Brooke's+Journal

Week 1 Questions (Chapters 1-2)

 * 1) Describe your background and history with video and computer games.
 * 2) What are some of the real and/or virtual ‘identities’ you take on?
 * 3) What impact might James Paul Gee’s definition of ‘literacy’ have on your teaching?
 * 4) What experiences have you had learning in new ‘semiotic domains’?
 * 5) Reflections on any games you played or examined during the week. Educational games for the week include: Resilient Planet, Evolver, Dragon Box Algebra, Fair Play, and Ludwig.

1. I have a very limited background when it comes to video and computer games. In the early 1990’s, my family purchased a Nintendo game system with three games. We were limited on our playing time but they were fun games. During that same time I played The Oregon Trail game on my school’s computers. My parent’s purchased our first computer in 1995 which allowed us to play a limited number of card games such as solitaire and spider. When I purchased my first computer I was still limited to the basic installed games. Fast forward to 2009 when my husband and I bought a Wii console. We have less than 10 games that are played only a few times a year. We purchased smart phones in late 2010. I have played Angry Birds, Sudoku, card games and I now enjoy What’s the Pic?. I have 2 Ipads for work and I have educational apps that are appropriate for kindergarten.

2. The only game that I have played in the last year where I took on an ‘identity’ is my daughter’s game, Wreck-It Ralph. In the game you can switch between players when needed. If a wall needs to be smashed you can be Ralph and then switch to Felix when you come across someone who needs something fixed.

3. James Paul Gee says that “we must think beyond print” when he discusses literacy in his book What Video Games Have to Teach Us About Learning and Literacy (2007). Pictures and symbols have meanings that can be interpreted the same way that words are interpreted. Gee’s definition of literacy has made me think about the use of games and allowing students to try out new vocabulary through pictures. I have used some of these practices in my classroom but I had not looked at them as literacy practice.

4. My most recent learning experience in a new semiotic domain is cutting my families hair. Prior to the first cut I watched YouTube videos, read How To ideas and talked to my hairdresser for pointers. With this being my husband’s idea I was not too sure of myself. First I had to get good clippers along with the correct attachments. I started with my husband and after about 45 minutes he was finished. Even after the videos and helpful tips I had a lot to learn hands on. I have been cutting my husband’s hair for about 2 years now but just this last month I attempted my son’s and daughter’s (a little a-line!). What I knew would be an issue but no one could really prepare me for was the moving heads. I had the knowledge and tools but the hands on experience is what allowed me to really learn.

5. I played Dragon Box Algebra and Econauts (http://glsstudios.com/games.html)which is a game linked to the Fair Play site. I played Econauts because Fair Play would not load. I found Econauts to be very engaging and educational. Students learn to manage time and money and if they are playing as a logger they can learn about timber and saw mills. I would allow my students to play Econauts during a structured center time. Dragon Box Algebra does not have as many options as I was expecting for a game that I had to pay for. The basic equation solving that is mentioned in the description is advanced for most five year old students. The characters are cute and kids would enjoy the silliness but there seem to be too many problems on each level. It is possible that I would try Dragon Box Algebra with some of my highest students but I feel that they would need a lot of help in the beginning.

Week 2 Questions (Chapters 3-4)

1.How might virtual and projective identities be important in your teaching?

I encourage my students to imagine themselves as a farmer while we study farming which is a form of virtual identities. As we read books and complete activities students can build on their prior knowledge and gain an understanding of what it takes to do that job. I definitely teach with projective identities in mind. If I want my students to act a certain way I lead by example and request they do the same.

2. Describe an experience you’ve had in teaching a student with a “damaged” identity.

I have had and have many students who are “damaged” in my class. It amazes me that five year old children come to school for the first time and already feel that they are going to fail. Last year I used a modified version on the Second Steps program. “Second Step is a classroom-based social-skills program for children 4 to 14 years of age that teaches socioemotional skills aimed at reducing impulsive and aggressive behavior while increasing social competence.” This student came to me with many academic and social issues. I had to take a step back and work on his inability to become a character that I projected on the class. This child loved Thomas the Train so I allowed him to act like Thomas instead of a Math teacher. I had to explain to him that Thomas was not really doing these things that we talked about but that we were pretending. I would ask him how many train depots did Thomas have to go through to make it to his delivery when most children were excited to act like teachers and create work on their math independently. Although this took a lot more work on my end it was the only way for this child to be engaged. As the year went on I was able to use projective identities with him and he made great progress.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">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.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">The kindergarten classes go on two field trips a year. In the fall we go to the pumpkin patch which starts with the a study on pumpkins and apples. We take a trip to a pumpkin patch and we make cider at school with a real apple press. My students talk about that experience in the spring when we have a unit on farms. We study the makeup of a farm and how they operate. We also incubate and have chicks hatch in the classroom. After the chicks have hatched we take our second field trip to a different farm so students can make the connection and see the difference in the two farms.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">4. Describe a recent learning experience that involved using the probe, hypothesize, re-probe, and rethink cycle.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Oh boy, this is me playing Star Wars The Clone Wars: Republic Heroes. Probe-I often watched my character spin in circles as I looked for what I needed to do next. Hypothesis-After taking a look around I realized that I needed to obtain the orbs that would result in rewards, abilities or life. Reprobes-I did realize that I had to get to them faster than the other player (my husband) because there was a limited amount available. Rethink-I had to make an educated decision about obtaining the orbs or protecting my life. It was only after many levels that I was better about balancing the desire to get a orbs and the need for a orbs.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">5.Reflections on any games you played or examined during the week. Educational games for the week include: ReDistricting Game, Mission US, iCivics, and Quandary.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">I played Mission US for awhile. I enjoyed playing and I found it to be educational. There is a narrator that helps you through the game and the other people in the game act as guides in playing. I would allow a first or second grader to play and expect that they would be able to enjoy the and learn.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">References: <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Intervention Summary - Second Step. (n.d.). Retrieved April 19, 2015, from http://www.nrepp.samhsa.gov/ViewIntervention.aspx?id=66

==<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 23px; text-decoration: none; vertical-align: baseline;">Weeks 4-5 Questions (Chapters 5-6) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Give an example of 'Just in Time' information presentation in a classroom activity. == <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">1. ‘Just in Time’ presenting makes me think about teach new math skills. When teaching shapes we teach 2-D shapes first and then 3-D shapes. An example of this is using prior knowledge of a square to build a cube. Students need to know that a square has four sides and four corners and this knowledge will be used to construct a cube in later lessons.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">2. In a content area of your choice, how might you incorporate teaching in a 'subdomain' of the 'real' domain? <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">When preparing a student for upcoming reading tests we quiz them in the format that they will be tested. We use different words and do not time their test but we alert them that time would have been up if it was the real test. Students can learn what to expect in a safe ‘subdomain’ and be well prepared for the ‘real’ domain/test.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">3. Describe a technique that you might use to help students 'transfer' early learning to more complex problems. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">My students have to transfer what they are currently learning in their reading groups and apply it to math. I do read directions for the class but there are times that a student works ahead and reads the directions on their own. They must use the sounding out skills learned in reading to read the math directions.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">4. Describe a learning experience you've had where one of your 'cultural models' was challenged. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">This experience brings me back to middle school. When we studied Greek Mythology I was not in agreement with the information being taught but i had to learn about it, know it and repeat it but I did not have a agree with it. This stretched my learning experience with new cultural models.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">5. Reflections on any games you played or examined during the week. Educational games for the week include: Villainy, Inc., CSI: The Experience, Oncology, After the Storm, and the Sports Network 2. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">I had a hard time playing CSI: The Experience. Although tips were given on how to navigate the game I found it hard to follow the steps given. I would get the the office that I needed to pick up supplies at but I couldn’t figure out how to get the supplies into my inventory and move on. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">I also played Oncology. This was more entertaining and I would enjoy playing this after this class. I was a little lost at times when I was supposed to find the cancer spot on the patient and I didn’t know what I was looking for. I was told that I was wrong and they showed me were the spots were and I was able to go back and change my answers to move on. I do think that this could be very frustrating for some players but a very good learning tool in a science classroom.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 23px; text-decoration: none; vertical-align: baseline;">Weeks 6-7 Questions (Chapters 7-8)
> <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">This is the first year that kindergarteners are participating in Battle of the Books! I see the teams that the students have formed as an “affinity group”. Students gather to compete and show what they have learned. The groups are not based on race or gender but were formed to allow for health competition. > <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">During Whole Group Reading I gather my kids at the carpet and we review reading skills. When I quiz them on letter names, sounds and phonemic awareness it is often the case that a lower student will repeat what another student’s answer. Although this cannot happen forever I do find that students are learning from listening and repeating in a safe environment. > <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">I struggle with this one. With all the Common Core that is being pushed on us it is hard to give students choices. This is the same reason why it is so important. I give my students structured exploration where I set up what options they have to work with. There are times that I assign them a station or they may move around as they would like. The option of having students explore on their own has been taken away and this is a way for us to give some choice and social time. > <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">I love the Practice Principle. It is extremely important to give students many chances to repeat a skill. Practicing a skill will allow a child to perform the task without effort and that is my goal. In the fall our goal is to write their name correctly and in the spring it is answering and creating addition and subtraction problems. Without the Practice Principle, tasks that are given would not be completed to the desired quality. > <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">I looked at each of the games listed and found it difficult to download or navigate these games. I did read about the On the Ground Reporter game and I find that very interesting.
 * 1) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">In a content area of your choice, give an example of a way in which the 'affinity group' "enforces certain patterns as ideal norms".
 * 1) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Describe a classroom activity where students are able to 'leverage' the 'distributed' knowledge of their peers.
 * 1) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">How might you give students more direct control (as an 'insider' or 'producer') over their own learning?
 * 1) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Which Principle of Learning do you feel is most-applicable to your teaching, and why?
 * 1) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Reflections on any games you played or examined during the week. Educational games for the week include: Peacemaker Game, Global Conflicts: Palestine, and On the Ground Reporter.