Double Entry Journal #13

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

An example of a community of practice that I participate in is Fairmont State Reads. In this after school community service practice I help students understand the importance of reading in a fun and engaging way. One week we read a story about community service and then created bird feeders out of recycled water bottles to hang up within the community.

2.Why is the term "community" better defined in relation to spaces rather than groups of people?

"Community" is better defined in relation to spaces rather than groups of people because people are unique and different from one another therefore they can not always be grouped; but a sense of community can be present among the people.

3. What is a "generator"? What is it's counterpart in school?

A "generator" is what the space is about and its counterpart in school is the content.

4. What is a "content organizer"? What is it's counterpart in school?

A "content organizer" is how things are designed and or organized.

5. What is a "portal"? What is it's counterpart in school?

A "portal" gives access to the content in the space. This may relate to textbooks, the Internet, or other resources.

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

People have an affinity for what they are interested in.This informs my understanding of good teaching because when teachers are able to relate content to students' interests they are able to grasp and understand the content to a fuller extent. Utilizing the interests will make the experience more desirable and engaging.

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 because they do not go against the people that are in it; it is a positive environment. It also supports inclusive classrooms because the sense of community and sharing a common vision allows people to connect and work together.

8. How are traditional classrooms different from Affinity Spaces?

Traditional classrooms are different from affinity spaces because traditional classrooms separate the students by academic level while in affinity spaces a larger branch is present that allows students to learn in an "nontraditional way."

Double Entry Journal #12

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

The main argument that the author is making in Chapter 5 is that a connection is present between video games and learning.

2. What constitutes a theory of learning?

According to the text good learning patterns and principles constitute a theory of learning.

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 he "failed to engage with it in a way that fully recruited its solid design and learning principles". The author was not able to make connections to the game because he was simply just learning to play it; motivation needs to be proceed before good learning principles. The author needed motivation in order to learn to play Warcraft III.

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 been interpreted as a failure in school if that content was being evaluated because the author failured in learning the game due to learning principles.

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

A learning experience where these students can play video games or learn with computer related resources might be better suited for at risk students.   

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

The school-based interpretation of "at risk" leads to bad learning because the students are not being challenged. These "at risk" students are completing the bare-minimum to get by and they are expected to complete no more than that by their teachers and etc.  

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

Schools need to challenge their students more in order to function more like a good game. They also need to make the learning engaging and meaningful.

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

Schools give students tests, which create results for teachers to decide what is best for the student. Games allow students to make their own choices and decide what level of learning (difficulty) is best for them.

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 fish-tank tutorial allows individuals to assess their own learning style by playing a game and allowing the individual to determine how they learn best. This is different from the way that learning takes place in schools because in schools students are assessed and then adults decide what is best for them.

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

The sand-box tutorial is a concept where students are free to explore. This type of tutorial is effective because it allows the students to decide what the best way to learn is. This is different from school-based learning because in school, the student is assessed and then teachers, faculty, and adults decide what is best for the student.

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

Genre means the "type of thing something is." Genre is important for good learning because students need to know what type of things teachers are asking them to learn. Genre is how we classify things.

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

According to the author, learning and playing should both be fun and engaging. When you are playing you are most likely learning. 

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

Skills tests in good games are evaluative. If you complete the level you move on to the next.
Skills tests in school are not usually "developmental for the learner and not evaluative."

14. How does RoN support collaborative learning?

He supports collaborative learning because he allows group work.

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 #1
Vygotsky #12
Piaget #5
Gardner #14
Bandura #9
Skinner #15

Double Entry Journal #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."

The author means that learning doesn't work well when it doesn't relate to the students' experiences outside of school. The learning should be interactive, engaging, and motivational.

2. According to the author, what is the best way to acquire a large vocabulary?

According to the author, the best way to acquire a large vocabulary is through action and experience. The more one speaks with others they are able to learn the meaning of words and the context in which those words are used in. A good example of this would be in science during a lab.

3. What gives a word a specific meaning? 

The context or situation in which a word is used gives words specific meaning.  For example, I like flowers or the painting looks like flowers. 

 

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 person is not obligated to buy a present anymore.

b. Them shoes are off the hook dog.

The shoes are cool; fashionable.  
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 fighting the 6 people was crazy, awesome, something you don't see everyday, or maybe even somewhat unbelieveable.

 

5. According to the author what is the"work" of childhood? Do you agree?

According to the author the "work" of childhood is play. I do agree however, I think it is important for children to play and have fun while still learning. For example, children learn how to talk to their peers/communicate when playing, learn to share, learn motor skills or specific tasks, learn about rules, learn about consequences, and etc. Childhood work should be play and it should prepare children for the future.

 

 

 6. Why is NOT reading the instructions for how to play a game before playing a game a wise decision?

By playing the game first, without reading the instructions before beginning, allows children to be hands on with the game, to be creative, and to use their imagination. When you read the instructions you might not understand the terms or the context and may become confused and not want to play anymore, but once you are playing it you understand what you have to do even if you make mistakes first.  

 

 

7. Does knowing the general or literal meaning of a word lead to strong reading skills?

In my opinion yes, knowing the general and literal meaning of a word does lead to strong reading skills because that means the reader has an understanding of the context that it is being used in. This also leads to a strong vocabulary which makes individuals stronger readers.

 

 

8.What does the author mean by the terms "identity" and "game". Give an example of 3 "identities" or "games" you play?

The author means that there are specific roles that people have (identity) and there are certain ways those roles are acted out (game).
 

1. As a waitress, I am expected to serve, be friendly, and polite to my costomers therefore I execute any action possible to give my customers the best experience while eating.

2. As a future teacher, I am expected to be professional. I should show up on time, follow the dress code, and participate in many other teacher duties.

3. As the woman of the house, I am expected to clean the house; vaccum, wipe off furniture, laundry, and etc. As the man of the house, my boyfriend is expected to be appreciative by paying the bills and thanking me.  

 

 

9. According to the author, what is good learning? 

Good learning is learning in which students can use in the real world. 

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 or change the way you think children should learn in school?

 These close ties support the way I think children should learn in school because in my opinion this connection makes the learning more concrete, engaging, and contains more value to students. When students are able to make these connections they realize that the learning taking place is important and they will use it in the real world at some point in their life. It shows students that they are learning the information for a reason.

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 interaction is so important for the language development of young children because they lead to positive social and emotional development skills in children. Knowing this supports the way I think children should learn in school because I believe in teaching with other than worksheets. In my opinion children should be learning with skills they will need in the real world. Using cooperative learning is a great way of teaching because students are able to learn to work together, to communicate, to understand roles and responsibilities, and they are still able to learn the intended information. This way allows students to explore 21st Century Skills and content standards at the same time; learning becomes more engaging rather than completing a boring repetitive worksheet. Life does not consist of worksheets; we have to create experiences in order to live.

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