Agree:
Although children may not understand what they are saying or trying to convey, they will take a chance at it even though they may not succeed.
The arts are not respected as much as they should be. They are downplayed when they are one of the most creative subjects.
Many students feel like the things that they were good at in school were not valued or respected.
Intelligence is diverse. We think about the world the way we interpret it.
Appealing to certain learning styles and favorite behavior in order to accommodate each and every student in the classroom.
Thursday, November 29, 2012
Wednesday, November 28, 2012
Double Entry Journal #13
Chapter 6: Affinity Spaces
1. Give an example of a "community of practice" in which you are currently participating in.
During my 75 hour clinical at Mountaineer Middle School I am working alongside an experienced teacher who is helping me experience a "community of practice"
2.Why is the term "community" better defined in relation to spaces rather than groups of people?
It's difficult to define community through people rather than it is through spaces as people are so diverse and different.
3. What is a "generator"? What is it's counterpart in school?
A generator is a contained space in which a certain activity takes place. In a school setting the generator is the object of learning.
4. What is a "content organizer"? What is it's counterpart in school?
A content organizer is design of action. In a school setting the content organizer is the lesson plans that are being implemented.
5. What is a "portal"? What is it's counterpart in school?
A portal is a form of delivery. In a school setting,the portal would be the textbook or materials used.
6. What do people have an "affinity" for in an "affinity space"? How does this inform your understanding of good teaching?
An affinity space is where people come together for a common reason such as a common belief/practice.
7. How do "affinity spaces" support inclusive classrooms? Choose two characteristics below to make connections between "affinity spaces" and inclusive classrooms.
"Affinity spaces" support inclusive classrooms as the students all share the common reason as to why they are in the classroom making a common ground for everyone.
1) Sense of Community
2) Problem solving teams.
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 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?
Traditional classrooms are different from affinity spaces as they do not carry the sense of community necessary to provide a successful outcome.
1. Give an example of a "community of practice" in which you are currently participating in.
During my 75 hour clinical at Mountaineer Middle School I am working alongside an experienced teacher who is helping me experience a "community of practice"
2.Why is the term "community" better defined in relation to spaces rather than groups of people?
It's difficult to define community through people rather than it is through spaces as people are so diverse and different.
3. What is a "generator"? What is it's counterpart in school?
A generator is a contained space in which a certain activity takes place. In a school setting the generator is the object of learning.
4. What is a "content organizer"? What is it's counterpart in school?
A content organizer is design of action. In a school setting the content organizer is the lesson plans that are being implemented.
5. What is a "portal"? What is it's counterpart in school?
A portal is a form of delivery. In a school setting,the portal would be the textbook or materials used.
6. What do people have an "affinity" for in an "affinity space"? How does this inform your understanding of good teaching?
An affinity space is where people come together for a common reason such as a common belief/practice.
7. How do "affinity spaces" support inclusive classrooms? Choose two characteristics below to make connections between "affinity spaces" and inclusive classrooms.
"Affinity spaces" support inclusive classrooms as the students all share the common reason as to why they are in the classroom making a common ground for everyone.
1) Sense of Community
2) Problem solving teams.
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 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?
Traditional classrooms are different from affinity spaces as they do not carry the sense of community necessary to provide a successful outcome.
Double Entry Journal #12
Chapter 5: Learning and Gaming
1 What is the main argument the author is making in Chapter 5.
The author is trying to show his audience that video games often provide a deeper level of instructional learning for the child.
2. What constitutes a theory of learning?
The theory of learning is constituted by the common patterns that a student uses in order to learn.
3. Why did the author struggle to learn to play Warcraft III? What needs to proceed before good learning principles?
The authors motivation was tainted as the author had a completely different learning style that did not coincide with playing video games.
4. How would have the authors struggle with learning to play Warcraft III been interpreted in school?
The author's struggle to learn to play Warcraft III would have been interpreted as failing and he probably would not have received a passing grade.
5 What kind of learning experience might be better suited for at risk students?
Horizontal experiences are able to ease the students into learning slowly and allow them to explore the material. This might be the best interpretation for a at risk student.
6. Why does the school-based interpretation of "at risk" lead to bad learning?
The term "at risk" usually refers to a student that has a different learning style so that adjustments need to be made to better incorporate the material to the student's particular style. This could lead to bad learning because usually the material is adjusted thinking that the student is not as capable which is not the case.
7. What do schools need to do to function more like a good game?
Schools can do several things to help them function like a good game. Making the students feel important and giving them assignments that challenge their minds to think and explore the content by making it exciting rather than just assigning work sheets.
8. What is different about how good games and school assess learners?
Schools usually assess learners in one particular way and make the decision for the student based on the only assessment given instead of appealing the individual learning styles. Good games assess learners by giving them options to succeed and making a challenge out of memorizing and learning content.
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?
10. What is a sand-box tutorial? Why is effective? How is it different that school-based learning?
Fish tank tutorials are effective learning tools as they do not "dumb down" the material but only encourage the students by teaching basic skills that the students will need for the game in a tutorial type setting. This shows the student that they can practice and learn from their mistakes.
11. What is a genre? Why is it important for good learning?
A genre is a grouping of similar ideas and the type of idea involved. A genre is important for good learning as a genre allows students to use different techniques rather than sticking to one topic and not allowing the expansion.
12. According to the author, what to learning and play having in common?
Learning and playing go hand in hand as children learn while they are playing. They attain information and are able to exhibit the information later on.
13. How are the skills test in good games different from skills tests in school?
The skills tests are developmental not evaluable.
14. How does RoN support collaborative learning?
RoN supports collaborative learning as it is an online gaming community that contains forums, blogs, etc. that allows for gamers to come together and speak about what they have learned and experienced.
15. Match at least one learning principle of good games (on page 74) with each the following learning theorists you have studied in 3352: The theory of multiple intelligences by Gardner can go hand in hand with learning principle of good games.
Dewey
Vygotsky
Piaget
Gardner
Bandura
Skinner
Gee, James Paul (2012-10-02). Situated Language and Learning: A Critique of Traditional Schooling (Literacies). Taylor & Francis.
1 What is the main argument the author is making in Chapter 5.
The author is trying to show his audience that video games often provide a deeper level of instructional learning for the child.
2. What constitutes a theory of learning?
The theory of learning is constituted by the common patterns that a student uses in order to learn.
3. Why did the author struggle to learn to play Warcraft III? What needs to proceed before good learning principles?
The authors motivation was tainted as the author had a completely different learning style that did not coincide with playing video games.
4. How would have the authors struggle with learning to play Warcraft III been interpreted in school?
The author's struggle to learn to play Warcraft III would have been interpreted as failing and he probably would not have received a passing grade.
5 What kind of learning experience might be better suited for at risk students?
Horizontal experiences are able to ease the students into learning slowly and allow them to explore the material. This might be the best interpretation for a at risk student.
6. Why does the school-based interpretation of "at risk" lead to bad learning?
The term "at risk" usually refers to a student that has a different learning style so that adjustments need to be made to better incorporate the material to the student's particular style. This could lead to bad learning because usually the material is adjusted thinking that the student is not as capable which is not the case.
7. What do schools need to do to function more like a good game?
Schools can do several things to help them function like a good game. Making the students feel important and giving them assignments that challenge their minds to think and explore the content by making it exciting rather than just assigning work sheets.
8. What is different about how good games and school assess learners?
Schools usually assess learners in one particular way and make the decision for the student based on the only assessment given instead of appealing the individual learning styles. Good games assess learners by giving them options to succeed and making a challenge out of memorizing and learning content.
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?
10. What is a sand-box tutorial? Why is effective? How is it different that school-based learning?
Fish tank tutorials are effective learning tools as they do not "dumb down" the material but only encourage the students by teaching basic skills that the students will need for the game in a tutorial type setting. This shows the student that they can practice and learn from their mistakes.
11. What is a genre? Why is it important for good learning?
A genre is a grouping of similar ideas and the type of idea involved. A genre is important for good learning as a genre allows students to use different techniques rather than sticking to one topic and not allowing the expansion.
12. According to the author, what to learning and play having in common?
Learning and playing go hand in hand as children learn while they are playing. They attain information and are able to exhibit the information later on.
13. How are the skills test in good games different from skills tests in school?
The skills tests are developmental not evaluable.
14. How does RoN support collaborative learning?
RoN supports collaborative learning as it is an online gaming community that contains forums, blogs, etc. that allows for gamers to come together and speak about what they have learned and experienced.
15. Match at least one learning principle of good games (on page 74) with each the following learning theorists you have studied in 3352: The theory of multiple intelligences by Gardner can go hand in hand with learning principle of good games.
Dewey
Vygotsky
Piaget
Gardner
Bandura
Skinner
Gee, James Paul (2012-10-02). Situated Language and Learning: A Critique of Traditional Schooling (Literacies). Taylor & Francis.
Student Interviews
High Performing Student
Q1: Do you enjoy school?
A1: Yes
Q2: What kind of student are you?
A2: I am a leader, responsible, and respectful.
Q3: What do you do for fun outside of school?
A3: I cheer, dance, and do gymnastics.
Q4: How would your classmates describe you?
A4: Friendly and flexible.
Q5: Who are you friends with and what do you and your friends do together?
A5: My friends are Lindsey, Leah, and Caroline. We hangout, dance, and cheer together.
Q6: Tell me about a good memory you have about school.
A6: Before break we had an assembly that focused on good grades. We had a competition and it was exciting.
Q7: Tell me about a bad memory you have about school.
A7: I had my first reminder last year.
Q8: Describe a good teacher and tell me about a favorite teacher that you have had in the past.
A8: For my 4th and 5th grade year, my teacher Mrs. Murphy was very fun. She had fun activities and we worked well together.
Q9: What is one thing you wish your teacher knew about you?
A9: Even though I am outgoing, I can be calm.
Struggling Student:
Q1: Do you enjoy school?
A1: Kind of and kind of not. There is a lot of work and teachers asking you to do it fast. Lots of homework for every class.
Q2: What kind of student are you?
A2: Good and bad.
Q3: What do you do for fun outside of school?
A3: Mostly play with my dog buddy. Play football, run, and play Xbox.
Q4: How would your classmates describe you?
A4: Nice
Q5: Who are you friends with and what do you and your friends do together?
A5: Tristan, Kaylee, Ethan, and Hunter. We hangout, talk, and leave for class.
Q6: Tell me about a good memory you have about school.
A6: That’s a hard one. One time I almost got straight A’s. No D’s or F’s. Just A’s B’s and C’s.
Q7: Tell me about a bad memory you have about school.
A7: At the dance. I was too hyped up on sugar.
Q8: Describe a good teacher and tell me about a favorite teacher that you have had in the past.
A8: Mr. Marple. He says that everything revolves around math and that in order to get a successful career, I would have to know math. And I want a successful career.
Q9: What is one thing you wish your teacher knew about you?
A9: That I can do it, I just don’t want to sometimes because there is a lot of work some days.
Q1: Do you enjoy school?
A1: Yes
Q2: What kind of student are you?
A2: I am a leader, responsible, and respectful.
Q3: What do you do for fun outside of school?
A3: I cheer, dance, and do gymnastics.
Q4: How would your classmates describe you?
A4: Friendly and flexible.
Q5: Who are you friends with and what do you and your friends do together?
A5: My friends are Lindsey, Leah, and Caroline. We hangout, dance, and cheer together.
Q6: Tell me about a good memory you have about school.
A6: Before break we had an assembly that focused on good grades. We had a competition and it was exciting.
Q7: Tell me about a bad memory you have about school.
A7: I had my first reminder last year.
Q8: Describe a good teacher and tell me about a favorite teacher that you have had in the past.
A8: For my 4th and 5th grade year, my teacher Mrs. Murphy was very fun. She had fun activities and we worked well together.
Q9: What is one thing you wish your teacher knew about you?
A9: Even though I am outgoing, I can be calm.
Struggling Student:
Q1: Do you enjoy school?
A1: Kind of and kind of not. There is a lot of work and teachers asking you to do it fast. Lots of homework for every class.
Q2: What kind of student are you?
A2: Good and bad.
Q3: What do you do for fun outside of school?
A3: Mostly play with my dog buddy. Play football, run, and play Xbox.
Q4: How would your classmates describe you?
A4: Nice
Q5: Who are you friends with and what do you and your friends do together?
A5: Tristan, Kaylee, Ethan, and Hunter. We hangout, talk, and leave for class.
Q6: Tell me about a good memory you have about school.
A6: That’s a hard one. One time I almost got straight A’s. No D’s or F’s. Just A’s B’s and C’s.
Q7: Tell me about a bad memory you have about school.
A7: At the dance. I was too hyped up on sugar.
Q8: Describe a good teacher and tell me about a favorite teacher that you have had in the past.
A8: Mr. Marple. He says that everything revolves around math and that in order to get a successful career, I would have to know math. And I want a successful career.
Q9: What is one thing you wish your teacher knew about you?
A9: That I can do it, I just don’t want to sometimes because there is a lot of work some days.
Friday, November 9, 2012
Monday, November 5, 2012
Double Entry Journal #11
Chapter 4: Simulations and Bodies
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."
When students can relate their experiences outside of the classroom towards learning inside the classroom, the material is more effective toward them and they gain more from it.
2. According to the author, what is the best way to acquire a large vocabulary?
The author states that the best way to acquire a large vocabulary is to gain vocabulary knowledge through acting and gaining experiences so that the context of the word is understood.
3. What gives a word a specific meaning?
The author demonstrates the work work in several different contexts such as the action going to work or if something doesn't work. Therefore the context of the word gives a specific meaning.
4. What does the term "off the hook" mean in each of these sentences?
a. My sister broke up with her fiance, so I'm off the hook for buying her a wedding present.
The sister does not have to buy a wedding present for his sister since she broke her engagement.
b. Them shoes are off the hook dog.
The shoes are awesome.
c. Man that cat was fighting 6 people and he beat them all. Yo, it was "off the hook", you should have seen it!!
The cat's actions were really exciting and something else.
4. According to the author what is the"work" of childhood? Do you agree?
According to the work of the author, a child's work consists of playing. I do agree with this some but while a child plays, a child also learns and picks up on things they may not understand prior to the play.
5.Why is NOT reading the instruction for how to play a game before playing a game a wise decision?
Sometimes text regarding rules are rather difficult to understand so it allows the players of the game to be more creative in the experience that they are facing.
6. Does knowing the general or literal meaning of a word lead to strong reading skills?
Literal meaning of a word does lead to strong reading skills as the reader can relate the word to the context and experience.
7. What does the author mean by the terms "identity" and "game". Give an example of 3 "identities" or "games" you play?
Identity refers to someones definition of themselves such as their background or what defines them. Games are situations and the different moves made throughout the situations to determine the outcome.
My three different job roles as a student teacher, a waitress, and a clothing sales associate require me to play completely diverse and different roles and act upon them in extremely different ways.
8. According to the author what is good learning?
According the author, good learning is the things you learn that help you get by in the world and make sense of your life in it.
9. How does understanding that being able to build a mental model and simulations of a real-word experience is closely tied to comprehending written and oral language support of change the way you think children should learn in school?
I feel like a real world experience is the best option for students to fully comprehend what they are learning so that they can apply it to the real world.
10. 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 interaction is very important as the students must be able to work together to create and learn side by side. On numerous occasions, students are able to help one another understand things that maybe the teacher was not explaining as clearly.
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."
When students can relate their experiences outside of the classroom towards learning inside the classroom, the material is more effective toward them and they gain more from it.
2. According to the author, what is the best way to acquire a large vocabulary?
The author states that the best way to acquire a large vocabulary is to gain vocabulary knowledge through acting and gaining experiences so that the context of the word is understood.
3. What gives a word a specific meaning?
The author demonstrates the work work in several different contexts such as the action going to work or if something doesn't work. Therefore the context of the word gives a specific meaning.
4. What does the term "off the hook" mean in each of these sentences?
a. My sister broke up with her fiance, so I'm off the hook for buying her a wedding present.
The sister does not have to buy a wedding present for his sister since she broke her engagement.
b. Them shoes are off the hook dog.
The shoes are awesome.
c. Man that cat was fighting 6 people and he beat them all. Yo, it was "off the hook", you should have seen it!!
The cat's actions were really exciting and something else.
4. According to the author what is the"work" of childhood? Do you agree?
According to the work of the author, a child's work consists of playing. I do agree with this some but while a child plays, a child also learns and picks up on things they may not understand prior to the play.
5.Why is NOT reading the instruction for how to play a game before playing a game a wise decision?
Sometimes text regarding rules are rather difficult to understand so it allows the players of the game to be more creative in the experience that they are facing.
6. Does knowing the general or literal meaning of a word lead to strong reading skills?
Literal meaning of a word does lead to strong reading skills as the reader can relate the word to the context and experience.
7. What does the author mean by the terms "identity" and "game". Give an example of 3 "identities" or "games" you play?
Identity refers to someones definition of themselves such as their background or what defines them. Games are situations and the different moves made throughout the situations to determine the outcome.
My three different job roles as a student teacher, a waitress, and a clothing sales associate require me to play completely diverse and different roles and act upon them in extremely different ways.
8. According to the author what is good learning?
According the author, good learning is the things you learn that help you get by in the world and make sense of your life in it.
9. How does understanding that being able to build a mental model and simulations of a real-word experience is closely tied to comprehending written and oral language support of change the way you think children should learn in school?
I feel like a real world experience is the best option for students to fully comprehend what they are learning so that they can apply it to the real world.
10. 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 interaction is very important as the students must be able to work together to create and learn side by side. On numerous occasions, students are able to help one another understand things that maybe the teacher was not explaining as clearly.
Double Entry Journal #10
Chapter 3: Language and Identity At Home
1. What are the features of the forms of language that are spoken in a home environment that align with academic varieties of language?
Verbal storytelling and vocabulary knowledge built by parents. A more relaxed form of language is used in the home setting as the children as learning by examples set by their parents.
2. What are the features of Leona's specialized form of language?
Leona leans more toward a cultural example of specialized forms of language. Leona uses a poetic style when displaying her actions and feelings and that is how she communicates her story to the teacher.
3. Why is Leona's specialized form of language not accepted in school?
Leona's specialized form of language is not accepted in school because the teacher misunderstood how Leona was trying to communicate.
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 children who experience poverty fall behind regardless of their ability and levels therefore the contradiction is saying that we expect them to succeed when the odds are against them.
5. What other factors besides early skills training will make or break good readers?
I feel like biased opinions and racism can play a huge effect on making or breaking good readers as encouragement is needed by each and every student.
6. Why do some children fail to identify with, or find alienating, the "ways with words" taught in school?
Students fail because the ways of words used in school differ so heavily when compared to the language the students experience at home.
Gee, James Paul (2012-10-02). Situated Language and Learning: A Critique of Traditional Schooling (Literacies). Taylor & Francis.
1. What are the features of the forms of language that are spoken in a home environment that align with academic varieties of language?
Verbal storytelling and vocabulary knowledge built by parents. A more relaxed form of language is used in the home setting as the children as learning by examples set by their parents.
2. What are the features of Leona's specialized form of language?
Leona leans more toward a cultural example of specialized forms of language. Leona uses a poetic style when displaying her actions and feelings and that is how she communicates her story to the teacher.
3. Why is Leona's specialized form of language not accepted in school?
Leona's specialized form of language is not accepted in school because the teacher misunderstood how Leona was trying to communicate.
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 children who experience poverty fall behind regardless of their ability and levels therefore the contradiction is saying that we expect them to succeed when the odds are against them.
5. What other factors besides early skills training will make or break good readers?
I feel like biased opinions and racism can play a huge effect on making or breaking good readers as encouragement is needed by each and every student.
6. Why do some children fail to identify with, or find alienating, the "ways with words" taught in school?
Students fail because the ways of words used in school differ so heavily when compared to the language the students experience at home.
Gee, James Paul (2012-10-02). Situated Language and Learning: A Critique of Traditional Schooling (Literacies). Taylor & Francis.
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