Friday, January 29, 2010
Monday, January 25, 2010
We will be reading:
The Man Who Was Almost a Man
Story board rubric
In this short reading, you will read the story and packet. You will be asked to do a genre-level analysis with the concepts we have been using for the last few months. The key to this assignment is in the creation of a time line of the story and the creation of points of causation. In this assignment you should identify each of the following:
- Point of View
- Central Conflict
- Inciting Cause
- What statement is the author making in this story about human nature and/or society in general?
- How do events in the story prove or support your statement you mentioned in 1.?
2 weeks out
Syllabus // Almosta Man // Voice
Syllabus Quiz // Annotation
Packet // Time Line
Lit Notes// Focus Question--Terms// Timeline
Draft 1 due // Writer’s Workshop
Time Line Due// ILP Summative// Paper due Monday
Revision Memo Due //draft 2
Paper due -- Read A Louds--Voice THREAD
Present // Voice Thread
Huck Finn Intro / / Packets
Success Plan // draft
Draft 2 due
ILP - You need to get your 3-story compare contrast summative project to the in-basket.
Friday, January 22, 2010
Going to the Jungle Jumble -- TO chunking, miller, simon, and that research on memory.
Cooperation and distributed memory -- the memory outside of our heads.
What do we actually need to learn and what can we look up.
Read the Jean Anyon article in your infinite time.
Read Dubbels Article on Social Learning
Testing and differentiated instruction.
Formal and informal instruction
We will be finishing the Learning Autobiographies next week
This will include an assessment activity that includes review of the rubric
Discussion of criteria and excellence
Quiz on chapters 1-3 -- you will need a personal computer or cell phone with texting capability
Discussion of wiki
Presentation of chapters 4 and 5
Arrangement of future chapter presentations
Observational techniques and arrangements
Make sure you consider how you will assess and evaluate your workshop on chapters 4 and 5
Tuesday, January 19, 2010
Review Class Session 1
Preview Class Session 2
Major topics include:
*Analog Multi-player game
- Creation of our game
- Roles, Rules, Tools, Contexts, Win-state
*Making your first drawing
Identity and domains in the metaverse
Creation of Teams
Friday, January 15, 2010
Wednesday, January 13, 2010
Reflections from the story board are still due.
Have them in by Tuesday
Please use this link for a checklist.
For those of you who are missing the complex sentences packet that went long with the STYLE section on Sonny's Blues, you can get it HERE.
Board Games are due for Syllabus Students on Tuesday.
We will plan on conferencing this week and going over missing work.
Tuesday, January 12, 2010
Buy the texts for the class:
- be prepared by having watched and practiced using these tutorials -- make sure you have have covered the beginners' fare.
- Differences between games, models, simulations, and virtual worlds
- Play analog multiplayer game
- form teams for client and production
- go over syllabus and co-create rubrics, criteria, scheduling, and checklists
- virtual tours through architecture in PS3 games
- begin sketchUp
What we covered in the first class:
What is virtual -- almost
What is a World -- beliefs, perceptions, existence, imagination, people, environment, atmosphere, area, time, surroundings, interaction, memory, container of objects, self, place, IT -- THAT.
Measurement -- You should assess, measure and evaluate your environment. This is what will make your work stand above the rest. Data talks -- no need for sales talks.
Barbell Factory was an example of this. Student comments.
Tools, toys, pivots, activity theory
Play provides a transitional
stage in this direction whenever an object (for example a stick) becomes a
pivot for severing meaning of horse from a real horse. The child cannot yet
detach thought from object. (Vygotsky, 1976, p 97).
Thus play seems essential to development, and the role of the pivot ( a toy, representation, or even a game) is important in aiding that early childhood development, where children may move from recognitive play to symbolic and imaginative play, i.e. the child may play with a phone the way it is supposed to be used to show they can use it (recognitive), and in symbolic or imaginative play, they may pretend a banana is the phone. This is an important step since representation and abstraction are essential in learning language, especially print and alphabetical systems for reading and other discourse. There are as many types of play as there are people and cultures. A few types to consider are:
• Recognitive, or Mastery play – learning how to use objects
• Creative play – playing with aesthetics
• Deep play – learning about risk and danger
• Recapitulative play – den building, hiding, climbing
• Dressing up – experimenting with identity
• Rough and tumble play – testing your own strength
For this reason play and gaming, structured forms of play, may be reasonable predictors for comprehension and problem solving. In play, we create models; try on roles; and experience the world in the safety of play. Play may also expand comprehension in surprising ways, but often activities involving play are seen as non-academic—therefore non-educational, lacking rigor and thus, not really learning (Dubbels, submitted).
Friday, January 8, 2010
7 class meetings
1/8/10 Ice breaker -- Do not underestimate your ability to learn --- proved example of mnemonics Ericsson, K. A., & Kintsch, W. (1995) and Millers magic number 7 (1950) through chunking Chase and Simon (1973).
Changed the format of the room to group setting -- circled the wagons
Salon: What is the difference between learning and education?
education is learning with intent
leanring is always happening
when you stop learning you start dying
Activity Theory -- an object can educate as it instructs in use through design as the user works towards use to a goal.
Barbell Factory -- Any activity in the classroom is measurable and worthy of research.
What methods can we use -- many.
1/22/10 Friday 6 -10
Chapter 1, 2, & 3 Read
Team presentation chapter three -- David, Katie, Jenny Allie
Please post your autobiography on google docs and do the peer review.
Turn in the peer review sheet with the final copy.
Chapters 4 and 5 presentations -- 4 Erin and Emily / 5 Karla, Randy, Katy, & Debbie
Field Methods Instruction Overview
Chapters 6 and 7 Elie, Becky , Amy, and Melissa // James, Meggie, Allison, Chris