Double Entry Journal #13

Chapter 6: Affinity Spaces

1. Give an example of a "community of practice" in which you are currently participating in.

A form of “community of practice” I am currently participating in would be my 75 hour clinical. I have been working with and learning from a more experienced teacher.

 

2.Why is the term "community" better defined in relation to spaces rather than groups of people?
The term “community” is better define in relation to spaces rather than groups of people, because it is difficult to classify a community through the groups of people within it. It is hard to define a person based upon their beliefs and interests, since people are always changing. However, a defined space is less likely to change.

 

3. What is a "generator"? What is its counterpart in school?
A generator is what occupies a space. In school, a generator refers to the curriculum or content the students are being presented with.

 

4. What is a "content organizer"? What is its counterpart in school?

A content organizer is basically the design or layout of something. In school, an example would be a lesson plan.

5. What is a "portal"? What is its counterpart in school?

A portal is similar to the delivery of material. In school, it would refer to the type of material used to present and deliver information. One example would be a textbook.

6. What do people have an "affinity" for in an "affinity space"? How does this inform your understanding of good teaching?

People are usually brought together by a common interest in an infinity space. The actual interest is defined as the affinity. This informs my understanding of good teaching, because it reinforces the idea that teachers are responsible for engaging and interacting with all students.

 

7. How do "affinity spaces" support inclusive classrooms? Choose two characteristics below to make connections between "affinity spaces" and inclusive classrooms.

Since affinity spaces are meant to bring people together, it supports the practices of an inclusive classroom. To have a good, positive environment with an inclusive classroom, it is important to have a sense of community. This is exactly what an affinity space encourages. It also encourages the idea that every person within a classroom plays an important role in the learning cycle. Co-teaching is a good way to create an affinity space. Co-teaching allows students to see the role of collaborating and working together effectively.

1. A Sense of Community - An inclusive school is a school where every child is respected as part of the school community, and where each child is encouraged to learn and achieve as much as possible. In order to achieve that sense of belonging for each child, many schools have found that fostering a sense of community is of primary importance.

2. A Common Vision - A shared vision that sees each child as a respected member of the community brings a common goal and connectedness to every participant—parent, administrator, school staff, or student. Sharing a common vision produces a strong community sense and interconnectedness.

3. Problem Solving Teams - Teams comprised of significant participants in every child’s program are formed to make decisions concerning how a student’s individual needs may be met. Problem-solving teams determine the type and extent of special education adaptations and services needed for each child and develop the implementation plan for inclusive policies for each child. In this way, each child benefits from the expertise of many members of the school community, each of whom provides a specific perspective on the individual needs of that child. Typically, teams consist of principal, special education teacher, regular education teacher, counselor, parent, paraprofessional and specific resource people.

4. Parents as Partners - A significant addition observed in inclusive schools is the solid
inclusion of parents as full members of the school team. Recognizing the valid perspective
of parents, addressing their concerns and dreams for their child, and incorporating their wishes into the educational plan are all aspects of a successful problem-solving team.

5. Teachers as Partners - Teachers are finding increased collegiality and a reduction in the sense of isolation through partnering as co-teachers. Teaming by regular education and
special education teachers provides classes with the expertise of not just one, but two
teachers. In these situations, teachers learn from each other, gaining inspiration and
finding solutions to problems they had difficulty solving alone.

6. Paraprofessionals as Partners - Paraprofessionals play an equally significant role by providing continuity and support for students, staff, and families. Insightful perspective in planning and consistent service delivery are two of the vital parts paraprofessionals play on the problem-solving team.

7. Students as Problem Solvers - Successful inclusive schools involve students as partners in the school community. As students are allowed a greater participation in the community, they become more responsible and effective in the inclusive process. Common among inclusive schools is the use of students as:

a. peer mediators - students trained to help resolve disputes among other students.
b. peer tutoring - students help other students learn and review material.
c. cross-age tutoring - older students helping younger students.
d. cooperative learning - teams of students problem solving and working together.
e. buddy systems - two children who agree to help each other; may be made up of any two children, regardless of educational status, who want to help each other.

8. Community Members as Partners - Community involvement has been increased through the use of volunteers to mentor students, provide tutoring and support, and support staff in varied and unique ways that enhance the diversity of the student body.

9. Using a Common Language - A sense of community is created by establishing a common language without the use of intellectual and confusing terms, so that all participants can equally understand.

10. Time for Planning - Inclusive practices require additional planning time and scheduling for collaboration. For inclusion to be effective, the increased time for planning must play a significant role.

11. Bringing Services to the Student - Considerable success is being experienced by schools that provide services in the classroom for children with special needs. Regular teachers are exposed to the specialized techniques resource teachers employ, and students do not miss general instruction or disrupt the cohesiveness of the class.

12. Flexible Scheduling - A major challenge is how to manage instructional time in the most efficient way, not only to teach the curriculum but also to build a sense of community. Each successful incusive school devised various methods to increase flexibility to meet the diverse needs of the school population.

13. Co-Teaching - All teaching partnerships require collaboration, compromise, and extensive communication. General education and special education teachers bring knowledge and skills to teaching. When paired together, these teachers pool their expertise. Generally, regular teachers have in-depth knowledge concerning specific curriculum or subject area, whereas special education teachers know how to modify and break down curriculum and how to adapt methodologies to meet the needs of individual children. When general education and special education teachers are placed in a situation where they can work together, they have more to offer the students and each other.

8. How are traditional classroom different from Affinity Spaces?
In my opinion, traditional classrooms do not always encourage collaboration, communication, and teamwork. Therefore, there is normally not a good sense of community in the traditional classroom. This makes a traditional classroom different from an affinity space.

 

Double Journal Entry #12

1. What is the main argument the author is making in Chapter 5.

The main argument in chapter 5 was that most good video games are designed to enhance learning. The video games use effective learning principles. Chapter 5 talked about how schools should learn to adapt this same curriculum.

2. What constitutes a theory of learning?

A learning theory is a way in which a child absorbs, processes, and retains information during the learning process.

3. Why did the author struggle to learn to play Warcraft III? What needs to proceed before good learning principles?

The author struggled to learn to play Warcraft III because it was almost as if he didn't want to learn how to play. He wasn't fully engaged in the game and therefore he wasn't able to learn the various principles the game used. Before learning good principles, engagement needs to take place.

4. How would have the authors struggle with learning to play Warcraft III been interpreted in school?

The authors struggle with learning to play Warcraft III would have been negatively interpreted in the school system. If he was being graded on his performance, he would have likely received a failing grade. 

5. What kind of learning experience might be better suited for at risk students?

At risk students need to feel secure in their learning. Students in this situation often need to take their time on certain tasks. While other students may only need a day or two to grasp the concept, at risk students will likely perform better if they are given the opportunity to stay at the same level for a longer period, and given the time to develop.

6. Why does the school-based interpretation of "at risk" lead to bad learning?

The school-based interpretation of "at risk" students is typically negative. They assume that those students cannot learn and therefore they are given simpler, not as meaningful, tasks and assignments to complete.

7. What do schools need to do to function more like a good game?

Schools need to give students time to explore new content. Most of the time, students can learn when they are given the opportunity and time to grow. I personally believe that schools are so focused on standardized testing and moving ahead, that they forget that some students will benefit greatly if they are just given a little extra time.

8. What is different about how good games and schools assess learners?

With video games, it is easy to start the game over and try again. Schools often do not allow this opportunity for students.

9. What are the attributes of a fish-tank tutorial that make it an effective learning tool? How is it different than school-based learning?

A tutorial allows for more student directed learning, while the typical school-based learning system is more teacher driven.

10. What is a sand-box tutorial? Why is effective? How is it different that school-based learning?

With a sand-box tutorial, it gives students the opportunity to mess up and then try again. School-based learning takes, almost the complete opposite approach, and is based on passing or failing. 

11. What is a genre? Why is it important for good learning?

A genre refers to a certain style or type of something. A genre is important for good learning, because all students learn through different styles. In order for good, meaningful learning to occur, teachers need to recognize their students different genres of learning.

12. According to the author, what do learning and play having in common?

According to the author, learning and playing are alike because they both involve being actively engaged.

13. How are the skills test in good games different from skills tests in school?

Skills tests in games are usually developmental. Skills tests in schools are assessed through a method of evaluation. 

14. How does RoN support collaborative learning?

RoN supports collaborative learning because it allows players to work together and observe how others work, stratagize, and think. 

15. Match at least one learning principle of good games (on page 74) with each the following learning theorists you have studied in 3352:

Dewey:suggest that we should continuously motivate students

Vygotsky: move from supported learning to unsupported learning through smooth transitions

Piaget: basic skills taught in simpler versions

Gardner: adresses a variety of learning styles

Bandura:teachers and students should work collaboratively

Skinner: information is given on demand

High Quality Formative Assessment

What is formative assessment?
A formative assessment is an on-going review, observation, and assessment within a classroom. Formative assessments are used by teachers to improve their instructional methods throughout the teaching and learning process.

What is the CENTRAL purpose of formative assessment?
The central purpose of a formative assessment is to help teachers and students ensure that they have a complete understanding of specific goals and objectives.

Connect a best practice in formative assessment to one research-based strategy.
Teachers can use journaling or an online blog for students to record their answers to certain questions. The teacher, along with peers, can comment on the blog postings to provide the author with feedback.

Give an example of how a specific assessment can be used formatively and summatively.
A rubric can be used both formatively and summatively. The rubric can be used as a reference so that students know what is expected of them. The teacher can then use the rubric to grade the actual assessment.

Give an example from your field placement related to formative assessment and timing.
My clinical placement is in a third grade classroom. They have been doing a lot of writing getting ready for benchmark testing. They are given a specific topic to write about and the teacher helps them create an idea web to get their thoughts flowing. Then, they write their responses on notebook paper. We read their responses and give them feedback on how to improve their writing and also point out areas they are strong in. The students are then given time to go back and improve, edit, and correct their writings.

What are some strategies to help formative assessment be more effective when providing students with feedback?

In order for feedback to be effective it should be given in a timely manner. It should also be direct and to the point. The comments should be given in a positive manner that will motivate the students.

Name two advantages to high quality formative assessment.
1. Formative assessments are a good way for students to monitor their own work. It keeps them on task while providing timely feedback.
2. Formative assessments give teachers an opportunity to look at a students work and see what they need to improve on. It allows them to offer better one-on-one feedback.

What are some challenges to implementing high quality formative assessment?
High quality formative assessments can be challenging to implement. They are very time consuming and require more planning on the teachers end.

Double Journal Entry #11

1. What does the author mean when he says, "Learning doesn't work well when learners are forced to check their bodies at the school room door like guns in the old west"?
I believe the author is trying to convey the message that learning needs to be memorable and relate-able to the students. In order for learning to be productive, it should strike the students interest so they are able to make connections with the content they are about to receive. 

2. According to the author, what is the best way to acquire a large vocabulary?
According to the author, the best way for a student to acquire a large vocabulary is through engaging in conversations with adults. Students are able to learn new words by engaging in conversation and participating in other everyday events. 

3. What gives a word a specific meaning?
The meaning of a word is determined by the context in which it is being used. 

4. What does the term "off the hook" mean in these sentences:

• My sister broke up with her fiance, so I'm off the hook for buying her a wedding present.

          *This sentence shows that the she is no longer required or obligated to
           buy a gift.

• Them shoes are off the hook, dog.

           *This sentence uses the term to say that the shoes are special or
             cool.

• Man that cat was fighting 6 people, and he beat them all. Yo, it was "off the hook"; you should have seen it!

          *This sentence uses the term to show excitement.
       
5. According to the author what is the "work" of childhood? Do you agree?
According to the author, the "work" of childhood is play. He believes that playing promotes learning and I would agree with him on this. When children play together they are learning a lot, whether they realize it or not. They're learning basic communication skills and manners. Although it may not seem like much, these are essential skills for everyday life. 

6. Why is not reading the instructions for how to play a game before playing a game a wise decision?
By not reading the instructions for how to play a game before playing a game, players become familiar with the tasks. As understanding develops, a frame of reference for expected concepts begins to build.

7. Does knowing the general or literal meaning of a word lead to strong reading skills?
Knowing the general or literal meaning of a word can lead to strong reading skills if the reader is able to discern the context in which it is being used.

8. What does the author mean by the terms "identify" and "game". Give an example of 3 "identities" or "games" you play.
I believe the author means there are specific behaviors and actions that coincide with different roles we take on in our life. For example, how a person acts depends on who they are around. As a future teacher, I am expected to act professionally and responsibly. As a friend I am expected to listen and have fun. As an employee I act professional and I'm always prompt.

9. According to the author, what is good learning?
According to the author, good learning is  "learning the right moves in embodied interactions in the real world, or virtual worlds, moves that get one recognized as.....enacting the right sort of identity for a given situation" (Gee, 2004). 

10. How does the understanding that being able to build a mental model and simulations of a real-world experience are closely tied to comprehending written and oral language support or change the way you think children should learn in school?

This supports the way I think children should learn in school. Children are always learning, whether it be formal or informal. Models and simulations are great ways to trigger higher order thinking skills. 

11. Why is peer to peer interaction so important for the language development of young children? How does knowing this support or change the way you think children should learn in school?

Peer to peer interaction is important because it provides students with the opportunity to interact with children within their own age group. Interaction with peers is a good way for students to gain insight on others perspectives. I think peer discussion is very important for the learning process in school. Sometimes a peer or classmate is able to describe a concept better, or in easier to understand terms, than the teacher is. 

Gee, J. (2004). Situated language of learning: a critique of traditional schooling. New York: Routledge.

Double Journal Entry # 10

 1.       What are the features of the forms of language that are spoken in a home environment that align with academic varieties of language?

Students are more likely to use and speak with the language that they hear at home than any other type of language. Oral story telling, reading aloud conducted by parents, and video games also influence forms of language spoken within the home environment.

2.       What are the features of Leona’s specialized form of language?

It seemed to me that Leona grouped her experiences in a poetic form. She uses story telling based on personal experiences from her own culture.

3.       Why is Leona’s specialized form of language not accepted in school?

Leona’s specialized form of language was not accepted in school, mostly because it was not understood. Teachers did not understand or recognize what Leona was saying. Rather than taking the time to get to know what she was saying, they assumed she just didn’t know what she was talking about.

4.       Explain the contradiction between the research conducted by Snow et al. (1998) and the recommendations made by Snow et al. (1998).

The research showed that regardless of original reading levels, children in poverty are likely to fall behind so they recommend children to focus on reading as a skill. The contradiction is that these students are expected to excel in this type of environment, when in fact it is working against them.

5.       What other factors besides early skills training will make or break good readers?

Stereotyping has a huge impact on a student’s ability to read. Cultural bias, racism, and social class also have an impact on this. Stereotyping or unfair treatment can cause students to feel slighted and therefore, affect their focus and true ability with reading or school work in general.

6.       Why do some children fail to identify with, or find it alienating, the “ways with words” taught in school?

I personally believe that some students fail to identify with the “way with words” taught in school because it simply is not what they are used to. Their own culture and way of speaking is often overlooked by teachers, so they don’t feel valued. If they feel unvalued or alienated in the school system, then they will likely have a hard time identifying with any other type of language.

Double Journal Entry # 9

1. What is the strange fact about not learning to read?
Schools have been known to turn children from good learners into poor learners, based upon their minority group.

2. Why is this fact so strange?
This fact is so strange, because there is no real ability difference between these students compared to any other. The only difference is how the student is taught and given instruction. This shows that certain groups, races, and classes do in fact get neglected or looked down upon, simply based on their cultural difference.

3. What is it about school that manages to transform children who are good at learning things like Pokemon into children who are not good at learning?
I personally believe that many teachers in today's school system make no effort to get on the students level. It is important for the students to be able to make connections to things they are familiar with and have knowledge of, even if it is Pokemon. Although it may take a little more effort, there are several ways to incorporate students likes and interests into lessons throughout the day. It's almost as if schools and teachers just expect lower class students to be unsuccessful.

4. What is the differences between a traditionalist approach to learning to read and a more progressive educators?
Traditionalist believe that learning to read is a natural process. They believe it should be taught with the same basic steps and principles that have been used for years. Traditionalist believe that no instruction is needed or helpful, but reading is taught through immersion.
Progressive educators believe that students will learn to read better if they are able to relate it to a personal interest. They believe that learning to read cannot be a biologically supported process and it is not natural.

5. Is learning to read a natural process like learning to speak a language?
No, I do not believe that learning to read is a natural process. Reading is a skill that must be taught in order to be acquired. Natural processes happen while a child is being exposed to a certain environment or interaction.

6. What is the differences between natural, instructed and cultural processes and which process should reading be classified under?
A natural process is defined as a biologically supported acquisition. An instructed process is defined as how humans obtain knowledge  without being supported from their biological inheritance. Cultural processes are defined as subject matters that are of value to a specific cultural group.
I believe that reading should be classified as a cultural process. This is simply because, everyone within that culture needs to feel it is of value and importance.

7. How do humans learn best? Through instructional process or through cultural processes? How is reading taught in school?
Personally, I feel that humans learn best through cultural processes. Everyone does better with subjects they are familiar with and can relate to. Schools typically teach reading as an instructional process rather than attempting to integrate cultural process into their teaching. If a student can relate to the reading, they are much more likely to succeed.

8. According to the author, what is the reason for the "fourth grade slump?" 
The fourth grade slump usually occurs because of the lack of knowledge with phonemic awareness. They have not been taught to apply critical meaning to the literature they are reading. They are unable to see the meaning behind new vocabulary within the stories they are reading.

9. What is a better predictor of reading success than phonemic awareness?
I believe that a students language ability or, their way with words, early in life is a good indicator of how they will read later on. Young children who are good at communicating their thoughts and feelings at a young age are more likely to succeed at reading later in their life.

10. What is the difference between "vernacular" and "specialist" varieties of language? Give an example of two sentences, one written in the vernacular and one written in a "specialized variety" about a topic in your content area.
Vernacular variety of language is basically used for one-on-one use. Specialist variety is used for a specific activity or purpose.

Vernacular: Do page 150 in your reading book for homework tonight.

Specialized: Please use the reading skills we have been taught in class to complete page 150 in your reading workbook as your homework assignment this evening.

11. What is "early language ability" and how is it developed?
Early language ability is the ability to recall and comprehend stories and sentences within. It develops from personal experiences that a child has with people of higher language ability. It also deals with a child's experience when they learn new words.

12. According to the author why and how does the traditionalist approach to teaching children to read fail?
The author believes that the traditionalist approach is only surface deep and only creates problems later on in a child's education. Although it may appear that a student understands the material now, it will present problems with the students work later on. This is because it is only covering the basics and not going over strategies with how to face more difficult material.

13. Are parents of poor children to blame for their children's inexperience with specialized varieties of language before coming to school?
No, the parents are not to blame at all! As we learned from this reading, there are two types of language and these students have good vernacular language. The problem is with the schools and teachers who are unable to recognize and promote it.

14. Did you struggle with reading this text? Are you a poor reader or are you unfamiliar with this variety of specialized language?
Overall, I think I did fairly well with this reading. There were some parts that I had to re-read a few times to fully understand what the author was saying. I would consider myself a good reader, I was just unfamiliar with some of the terms he was using.

Student Interviews

I recently conducted an interview with two students during my clinical observation. I interviewed the students separately and away from other classmates. I did not want anything to influence their answers. I told the students that the interview was just between us and it wasn't for a grade. One student was high performing and the other would be classified as a struggling student.

The first student, student A, is a high performing student. She is always on task and it obvious that she takes her school work seriously. I would say that she fears doing poorly on assignments. A few weeks ago, the students were all working on a writing assignment. Student A started crying because she could not remember how to correctly use a comma.

The second student, student B, is a struggling student. He tries hard to stay on task, but get distracted easily. It helps if an adult is standing next to him to keep him focused. He often struggles with independent assignments, especially with anything that involves writing or grammar. He enjoys math and does well with it, if he can stay on task. This student also does well when rewards are offered. He is a sweet kid, but I’ve heard he has a rough home life and wants attention.

Student A Interview: High Performing

Question: Do you enjoy school?
Student A: Yeah.

Question: What kind of student are you?
Student A: I’m a kind student…and I get good grades.

Question: What do you do for fun outside of school?
Student A: Play with my friends.

Question: How would your classmates describe you?
Student A: funny and smart.

Question: Who are you friends with? What do you and your friends do together?
Student A: Mallory, Amanda, and Samantha. I see Samantha a lot even when we’re not in school. We usually play outside.

Question: What is a good memory you have about school?
Student A: The good memory from school is in second grade when we cut out a pumpkin and got all of the seeds out of it.

Question: What is a bad memory you have about school?
Student A: I got a B on my spelling test in first grade. My parents weren’t upset, but I was!

Question: Describe a “good” teacher or tell me about your favorite student in the past.
Student A: I think you, because you are nice and pretty.

Question: What is one thing you wish your teacher knew about you?
Student A: That I stink at telling time.
(*There was a long pause before she answered this question. The students have been working with telling time in their math class)

Student B Interview: Struggling

Question: Do you enjoy school?
Student B: Yes.

Question: What kind of student are you?
Student B: A third grader?
(He seemed kind of puzzled with this question. After explaining it to him, he answered: )
Student B: I’m good half the time

Question: What do you do for fun outside of school?
Student B: Kickball! I love kickball. But every time I play, I get some fouls and outs, but it’s okay fouls are tricky.

Question: How would your classmates describe you?
Student B: Good. I think they like me?

Question: Who are you friends with? What do you and your friends do together?
Student B: Billy, Jennifer, DEFINITELY my teacher, Justin, David and some, well actually 2, fourth grader. I play kickball with the fourth graders. I like being on their team but they split up sometimes. 

Question: What is a good memory you have about school?
Student B: Math, speech, art, gym, library, and my birthday. I’m gonna ask my mom if she can put cupcakes in my book bag for my birthday.

Question: What is a bad memory you have about school?
Student B: Whistle to come in from recess and the bell. It hurts my ears and annoys me. Oh and can I tell you something? I love the pledge of allegiance. I LOVE IT!

Question: Describe a “good” teacher or tell me about your favorite student in the past.
Student B: Miss Lochery at my old school was very giving.

Question: What is one thing you wish your teacher knew about you?
Student B: I wish he knew I loved swimming and would take me…actually, take the whole class. I love cannon balls. Do you know what a cannon ball is?
(before I had time to respond, he told me anyways: )
Student B: A cannon ball is when you run real real fast, put your knees up to your face and jump in the water. But you have to yell, “Cannon ball” when you’re doing it.