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
I have learned a bit about how my students’ move throughout school. Their specific
knowledge base of knowing Spanish helps them a lot in learning English. They are able
to help each other to find answers or understand texts. I think there is a lot of pressure
for Spanish speakers to learn English in the U.S. This is not necessarily a bad thing, it
will give them many opportunities especially because they will be bilingual. The students
in my class are all first-generation immigrants. This specific experience can help them to
feel more connected to their identity, whereas, if they stay in the U.S., their children may
not have the same connection. This gives any classroom they enter a new perspective
and cultural diversity. I have learned that these particular girls are very hard working
and seem to really want to learn. They want to be able to communicate with everyone,
not just their own group.

B) How can any of your Human Development and Learning theories/theorists

(EDFD 401) be used to explain HOW your learner(s) or profiled student group can
use THEIR POSSESSED ASSETS, STRENGTHS, AND RESOURCES TO HELP
THEM LEARN ACADEMIC CONTENT
I think Bruner’s theory of constructivism applies really well to the students in my
classroom. They all have similar, but different, backgrounds, making it easy to help
each build off of what they already know. They use their schemata altogether to build on
each other. Their cultures have a significant impact on this scaffolding, and it seems to
be very helpful for them. Bruner says “language is the mediator”, I think this is the best
description for my classroom.