6 Matching Annotations
  1. Oct 2017
    1. advocates for broadened access to learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity.

      This idea of "Connect Learning" connects directly with one initiative that we are currently implementing at the school I work at. This initiative is Project Based Learning from the Buck Institute for Education. Specfically the ideas of interest-driven and socially embedded aligns with the PBL components of "Authenticity" and "Sustained Inquiry."

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    1. Thus, instead of focusing on the children's language designation or fluency ineither Spanish or English, the practices of this community facilitated movement across languagesand registers toward particular learning goals

      I believe this argument, where hybridity within the third space allows for movement across languages in a means that promotes literacy development is the most convincing. I look forward to reading more regarding how hybridity can influence literacy development and language acquisition, especially for those students who qualify for CLD services.

    2. ot recognizenor have the training necessary to see diversity and difference a

      I would be surprised if this is truly the case. I would argue that it's more typical for teachers to say they don't have the time or resources to really exploit an opportunity to create a new learning space. They state this hypothesis in the article, but do not cite how they came to this conclusion. I'm assuming it's more of a theory, and I'd argue that it's more likely teachers see "time" and other commitments as an obstacle as well.

    3. . Some learning communitiestry to ignore, resist, and suppress these changes, whereas others recognize these points of disrup-tion as the building blocks for potential learnin

      After going through the readings for this week, I find this was (I hate to admit), my personal experience when I was in the classroom. I tended to resist or placate opportunities for further learning within the the "third space." Typically this would come in the form or having students "get back on topic" or let them know that we might be able to discuss that later. I think when you're a new teacher, one wants to stick with the curriculum because of how safe it is, and do not have the experience or classroom management ability to and transition to the lesson example provided within the reading later (the reproductive grade school example.

  3. Sep 2017
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    1. Assessment

      Both the assessment and instructional characteristics of Situative Theory appear to connect to experimentalism’s rejection of one absolute body of knowledge. Particularly in regards to Situatives emphasis on the shared dialogue between teachers and students. From a pedagogical stand point, a teacher may utilize practices such as exploratory learning through projects that allow for the student to problem-solve and create an artifact of their own choosing.

    2. From this perspective, the individ-ual is a container with a sort of substance (albeit,symbol-based) called ‘knowledge’ inside. Learningis the acquisition, construction, and qualitative re-organization of this substance (knowledge), andthe success of the learning process is measured bythe transfer (application) of this substance from oneplace (the context in which the knowledge wasacquired) to another (a different context in whichthat knowledge should be used).

      This idea of an "individual as a container" from the Symbolic Processing Theory reminds me of the Banking Approach to education that Pablo Friere discusses as an oppressive form of learning in Pedagogy of the Oppressed (1970). Wheres as the authors in this text describe human beings as ones that process information and are "the container" for the input (knowledge), Friere describes how children are banking accounts that receive information. Although Friere may have discussed this from a sociological standpoint, I would argue that one can make a strong link between the Symbolic Processing Theory and the unauthentic and oppressive forms of learning described by Friere.