways cultural funds manifest through language use, play themes, and social roles, aligning with findings from Heath (1983) and Rogoff (2003). These skills have deepened my understanding of the importance of representation, context, and voice—both in research and educational practice.

The course also provided a critical lens on issues of literacy and the systemic challenges facing educators and learners. Discussions on literacy as a social practice elucidated how curriculum can be both a site of cultural contestation and empowerment. I learned that curriculum is not static but emerges from societal, political, and cultural forces—an idea that resonated with Apple (2013) and Schleppegrell (2004). Recognizing dilemmas such as standardized testing pressures and cultural mismatches in curricula pushed me to think more critically about how curriculum development can be inclusive, participatory, and culturally sustaining.

Barriers to learning, including language differences, socio-economic factors, and institutional constraints, were themes that prompted introspection on how to address these challenges. Overcoming such barriers requires culturally responsive pedagogy, community involvement, and flexible curriculum design. I reflected on my experiences and contemplated strategies I could employ differently in future practice, such as integrating students’ funds of knowledge and fostering a community-centered approach.

Throughout the course, I realized that my role extends beyond that of a transmitter of knowledge; I am also a facilitator and advocate for equity. The curricular dilemmas I encountered—balancing standards with cultural relevance—highlighted the importance of reflective practice and adaptability. The insights gained from ethnography and engagement with diverse perspectives have reinforced my commitment to fostering inclusive learning environments that embrace cultural diversity and promote social justice.

In conclusion, this course fundamentally transformed my understanding of learning, culture, and curriculum. It challenged me to view education as a dynamic, culturally embedded process rather than a purely content-driven activity. As a future educator, I now see the importance of developing ethnographic sensitivity, leveraging students’ cultural resources, and designing curricula that are responsive to diverse histories and identities. This transformative journey has not only enhanced my professional capabilities but also deepened my commitment to nurturing equitable and meaningful learning experiences for all students.

References

• Apple, M. W. (2013). Education and power. Routledge.
• Clarke, A. (2009). Funds of knowledge: Explaining their origins and significance. American Educational Research Journal, 46(3), 448-472.
• Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge University Press.
• Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132-141.
• Piaget, J. (1951). Play, dreams and imitation in childhood. Routledge & Kegan Paul.
• Rogoff, B. (2003). The Cultural Nature of Human Development. Oxford University Press.
• Schleppegrell, M. J. (2004). The language of schooling: A functional linguistics perspective. Lawrence Erlbaum Associates.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
• Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge University Press.
• Rogoff, B. (2003). The Cultural Nature of Human Development. Oxford University Press.