Double Entry Journal #15

All I really need to know (About creative Thinking) I learned (By Studying How Children Learn) in Kindergarten

"Instead of making kindergarten like the rest of school, we need to make the rest of school (indeed, the rest of life) more like kindergarten."

I agree with this quote. I think schools today just teach for a test. Students are missing very important life goals as well as being forced out of classes due to scheduling issues that could be avoided. I have witnessed a few students that want to take a certain class because it is going to be beneficial for them in their college career, but the public schools are not allowing them to take them.

"...most schools are out-of-step with today's needs..."

As mentioned before, I feel that schools are teaching kids the material that is going to be on a test and not material that will stick with them in the real world. 

"Children with different interests and different learning styles can all use the same materials, but each in his or her own personal way."

I agree with this quote because I have had personal experiences with this. Some students learn quicker or pick up on things quicker than others, but that doesn't mean they can't learn just as much. I think this can be related to how different people read. Some are fast readers and some are slow readers. The important thing is not the speed of reading, but the comprehension.
Kindergarten Creativity

Double Entry Journal #14

Chapter 7: Shape-Shifting; Chapter 8: A Final Word, the content fetish

1. What was the most interesting idea you encountered as you read the chapter?
I agree with Gee when dealing with the topic of success. He believes that each student has a different level of success and you should base success on an individual level, not a group.

2. What connections can you make between Gee's critique and Sir Ken Robinson's critique of traditional schooling?
I think they both are proprietors of creativity. Gee mentioned the use of video games as a teaching tool. This would aid in the immersion of learning. I also feel that this is a very creative way of learning and it also boosts a creative mind. Sir Ken Robinson talked about the way that creativity builds a students intelligence through the immersion.  

3. How did this book change or support your understanding of good teaching?
I found myself confused at times while reading this book, but if I had to pick something that will stick with me while in the teaching field I would have to say that students learn by experiences within their own cultural structure. Students learn through experiences in a particular interest and not just on a whim. 

Do Schools Kill Creativity?

1. Three ideas you agree with...

• Creativity is just as important as literacy. 
• We get educated out of creativity.
• Arts are on the bottom of the hierarchy of education. 

2. Two ideas that surprised you...

• The purpose of educators is to produce university professors. 
• Degrees aren't worth anything.

3. One idea that confused you or that you disagree with...
I was confused by the statement, "Children aren't afraid to be wrong." I have often found that children don't speak up when asked an educated question because they don't want to be wrong in front of the class.

Double Entry Journal #13

Chapter 6: Affinity Spaces

1. Give an example of a "community of practice" in which you are currently participating in.
I'm involved with the Percussive Arts Society.

2. Why is the term "community" better defined in relation to spaces rather than groups of people?
The author states in the book that "the key problem with notions like community of practice is that they make it look like we are attempting to label a group of people."  

3. What is a "generator"? What is it's counterpart in school?
Whatever gives a space content.

4. What is a "content organizer"? What is it's counterpart in school?
A content organizer is exactly what the term implies. It organizes its contents based on its design. In school's this can take the shape of group discussion, lab work, or simple question and answer sessions with the teacher.

5. What is a "portal"? What is it's counterpart in school?
A portal is any way that will give access to the content or any way of interacting with the content. This can be achieved with a group or by oneself.

6. What do people have an "affinity" for in an "affinity space"? How does this inform your understanding of good teaching?
You can't really pinpoint one affinity to a group of students. Everyone has their own affinities that can come from a number of things - home life, personal experiences, etc. A "good" teacher will be willing to take notice of these affinities and try to adapt lessons and/or classroom activities to encourage these affinities.

7. How do "affinity spaces" support inclusive classrooms? Choose two characteristics to make connections between "affinity spaces" and inclusive classrooms.
Inclusive classrooms are supposedly are sharing common learning styles with each student regardless of education level. The author, talking about affinity spaces, says, "newbies and masters and everyone else share common space."

8. How are traditional classrooms different from "affinity spaces"?
Affinity spaces allow a lot of sharing within the classroom whereas traditional classrooms did not allow much sharing between the students. 

Double Entry Journal #12

Chapter 5: Learning and Gaming

1. What is the main argument the author is making in Chapter 5?
Schools should structure learning like that in a video game that the student would play.

2. What constitutes a theory of learning?
The setting in which the learning is taking place in.

3. Why did the author struggle to learn to play Warcraft III? What needs to proceed before good learning principles?
The author struggled with Warcraft III because he "failed to engage with it in a way that fully recruited its solid design and leaning principles."
The player has to have "motivation for an extended engagement with the game" to gain good learning principles.

4. How would have the authors struggle with learning to play Warcraft III been interpreted in school?
It would have been seen as a failure and not as a precursor to learning something further.

5. What kind of learning experience might be better suited for at risk students?
I have worked with a few "at risk" students and I have found that computer programs that have a game-like feel and presence about them work very well with these students.

6. Why does the school-based interpretation of "at risk" lead to bad learning?
I feel that most schools treat "at risk" students too different than others. Most schools will give the "at risk" students easier material in the hopes of "pushing" them through school. Problem with this? have they really learned anything that will benefit them?

7. What do schools need to do to function more like a good game?
Schools need to take the students thoughts and modern thinking into account while planning school-wide curriculum. Students need to feel engaged in the assignment or lesson and should have a sense of importance during their learning.

8. What is different about how good games and school assess learners?
In school, the student can often find the course work very dull, dry, and boring. When a student sits down to play a game they are immediately transformed into the gaming world. They suddenly become the character in the game. I personally feel like that when I sit down to play a game.

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?
The student can assess his or her learning style by playing the game and learning how they learn best. This is different because the school system assesses the student and then decides on how well the student can learn.

10. What is a sand-box tutorial? Why is it effective? How is it different than school-based learning?
The sand-box tutorial allows the player to have a free run of the game without any consequences. This is mostly best used for new players on an easy setting. This method can be effective because it allows the player (usually a beginner) to get a feel for the game. This is different from school-based learning because most of the time students do not get a "free run" at an assignment during school.

11. What is a genre? Why is it important for good learning?
The "type of thing something is." It is important for good learning because you need to know what particular thing it is you are trying to learn.

12. According to the author, what do learning and play have in common?
You often learn to play games by actually play them (trial and error).

13. How are the skills tests in good games different from skills tests in school?
As stated on page 73, "developmental for the learner and not evaluative."

14. How does RoN support collaborative learning?
Students can learn by watching other players through online gaming and can also participate in the gaming online and use some of them strategies that have been obtained while observing the game play.

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

Dewey = #1 - They create motivation for an extended engagement.

Vygotsky = #12 - They offer guided fish tank tutorials.

Piaget = #9 - "Experienced" doesn't mean "expert"; it can mean that one is prepared for future learning.

Gardner = #14 - They give information via several different modes.

Bandura = #9 - "Experienced" doesn't mean "expert"; it can mean that one is prepared for future learning.

Skinner =  #15 - They give information "just in time" and "on demand."

Fostering High Quality Assessment: A Policy Brief by The National Council of Teachers for English

1. What is formative assessment?
It is the continued assessment of a student's development dealing with a specific subject.

2. What is the CENTRAL purpose of formative assessment?
It is to hopefully identify what the student is learning and to help to understand the teacher's goals.

3. Connect a best practice in formative assessment to one research-based strategy.
The books states that formative assessment "provides feedback that engenders motivation and leads to improvement." I feel that it is similar to research-based strategy "Reinforcing Effort". This strategy states that "achievement can increase when teachers show the connection between effort and success."

4. Give an example of how a specific assessment can be used formatively and summatively.
You can provide you students with a rubric for their assessment. This will allow them to make sure they have all the necessary items in their project to earn the best possible grade. 

5. Give an example from you field placement related to formative assessment and timing.
I taught a guitar class and I used a music program called SmartMusic. This is a computer based program that allows me to create a playing assignment and publish it online. The students then log onto SmartMusic to complete the assignment. This program tells the student how fast they need to play the excerpt, shows the music to be played, and can contain an accompaniment audio track to play along to. After the student has completed the assignment it is submitted to a file that only the teacher can view. The teacher can listen to the recording and can also see the accuracy of notes as well. The teacher can then assess the students work and send them a grade directly to their online grading system (i.e. Live Grades).

6. What are some strategies to help formative assessment be more effective when providing students with feedback?
The text mentions the following strategies:

• Emphasizes the quality rather than the quantity of student work.
• Prizes giving advice and guidance over giving grades.
• Avoids comparing students in favor of enabling individual students to assess their own learning.
• Fosters dialogues that explore understanding rather than lectures that present information.
• Encourage multiple iterations of an assessment cycle each found on a few issues.
• Provides feedback that engenders motivation and leads to improvement.

7. Name two advantages to high quality formative assessment.

• "It helps identify students who are struggling with particular tasks or operating under misconceptions."
• "...formative assessment offers increased feelings of confidence and control."

8. What are some challenges to implementing high quality formative assessment? 
These assessments can be very time consuming for a teacher to create.

Double Entry Journal #11

Chaper 4: Simulations and Bodies

1. What does the author means when he says, "Learning doesn't work well when learners are focused to check their bodies at the school room door like guns in the old West."
I think the author means that children learn better when their school activities are more hands on. Personally, I enjoyed school the most when I was able to be up and about in class and could do some real hands on learning in class. I can still remember a lot of science experiments I did in the 3rd grade because the teacher allowed us to not just listen to a lecture on how to do the experiment, but she had us perform the experiment in class. Kids today seem to just sit in class and don't really get the full value of being completely involved in class.

2. According to the author, what is the best way to acquire a large vocabulary?
You can obtain a large vocabulary by your experiences in a certain setting. For example, I use a lot of terminology in my music classes, therefore a student in that class will acquire that vocabulary during that time.

3.What gives a word specific meaning?
The context of the word is what gives a word a specific meaning.

4. What does the term "off the hook" mean in each other these sentences?
     a. My sister broke up with her fiance, so I'm off the hook for buying her a wedding present.
I no longer have to purchase a present. 

     b. Them shoes are off the hook dog.
The shoes are really 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!!
It was really awesome!

5. According to the author what is the "work" of childhood? Do you agree?
The author states that play is the "work" of childhood. I agree with this because I believe a child at play is one who can use his/her imagination which also keeps the mind sharp and focused. In some ways technology has ruined our children in today's society. They are being raised by the TV, computer, and "learning video games" like leapster. These might be modern tools or methods of learning, but I also see a lot of kids who have no idea of how to go outside and play... 

6. Why is NOT reading the instruction for how to play a game before playing a game a wise decision?
By not reading the instructions the person is practicing trial and error. I don't know if I fully agree with this or not. I'm the kind of person that reads the instructions. I like to know what I'm suppose to do before I just try and make a mistake.

7.Does knowing the general or literal meaning of a word lead to strong reading skills?
I think that both coincide. The literal meaning of a word can help you when reading. The general meaning of a word can lead the reader to other ways the word can be used which builds the vocabulary.

8. What does the author mean by the terms "identity" and "game"? Give an example of 3 "identities" or "games" you play.
The author is referring to identity as the actions that define a person.
1. I am very involved in music.
2. I am a teacher.
3. I am a composer.

9. According to the author what is good learning?
Good learning is learning that will have an affect of the persons life for a greater cause and can create a better future.

10. 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 believe that students learn at a greater rate when they can participate in hands-on activities. I also believe that while talking about the hands-on activity you are also increasing the written and oral language support.

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?
Interaction with peers is a very important step in learning because it builds oral, social, and mental skills. By having students interact with each other in a classroom you are increasing their sense of self and are allowing them to get to know others and find similarities between their peers.