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Twin Palms Consulting & Publishing LLC
Professional Development
Funds of knowledge for a growth mindset
Funds of Knowledge for a Growth Mindset
What are "funds of knowledge"?
Dr. Ellinwood's funds of knowledge perspective on professional development is inspired by the work of Professor Luis C. Moll, PhD, her graduate advisor. Dr. Moll retired from the University of Arizona College of Education, and his colleagues in anthropology and education.*. Dr. Moll's life's work has both demonstrated and inspired equity in education and research, direct and supportive engagement with learners and teachers, and a growth mindset that recognizes all forms of knowledge from diverse cultures.
How does this apply in the real world?
Understanding the challenges as well as the opportunities from both observer and insider perspectives is essential to determining how to provide effective support for teaching or professional development, particularly in unique spaces.
Applying a funds of knowledge framework means that we examine the situations and conditions in which educators are teaching or professionals are working, before advising them on how to perform their roles more effectively. Whether the observation is of instruction or professional communication, observations provide a realistic perspective and enough time to build a functional rapport with the observer.
How do professional development services reflect a funds of knowledge approach?
Dr. Ellinwood shadows professionals in their working environment. She learns about the organization goals and objectives for learners or employees. She observes the professionals in real time. Careful observation offers insight into preferred practices and routines, and an opportunity to assess which ones are effective and those that could be improved. Observation in genuine situations and activities is crucial to building a respectful working relationship with professionals, providing constructive feedback in real time, and a more effective professional development plan.
How does this work in Clinical environments?
Dr. Ellinwood is not a clinician of any kind, but she has spent more than nine years observing in hospital, surgical and other clinical settings. She has observed physicians teaching residents and medical students, working with an interprofessional team, and supported them in building skills for more effective and engaging professional presentations and classroom teaching.
Examples
- In the emergency medicine department, Dr. Ellinwood shadowed medical residents and physicians for 9-hour shifts to observe clinicians as they adapted to different patient populations, medical concerns and engaged other specialties in interprofessional consultations.
- When observing hospitalists she shadowed physicians on various services in which they were engaged.
- In surgery, Dr. Ellinwood shadowed at least one surgical day and a clinical day to observe pre-op and post-op communication, or other aspects of teaching in academic medicine.
* Moll, L. C., Velez-Ibanez, C., & Greenberg, J. B. (1989). Year one progress report: Community knowledge and classroom practice: Combining resources for literacy instruction (IARP Subcontract No. L-10). Tucson, AZ: University of Arizona, College of Education and Bureau of Applied Research in Anthropology.
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