Do Schools Kill Creativity? - Sir Ken Robinson

3 things that I agreed with:

• Education takes us into a future that we can't grasp.
• Education needs to be designed, not based on societies past needs, but on our present and future needs.
• A willingness to make mistakes is essential for creativity.
• Blazing your own trail is a risk.
• Intelligence is diverse and dynamic. 
• There are so many ways to define intelligence, especially in our modern world.

2 things that surprised me:

• The fact that school were designed originally to provide workers for the industrial revolution.
• I had known this, but the ramifications of this fact had never occurred to me before seeing the video.
• The fact that in every educational system there is a hierarchy of subjects and that the arts always are at the bottom.
• This was very surprising, especially the fact that this is a global phenomena.

1 thing that I disagreed with:

"Creativity is as important as literacy."

For students, this will depend on what type of job you are trying to get. Just as not every job requires the same amount of literacy, not every job requires the same amount of creativity.

Affinity Spaces

1.         One community of practice that I participate in is teaching. Another is crocheting as well as cooking.
2.         “Community” is better defined as a space because community is related to how interconnected people are. This makes who is in the group and their degree of involvement the focus of an investigation about a certain community. With a space, the focus is on how people interact and use the space. This allows for more of a emphasis on group dynamics instead of group membership.
3.         A “generator” is something that gives the space content. In schools this could be the teacher, textbooks, or various class materials.
4.         A “content organizer” is how the content is organized. In a school this would most closely relate to a teacher’s lesson plans or maybe the textbook.
5.         A “portal” is something that gives access to a space and its content. In schools, portals could be textbooks, lectures, teachers, course materials (such as workbooks or notes), or websites.
6.         In an affinity space, the participants have an affinity for the generator of the space. In the classroom the generator is the subject matter. This means that good teachers need to help their students to develop a love for their subject.
7.          Affinity spaces support inclusive classrooms in several ways. One way is that an affinity space is held together by the common affinity that all members hold for the generator. This facilitates a sense of community that extends beyond just the physical space its-self. Another is that fact that leadership is porous. Teachers aren't the only ones that solve problems. Students are also responsible for teaching and helping to solve problems with in the classroom.
8.         Traditional classrooms differ from Affinity Spaces in several ways. One is that the teacher is the primary leader and source of information in a traditional classroom. In an affinity space, the leadership is porous and there are many different sources of information and learning. Also in an affinity space some of the portals are also strong generators. This is rarely seen or seen only to lesser degrees in traditional classrooms.  In many traditional classrooms, the teacher is less than encouraging of gathering information from outside sources, where as in affinity spaces, this is strongly advocated. In affinity spaces, there are a variety of ways to gain status, but in the classroom the routes to status are limited, generally to achieving good grades. 

Moving to Learn

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." 

In cultural learning, learners don't just learn through hearing and memorizing words, they learn through doing. It is important to allow students to use what they are learning and do things with it. 

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

3. What gives a word a specific meaning? 

A word's meaning comes from the context it is used in. These meanings can vary greatly depending on how the word is used and the circumstances surround its use. 

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. (I don't have to do it any more.)

b. Them shoes are off the hook dog. (Those shoes are really cool.)

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 awesome!)

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

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

The instructions can be dense and complex. Often they include specialized vocabulary that one wouldn't know unless you have played the game. Also the directions are often so complex that they are ineffective before playing the game. Players often can learn more just from trying to play the game.

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

No it doesn't. 

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

The author uses these terms to refer to different ways that people adapt themselves to those around them and the language that is being used. I have a geocaching, a church, and a school "identity". 

8. According to the author what is good learning?

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?

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?

Interview with a Student

During my clinical I interviewed two students. Both were high achievers. The first, Student A, is a quiet student. He doesn't speak up too much in class. He volunteers some, but not on a regular basis. The second, Student B, is an outgoing talkative student during class. She is constantly volunteering. Both students are quick learners.

Here are the notes from my interview. Some of the student responses have been paraphrased.

Q: Do you enjoy school?
Student A: Yes.
Student B: Yes.

Q: What kind of student are you?
A: Good listener, funny.
B: Good.

Q: How would your classmates describe you?
A: Annoying and talkative.
B: Friendly and fun.

Q: Who are you friends with? What do you do together?
[Both students gave the names of their friends. For confidentiality's sake I will not include the names.]
A: [Listed 7 male friends] We ride bikes and play X-Box.
B: [Named two female friends and Student A.] Me and my friends talk and play games.

Q: Tell me a good memory you have about school.
A: One of my best memories is of winning the county spelling bee in 5th grade.
B: I liked nap time in kindergarten. I also liked dissecting a frog in my science class.

Q: Tell me about a bad memory.
A: I can't think of any.
B: Being bullied in school. It happens a good bit.

Q: Describe a "good" teacher or tell me about a favorite teacher you had in the past.
A: A good teacher gives you plenty of time to learn.
B: [Gave the names  of two teachers she liked]. They both are nice and they give a lot of help.

Q: What is one thing that you wish your teacher knew about you?
A: That I'm good with technology. I've learned a lot from my uncle about computers.
B: That I can be shy.

Student A, with his technology skills, was able to help me one day when I was teaching and was having trouble getting the Elmo and projector to work. It seemed to boast his confidence to be able to help me during class. Student B has seemed to open up to me a bit more since the interview.

I think that the interview process is very important. It is also very helpful for the teacher to know students, their opinions about school and themselves, their interests, and who they are.

Language Learning and Identity

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?

Literary style language, repetition, parallelism, story structure, inversion of syntax, using nouns as subjects, and focus on causality are all features of the the forms of home language that are similar to academic varieties of language. 

2. What are the features of Leona's specialized form of language?

Leona's poetic form of language uses much parallelism and repetition. It also is marked by a clear structure in topics. It could also be interpreted to contain strong symbolism. 

3. Why is Leona's specialized form of language not accepted in school?

Leona's language isn't accepted because it is divergent from the type of language that is considered "standard" for academics. Most in academia expect discourse that is concise and to the point. Her teacher wasn't looking for the "flowery extras" that characterize Leona's language. Because of this she didn't celebrate the complexity and beauty of Leona's language, instead she only see what it lacked in comparison to standard accademic discourse. 

4. Explain the contradiction between the research conducted by Snow et al. (1998) and the recommendations made by Snow et al. (1998).

The research of Snow et al. suggested that poor minority students consistently do poorly in reading in the 4th grade. This occurs whether or not the students show a proficiency for reading in the younger grades. This shows that reading isn't just related to the foundational pieces, like phonics. There are other factors in play. However, Snow et al. suggests that students need more training in phonics and decoding. 

5. What other factors besides early skills training will make or break good readers?

One thing that greatly effects students attitudes towards reading is their attitude towards the type of language used in the school. Students need to feel like this language is part of their life outside of school for them to truly be engaged in mastering it. They also need to feel that learning this type of language won't mean giving up the unique language that they use at home. 

6. Why do some children fail to identify with, or find alienating, the "ways with words" taught in school?

They feel these ways towards academic language in part due to their exposure to these "ways with words" outside of school, especially in the home. If a child has seen that only people that are not part of their circle use academic language then they will be less likely to want to use this type of language. This is because they feel that learning and using the language will separating them from part of their identity. In contrast, if a student hears their parents using academic language regularly at home they are likely to see that this form of language is compatible with who they are.

Strange Learning

1. What is the strange fact about not learning to read? 

Illiteracy is more prevalent among poor students and minorities. 

2. Why is this fact so strange?

This is strange because this disparity is not seen in other types of learning, such as learning to play Pokemon.

3. What is it about school that manages to transform children who at good at learning things like Pokeman into children who are not good a learning?

4. What is the differences between a traditionalists approach to learning to read and more progressive educators?

Traditionalists advocate a bottom up approach where students first learn phonics then create meaning from the text. This approach is very similar to an assembly line. Progressive educators push for a top down form of learning. They feel that students are better able to learn to read when the focus is one meaning. This tactic is similar to the suggested way of helping student learn to read in a second language.

5. Is learning to read a natural process like learning to speak a language? 

No, learning to read ins't a natural process. 

6. What is the differences between natural, instructed and cultural processes and which process should reading be classified under?

Natural processes are biologically supported. They need no catalyst or instruction other than the right input. Instructed processes are traditional school learning. Cultural processes involve the group ensure that all know the subject well enough to survive. This is done by "masters" teaching "students" often in hand-on contexts. Reading is not a natural processes. It can be considered a instructed processes, but students will learn best if it is taught as a cultural process.

7. How do humans learn best? Through instructional processes or through cultural processes? How is reading taught in school?

Humans learn best through cultural processes. Reading is taught as an instructional process. 

8. According to the author, what is the reason for the "fourth grad slump."

9. What is a better predictor of reading success than phonemic awareness?

10. What is the difference between "vernacular" and "specialist" varieties of language? Give an example of two sentences, one written in the vernacular and one written in a "a specialized variety",  about a topic in your content area.

11. What is "early language ability" and how is it developed?

12. According to the author why and how does the traditionalist approach to teaching children to read fail?

13. Are parents of poor children to blame for their children's inexperience with specialized varieties of language before coming to school?

14. Did you struggle with reading this text? Why? Are you a poor reader or are you unfamiliar with this variety of specialized language?

Situated Languages - Introduction

1. What is the main challenge being addressed in the book?

The main challenge being addressed is learning specialist languages and how they are learned.

2. What does the author mean by the phrase "ways with words"?

"Ways with words" refers to the different registers of writing and speaking that are used. It refers to the style and the lexical items that are used.

3. What is the core argument being made by the author of this book? 

The core argument is that schools often fail to take into account the fact that there are specialist languages that must be learned, and in turn, the process of learning them. 

4. Give an example of a specialized variety of a language or "way with words" you have learned outside of school?

One type of specialized language that I have learned out side of school is geocaching speak. In the sport of geocaching there are all kinds of terms and phrases that are specific to the game. These include geocache, swag, park and grab, FTF (first to find), TNLN (took nothing, left nothing), TFTC (thanks for the cache). Specialized languages such as this one can make it hard for people to join a new group or hobby unless the existing members are willing to help them learn. 

5. According to the author, how do people learn a specialized variety of a language or "way with words" best?

People learn a specialized language best when they can tie it to real world experiences and meaning. This process, also known as binding, is encouraged in second language acquisition. Many text books are now using pictures to teach vocabulary because it encourages binding. (Lee & Bill, 2003)

6. If people are to be successful in the 21st century, what must they become?

To be successful, people need to become chameleons in their professions. They must be able to adapt to the changes that are occurring around them.

7. The author states that  learning academic language is NOT sufficient for success in modern society? Do you agree? Why or Why not?

I agree with this statement. In our world of the internet, where vast amounts of knowledge are available on demand, worker are expected to know there job and its specialized language. Additionally successful people often have to navigate many different social circles successfully. To do this, they need to at least be familiar with the specialized language of those groups. 

8. What do you think about this author's "way with words"?
I like the author's "way with words". He writes in a style that is professional, maintains some degree of academia, but is still approachable. I is also very readable and not too dry. I'm looking forward to reading more of the book.

Gee, J. P. (2006). Situated language and learning, a critique of traditional schooling. (pp. 1-5). Psychology Press

Lee, J., & Bill, V. (2003). Making communcative language happen. (2nd ed.). London: McGraw-Hill.