Christen's+Journal

Hi Everyone! So here are my responses to the reflection questions for this week: 1) My background with video games began in my childhood. I distinctly remember when my parents purchased a computer and how my siblings and I were completely enthralled with it. Since there were several of us and only one game system, we had to take turns, and playing the computer quickly became the most popular activity. We played Spiderman, and then Oregon Trail. Oregon Trail was a bittersweet experience for me! I became addicted but always managed to die of cholera and never make it to Oregon! Eventually, we got a Sega, and then my brother, our best friend, and I became addicted to Sonic; later, it was Frogger on Playstation. By the time I reached middleschool, though, my brother and our best friend were more interested than I was, and I became bored with waiting for my turn to play. The only time I played video games since then was in high school when I played World of War Craft and was terrible at it! If Dance Dance Revolution is considered a video game, then actually, I have played that as well -- and was pretty decent at it. I enjoyed DDR quite a bit. I can't say I know much about the video game world today, but I know that many of the students I have worked with our involved with them, and listening to the lesson last Monday made me think more on the potential that video games could have for youth. As I mentioned in the forum last Monday, the video games I'm most interested in our the interactive ones where an individual engages with and builds a story, a game that allows for creativity.

2) I'm not sure this fits the question regarding real and/or virtual identities, but I feel that when I interact in social media (not necessarily video games), I can play a role that is slightly different from other areas of my life. For example, I can be a lot more carefree and creative than in my work setting. It seems that with the ability to change profile pictures, "about me" information, favorites, etc., a very specific role and identity is build through social media. Since I have not played video games in a while, I relate this experience to it.

3) It was interesting to read Gee's thoughts on how students today have been raised in a very different world than their baby boomer parents, and thus, the theories which our system operates on are not always applicable to them. This seems to relate to Gee's views on literacy and teaching. Looking at both of these issues through a different lens can mean reaching more of your students effectively. Gee's mention of multimodal texts illustrates this; his point is valid -- the texts that students will come across will communicate through more than just words. So, if the literacy and teaching in schools does not reflect this, then are they truly being prepared for the world, or will they see their learning as valid? Regarding teaching, I think Gee's thoughts challenge me look at different ways of embedding literacy in a curriculum and looking for way to correlate what happens outside the classroom with what happens inside.

4) Regarding my own learning in new "semiotic domains," I would say using Moodle for online classes would fit in that category -- especially the summer classes I took. My English for Speakers of Other Languages classes involved video tutorials as well as text and websites. I found that the blending of visual elements, text, and then also audio engagement helped the information sink in more fully.

Reflection on video game: I explored the //Betwixt Fate and Folly// game which was a fun fit for middle school social science. The demo lets you play the role of Henry, a 20-year-old freed slave and a carpenter. The game started of with an introduction into the time period and an explanation behind the meaning of the title, "Betwixt Folly and Fate," explaining that some of the actions of colonists in Williamsburg were fated to be while others could be considered folly. The text was not overwhelming, but knowing the middle school students I worked with, some may have a hard time with the vocabulary.Perhaps, though, they could pick up meanings using context clues. Once the game starts, the player gets to choose where Henry will go and what tasks he will accomplish. There are certain tasks listed at the bottom of the screen. I think it's really neat that students get to see some details in the life of a freed slave. Henry has to rebuild his life and become a self-made man, and students gain that understanding as they take on the role of Henry. I liked the images and the conversations the main character was able to have with other characters in the game.

Weeks 2-3 Questions (Chapters 3-4)
I think, for some students, their identity is at a fragile state and so the opportunity to explore and relate with other people through a virtual or projective identity gives the chance for kids to step out of their comfort zone a bit, out of their insecurities a bit and grow
 * 1) How might virtual and projective identities be important in your teaching?

2. Describe an experience you’ve had in teaching a student with a “damaged” identity. This question, unfortunately, is all to easy to answer. I’ve come in contact with many students struggling with identity, and they range from the student being completely withdrawn in the classroom to the student being extremely open with me about their struggles. In highschool, this issue of damaged identity is particularly important, and, since I teach a number of what could be considered “at-risk” youth, the issue is usually more severe. With most of the students I’ve interacted with, it stems from family issues. I’ve found that allowing mediums for the student to express themselves and spending extra time getting to know them are both positive ways to interact. 3. Give an example of a situated meaning in your content area, and describe how you might help students gain a more embodied understanding of it. I like Gee’s thoughts on situated learning quite a bit; the area I would like students to “dive into,” rather than simply “read the instruction manual” for would be writing. As English teachers, we spend a great deal of time instructing in conventions, word choice, etc., but unless the students dive in and produce their own writing, unless they get messy and explore, the words we tell them won’t make sense. 4 Describe a recent learning experience that involved using the probe, hypothesize, re-probe, and rethink cycle I’m not sure whether this question is directed at me as a learned or at me as a teacher, but I will share my own learning experience regarding this cycle. The most prominent experience in my mind involves the Teacher Work Sample I completed last term, and the one I will complete this term. Here is how the cycle is playing out: Probe – I started composing the rough draft of my Work Sample and devised a way to collect data from teaching; I created graphs and charts, exploring which types of visual representations would work to represent my information.

Hypothesize – From my initial explorations, I hypothesized that the test I used to analyze student data would work and that I could measure learning gains throughout the unit with this testing instrument.

Reprobe – I proceeded with my Work Sample, teaching students with the Work Sample in mind and gathering information.

Rethink – as I continued developing my Work Sample, though, the feedback I was receiving from the project itself was that the testing instrument I had originally planned was not as effective as I thought it would be. So, now, as I compose another work sample, I am keeping this feedback in mind. While this may be a rather dry example of the Probe-Hypothesize-Reprobe-Rethink cycle, I found that Gee’s cycle completely related to me as a student. I had read about how to compose a Work Sample, but it wasn’t until I was actually creating it myself that I found all of the mistakes to avoid along the way.

GAME REFLECTION: I checked out US Mission and was assigned the role of Nat Wheeler, a 14-year-old colonist. I enjoyed the layout and design of the game. It had animation that almost looked similar to Anime. The music and language was exciting and appealing for a younger audience. The main idea in the role of Nat Wheeler was to navigate the conflict between the Loyalists and the Patriots. Through text and audio, the player gets to interact with those around them, choosing which dialogue to say or not. By clicking on different parts of the screen, the player can gain more information about their surroundings, and also about Nat’s background and possessions. I like the approach of this game and think it would be appropriate for early middle school.

Ch. 5 & 6

1. Give an example of 'Just in Time' information presentation in a classroom activity. An example of “Just in Time” information would be when the teacher would assign a project, such as a large research project, but instead of giving all of the information right at the start, the teacher would have the students complete the first step, perhaps logging onto a certain website. Then, the teacher would give them the next necessary piece of information, such as the specific piece of information the student is looking for. Students wouldn’t have many steps and instructions in their mind but we waiting only for the next necessary piece. 2. In a content area of your choice, how might you incorporate teaching in a 'subdomain' of the 'real' domain? The first thing that came to my mind when thinking of subdomain and real domain was the practice tests I took before taking my driving license test! However, for my content area, English, a subdomain of the real domain would probably involve the writing process. What I mean is this: having a student write a rough draft and then receive feedback on it gives them the opportunity to learn while doing but not have them be penalized for mistakes. Then, when they tackle the “real” assignment, the polished essay, they have built some skills they will need. 3. Describe a technique that you might use to help students 'transfer' early learning to more complex problems. A way to help students transfer information could be to have them do some brainstorming around real-world connections before they begin a complex project. For example, if they were struggling with a physics assignment, they could take a few minutes and do a cluster map or free-write on what the problem reminds them of. 4. Describe a learning experience you've had where one of your 'cultural models' was challenged. One of the biggest challenges I had to my cultural models was when I transferred to a different university. I was enrolled in an American Literature class, and thoroughly enjoying it – and then my professor started pointing out parts in the literature that cut at my own ethical beliefs. For awhile, it was difficult for me to be in the class because I felt like a big part of me was under scrutiny. However, learning to talk about my own beliefs and understand the cultural models and other ethical/philosophical/spiritual models of others was beneficial. It stretched me to view “good” and “bad” through a different lens as my professor played devil’s advocate.

GAME REVIEW I played the game “On the Ground,” which was interesting because I had reviewed another game involving Darfur for my larger assignment this week. I preferred this one to Darfur is Dying, actually. It was really neat because it showed real footage of your travels to Darfur (like stopping in London) and the desert (which looked like Darfur). I felt like it was for an older audience than Darfur is Dying in the sense that it made it more applicable and realistic, dealing with the challenges (such as visa) that someone would face trying to get to Darfur.