This week's attempt at getting better at playing Shaun White's Snowboarding Road Trip has been interesting. I am now pretty good at navigating through a course. I am more comfortable on the Wii balance board, so my turns are a little smoother. However, I am having a very difficult time remembering how to do specific tricks. I also seem to have very little balance because when I try to go up on my toes or heels I feel like I am going to fall off the board. As a result, I am not yet able to perform certain tricks to score the big points. The other thing I still cannot do is follow the instructions of the person talking to me telling me what to do. She gives suggestions, but I can't seem to listen to her, process what she is saying, and react quickly enough to do what needs to be done. I also still have a difficult time looking at the snowboarder (my character) and the suggested foot placement (that is displayed at the top of the screen) at the same time. As a result, I do not do exactly what I should do, and I do not achieve a high score.
Overall, I'm still having fun, even though I still constantly crash into trees.
Saturday, February 28, 2009
Games and Identity
If you have three different identities involved in playing a game, then you have the opportunity to learn in three different ways. Gee gives an example of how his character in Arcanum visited a brothel, something that he (Gee in real life) would never do. Games give you the opportunity to try out other identities. They allow you to make decisions that may or may not reflect the identity that you present to the real world. Does that mean that Gee (in real life) has the desire to visit brothels? Not necessarily. Most people can separate the fantasy world of a game (and all of the decisions that are made in the context of playing that game) from the reality of the world that we live in. However, some people may use the game to try out behaviors that they are questioning introducing in the real world. I believe that as long as you learn from both the positive and negative actions of your gaming character, and do not bring those negative behaviors into the real world, then identity play in not harmful.
I believe that playing different kinds of video games appeal to different people for different reasons. For example, when Gee describes choosing and creating his character, I thought about how I choose my character in Shaun White’s Snowboarding (the game that I am learning). I know that my game is an action game and his is a role-playing game, but I still have to choose a character every time I play. Each character has different abilities, and as you get further in the game you unlock more characters. When you look at the characters to decide who you want to be, their skills and abilities are listed. I just skip over them and choose whoever I feel like playing with at that time. What does that say about me as a player, as a person? Do I not care about maximizing my abilities to have an advantage in certain situations? Am I careless? Am I too lazy to take the time to think about what is in my own best interests? I believe that the answer for me, in this situation, is that I just don’t care. I’m OK with playing the game for fun, and although I am a competitive person, I am OK with not winning. I would like to post high scores, but I am not driven to always have to win. What does that say about me as a person?
I think that having the opportunity to create an identity tells a lot about a person. Every choice you make reveals a little something about yourself. For example, while I was exploring Second Life I was acquired a new outfit for my avatar. I did not like that outfit, so instead of wearing it for now, I chose to stay in the outfit that she came with. I would rather keep the basic default outfit than wear the one that I don’t like. What does that say about me?
The ability to create or choose an identity allows people to express themselves in a desired way. Some people create identities that are similar to their own; others enjoy having the ability to become someone or something totally different. I think that this capability is beneficial for self-discovery and self-perception, but I do think that it can be harmful when individuals (and especially students) get caught up in their character. There are specific roles that characters play within the game that should not carry on into the real world. If one is not able to separate the virtual character from his/her real-life identity, then I believe there is a serious problem.
The identity play that takes place in games is different than taking on character perspectives in novels. While reading a novel you can imagine that you are the character, and you can think about what you would do in his/her situation. You can fantasize about your life in a different time or place. In a game, you can actually be that person in that time and place, and you can see and experience the consequences of your choices and your actions. This is much more real than the fantasy that you have created while reading the novel. The computer or game system allows you to find out the answer to “what if”. This kind of experience is much more meaningful and the learning is more beneficial.
I believe that playing different kinds of video games appeal to different people for different reasons. For example, when Gee describes choosing and creating his character, I thought about how I choose my character in Shaun White’s Snowboarding (the game that I am learning). I know that my game is an action game and his is a role-playing game, but I still have to choose a character every time I play. Each character has different abilities, and as you get further in the game you unlock more characters. When you look at the characters to decide who you want to be, their skills and abilities are listed. I just skip over them and choose whoever I feel like playing with at that time. What does that say about me as a player, as a person? Do I not care about maximizing my abilities to have an advantage in certain situations? Am I careless? Am I too lazy to take the time to think about what is in my own best interests? I believe that the answer for me, in this situation, is that I just don’t care. I’m OK with playing the game for fun, and although I am a competitive person, I am OK with not winning. I would like to post high scores, but I am not driven to always have to win. What does that say about me as a person?
I think that having the opportunity to create an identity tells a lot about a person. Every choice you make reveals a little something about yourself. For example, while I was exploring Second Life I was acquired a new outfit for my avatar. I did not like that outfit, so instead of wearing it for now, I chose to stay in the outfit that she came with. I would rather keep the basic default outfit than wear the one that I don’t like. What does that say about me?
The ability to create or choose an identity allows people to express themselves in a desired way. Some people create identities that are similar to their own; others enjoy having the ability to become someone or something totally different. I think that this capability is beneficial for self-discovery and self-perception, but I do think that it can be harmful when individuals (and especially students) get caught up in their character. There are specific roles that characters play within the game that should not carry on into the real world. If one is not able to separate the virtual character from his/her real-life identity, then I believe there is a serious problem.
The identity play that takes place in games is different than taking on character perspectives in novels. While reading a novel you can imagine that you are the character, and you can think about what you would do in his/her situation. You can fantasize about your life in a different time or place. In a game, you can actually be that person in that time and place, and you can see and experience the consequences of your choices and your actions. This is much more real than the fantasy that you have created while reading the novel. The computer or game system allows you to find out the answer to “what if”. This kind of experience is much more meaningful and the learning is more beneficial.
Friday, February 20, 2009
I spent hours playing video games
After dinner tonight I decided to play my game, Shaun White Snowboarding Road Trip, for a little while, and that turned into about two hours worth of video game playing. When I started Shaun White tonight I replayed some of the levels that I played last time to see if I would do better. Sometimes I did, sometimes I did not. As I played, I tried new tasks that required new skills. I realized that I am getting better at keeping my balance and doing simple jumps, but I still do not understand how to do specific tricks in the air.
After playing for about thirty minutes I completed all of the tasks on the first stage of the game, unlocked the next level, and got a new character to play with. I'm definitely making progress, and I'm still having a lot of fun with it.
Next I moved on to Wii Fit. It's been a while since I played, so I decided to work on improving my scores and unlocking new games. I think Wii Fit brings out my competitive nature. They score you on everything that you do and you can always get better. I found myself retrying tasks over and over (up to 15 times) until I either improved my ranking or became the high scorer for that game. After I had logged in over 85 minutes of Wii Fit playing, I decided to call it quits for tonight. It's no surprise that students can spend hours playing video games...I just did.
After playing for about thirty minutes I completed all of the tasks on the first stage of the game, unlocked the next level, and got a new character to play with. I'm definitely making progress, and I'm still having a lot of fun with it.
Next I moved on to Wii Fit. It's been a while since I played, so I decided to work on improving my scores and unlocking new games. I think Wii Fit brings out my competitive nature. They score you on everything that you do and you can always get better. I found myself retrying tasks over and over (up to 15 times) until I either improved my ranking or became the high scorer for that game. After I had logged in over 85 minutes of Wii Fit playing, I decided to call it quits for tonight. It's no surprise that students can spend hours playing video games...I just did.
Wednesday, February 18, 2009
I'm getting better at Shaun White
Today I spent some time practicing my snowboarding skills, and although I'm still not even close to being good, I am getting better. During my training I worked on balance, speed, and jumping. I think my biggest problems are leaning in the correct direction, putting the appropriate amount of pressure on the correct foot, and lifting the correct leg at the right time. To add to that, I'm still not sure when to use the A and B buttons.
So, obviously I still do not know what I'm doing. I've figured out that turning consists of putting pressure on my toes or heels. That's about all that I understand so far. I've been doing better jumps, but the jumps that I do are purely accidental. I don't know how to do specific jumps. I pretty much just jump and move around on the board, and I have no idea how I make the character move how it does. That's what I am going to be working on next, learning how to do specific jumps.
While you are playing, the game shows you what you should do by displaying a picture of the balance board and lighting up what you should be doing. I cannot focus on the snowboarder going down the mountain and look at the tutorial image at the same time. Maybe once I can do that I will get better.
I think that it will take a lot of practice to improve at this game, but I still think it's a lot of fun. Also, because it's Wii, I'm getting a workout from playing. After playing for about thirty minutes today I had worked up a good sweat and my ankles were a little strained (like if I was really snowboarding).
So, obviously I still do not know what I'm doing. I've figured out that turning consists of putting pressure on my toes or heels. That's about all that I understand so far. I've been doing better jumps, but the jumps that I do are purely accidental. I don't know how to do specific jumps. I pretty much just jump and move around on the board, and I have no idea how I make the character move how it does. That's what I am going to be working on next, learning how to do specific jumps.
While you are playing, the game shows you what you should do by displaying a picture of the balance board and lighting up what you should be doing. I cannot focus on the snowboarder going down the mountain and look at the tutorial image at the same time. Maybe once I can do that I will get better.
I think that it will take a lot of practice to improve at this game, but I still think it's a lot of fun. Also, because it's Wii, I'm getting a workout from playing. After playing for about thirty minutes today I had worked up a good sweat and my ankles were a little strained (like if I was really snowboarding).
Monday, February 16, 2009
What are new literacies?
My understanding of Lankshear and Knobel’s idea of new literacies is that new literacies are the new (although not necessarily chronologically new) ways to communicate and interact with others within certain social contexts, and although new computing and communications technologies can be involve, they do not have to be. Now I may not have gotten this correct (and I apologize Dr. Knobel if you ever read this), so in order for me to understand the idea of new literacies I have to put it into my own words. I see new literacies as the new and different ways that we communicate and interact with each other, and if we are not participating in a specific social context, we may not understand the specific "language" associated with that culture.
For example, I am not familiar with much of the slang that my students use. They speak using terms that I do not know the meaning of. Therefore, I would not consider myself to be literate in their culture. In order for me to become literate I would have to learn the vocabulary and rules to their "language". I would have to watch the television shows and movies that they watch and listen to the music that they listen to. I would have to participate in their activities, dress according to their styles, and engage in what interests them. If I did all of this, maybe I would start to use their words appropriately and understand what they say.
If I make no attempt to engage in their "world" I will always be an illiterate outsider. The same is true for new literacies. If I never attempt to learn how they work, I will never become literate. I will never understand why they appeal to certain individuals or how they can be used to enhance my teaching and enrich the learning experiences of my students.
In the article, "’New’ Literacies: Research and Social Practice”, the new literacies that are discussed are Fan Fiction, Manga, Chatting, and Blogging. Each of these practices has its own set of rules that must be followed by its participants. Once you have learned the rules you can become actively engaged.
Most of my students participate in chatting. They have grown up with instant messaging and many of them take for granted that it has always existed. I have found that a negative effect of this generation of IMers is that their spelling and grammar are awful. I often read essays that include IM abbreviations, and some students even speak in “IM”. If you do not participate in IMing or chatting, you may not understand what they are saying.
The number one new literacy that I see used in my school is texting. Although the students are not allowed to text during school, they most definitely do. I have even become an avid texter. It is a way of communicating that is fast and straight to the point. There is no need for polite conversation in order to state or receive the information that you need or want, and it is extremely easy to send multiple messages out at the same time. Texting has changed the way that we communicate. It is not uncommon to see people texting while they are having a conversation with someone or during a meal. Although we should be enjoying the time that we have with those who are around us, we are also keeping ourselves connected to those who are not currently with us. Is this wrong? As much as I want to say yes, I (to an extent) would be a hypocrite. Last night I was at the movies, and during the movie I found myself texting in order to solidify plans for the week. Was I multitasking or was I doing something I shouldn’t?
If we are to embrace new literacies, learn from them, and use them as educational tools, then we need to figure out what makes them so attractive to young learners. If I think about how I can apply text messaging to my class, I have to think about the various aspect of texting that appeal to the students and apply those aspects to my teaching.
For example, I am not familiar with much of the slang that my students use. They speak using terms that I do not know the meaning of. Therefore, I would not consider myself to be literate in their culture. In order for me to become literate I would have to learn the vocabulary and rules to their "language". I would have to watch the television shows and movies that they watch and listen to the music that they listen to. I would have to participate in their activities, dress according to their styles, and engage in what interests them. If I did all of this, maybe I would start to use their words appropriately and understand what they say.
If I make no attempt to engage in their "world" I will always be an illiterate outsider. The same is true for new literacies. If I never attempt to learn how they work, I will never become literate. I will never understand why they appeal to certain individuals or how they can be used to enhance my teaching and enrich the learning experiences of my students.
In the article, "’New’ Literacies: Research and Social Practice”, the new literacies that are discussed are Fan Fiction, Manga, Chatting, and Blogging. Each of these practices has its own set of rules that must be followed by its participants. Once you have learned the rules you can become actively engaged.
Most of my students participate in chatting. They have grown up with instant messaging and many of them take for granted that it has always existed. I have found that a negative effect of this generation of IMers is that their spelling and grammar are awful. I often read essays that include IM abbreviations, and some students even speak in “IM”. If you do not participate in IMing or chatting, you may not understand what they are saying.
The number one new literacy that I see used in my school is texting. Although the students are not allowed to text during school, they most definitely do. I have even become an avid texter. It is a way of communicating that is fast and straight to the point. There is no need for polite conversation in order to state or receive the information that you need or want, and it is extremely easy to send multiple messages out at the same time. Texting has changed the way that we communicate. It is not uncommon to see people texting while they are having a conversation with someone or during a meal. Although we should be enjoying the time that we have with those who are around us, we are also keeping ourselves connected to those who are not currently with us. Is this wrong? As much as I want to say yes, I (to an extent) would be a hypocrite. Last night I was at the movies, and during the movie I found myself texting in order to solidify plans for the week. Was I multitasking or was I doing something I shouldn’t?
If we are to embrace new literacies, learn from them, and use them as educational tools, then we need to figure out what makes them so attractive to young learners. If I think about how I can apply text messaging to my class, I have to think about the various aspect of texting that appeal to the students and apply those aspects to my teaching.
Saturday, February 14, 2009
Adults and video games
In response to Chapters 1 and 2 in Gee's book, the one idea that stands out for me the most is the concept that there is some type of learning that takes place in every video game. The learning may not be the same in every game, but by learning to play a game, and by taking the time to get good at a game, children (and adults) are learning something that can be applied to other areas of their lives.
When I read what Gee wrote about the first-person shooter games I laughed at myself because I sometimes think video games can get too violent, but I love playing the shooter games. A few years ago, while working at camp, I was at an arcade with a student who needed someone to play with, so I was his partner. All he wanted to do was play shooter games, and I got addicted. If I go to an arcade now, I still want to play the shooter games. However, I have never, and would never own or shoot a real gun. I know that as an adult I can separate the concept of shooting in a game and shooting in real life. With proper adult supervision and advisement, I believe most children can too.
Looking at video games as a semiotic domain, and comparing it to other semiotic domains allows us to appreciate the language, structure, and characteristics of video games that make them unique. I believe that adults who are not gamers need to start looking at video games from a different perspective. I know that I have. I am interested in figuring out what aspects of games I can apply in my teaching because obviously children are able to learn how to play games (and play them well).
On the other hand, if I was a parent who had to constantly compete with my child’s desire to play video games instead of doing what he/she is supposed to do, I don’t know if I would be so in favor of encouraging them to play.
When I read what Gee wrote about the first-person shooter games I laughed at myself because I sometimes think video games can get too violent, but I love playing the shooter games. A few years ago, while working at camp, I was at an arcade with a student who needed someone to play with, so I was his partner. All he wanted to do was play shooter games, and I got addicted. If I go to an arcade now, I still want to play the shooter games. However, I have never, and would never own or shoot a real gun. I know that as an adult I can separate the concept of shooting in a game and shooting in real life. With proper adult supervision and advisement, I believe most children can too.
Looking at video games as a semiotic domain, and comparing it to other semiotic domains allows us to appreciate the language, structure, and characteristics of video games that make them unique. I believe that adults who are not gamers need to start looking at video games from a different perspective. I know that I have. I am interested in figuring out what aspects of games I can apply in my teaching because obviously children are able to learn how to play games (and play them well).
On the other hand, if I was a parent who had to constantly compete with my child’s desire to play video games instead of doing what he/she is supposed to do, I don’t know if I would be so in favor of encouraging them to play.
Shaun White's Snowboarding: The Beginning
Before last semester I hadn't played a video game in years. The only exception had been the arcade games that I played with the children in the summer camp program that I work at. Needless to say, after not playing for so long, I'm pretty bad.
A few years ago a friend of mine bought a Nintendo Wii (probably around the time when it first came out). When asked if I wanted to try to play bowling I declined. I felt very intimidated by not knowing what to do or how to do it. Years have gone by, and last year my brother got the Wii for Christmas. I watched people play, they even started bowling regularly on Tuesday nights, but I just couldn’t make myself try it.
Finally, one night, after discussing Wii in class, I decided to try. I had a hard time remembering what buttons did what (even though there are only a few), and I tried out bowling, tennis, boxing, and baseball. I wasn’t so good, but I liked baseball the best. I like pitching, and I definitely tired out my arm. I found hitting to be more difficult and I wound up either hitting it very well, or not at all. I was very inconsistent.
Anyway, I did not play again until this Christmas when my brother got the Wii Fit. I love it, but I do not play as regularly as I thought I would. Even though I want to practice and use it to help stay in shape, unlike our students, I do not let my game playing interfere with everything else I need to do in my life. So, I stepped away from Wii for a while until this class.
I decided to play Shaun White Snowboarding (Road Trip) for this project. You step on the Wii Balance Board, and use it like a real snowboard. I chose this game because I watched my brother play one night, and I could not figure out how he was doing the tricks that he did.
What I have learned is that when you start playing the game you go through training and you do not move on to different levels and unlock new characters until you have learned the necessary skills. I am still at the training stage. I have a difficult time making myself do what I am supposed to. At times my balance is off, and sometimes I do not shift my weight with the appropriate amount of pressure, but I think I’m getting better.
The goal of the game is to improve your skills, unlock new characters, and tour around the world. You do not have to play alone. The game allows you to pay with up to four players. I have not tried that yet. I pretty much play alone so I do not get laughed at. When I get a little better maybe I will let someone watch.
I have found that I ask a lot of questions. When I don’t know how to do something, rather than just trying to figure it out on my own I ask someone for help. I like to be taught what to do (in all aspects of life), so I have found that this is no different. The game is physical, so in this case I like to watch others play and try to do what they do.
I can definitely understand the addictive quality of playing this game. If you are someone who always wants to improve, you will spend a lot of time playing. However, if you are someone who gets discouraged very easily, you might give up if you find that you do not improve at a reasonable rate.
A few years ago a friend of mine bought a Nintendo Wii (probably around the time when it first came out). When asked if I wanted to try to play bowling I declined. I felt very intimidated by not knowing what to do or how to do it. Years have gone by, and last year my brother got the Wii for Christmas. I watched people play, they even started bowling regularly on Tuesday nights, but I just couldn’t make myself try it.
Finally, one night, after discussing Wii in class, I decided to try. I had a hard time remembering what buttons did what (even though there are only a few), and I tried out bowling, tennis, boxing, and baseball. I wasn’t so good, but I liked baseball the best. I like pitching, and I definitely tired out my arm. I found hitting to be more difficult and I wound up either hitting it very well, or not at all. I was very inconsistent.
Anyway, I did not play again until this Christmas when my brother got the Wii Fit. I love it, but I do not play as regularly as I thought I would. Even though I want to practice and use it to help stay in shape, unlike our students, I do not let my game playing interfere with everything else I need to do in my life. So, I stepped away from Wii for a while until this class.
I decided to play Shaun White Snowboarding (Road Trip) for this project. You step on the Wii Balance Board, and use it like a real snowboard. I chose this game because I watched my brother play one night, and I could not figure out how he was doing the tricks that he did.
What I have learned is that when you start playing the game you go through training and you do not move on to different levels and unlock new characters until you have learned the necessary skills. I am still at the training stage. I have a difficult time making myself do what I am supposed to. At times my balance is off, and sometimes I do not shift my weight with the appropriate amount of pressure, but I think I’m getting better.
The goal of the game is to improve your skills, unlock new characters, and tour around the world. You do not have to play alone. The game allows you to pay with up to four players. I have not tried that yet. I pretty much play alone so I do not get laughed at. When I get a little better maybe I will let someone watch.
I have found that I ask a lot of questions. When I don’t know how to do something, rather than just trying to figure it out on my own I ask someone for help. I like to be taught what to do (in all aspects of life), so I have found that this is no different. The game is physical, so in this case I like to watch others play and try to do what they do.
I can definitely understand the addictive quality of playing this game. If you are someone who always wants to improve, you will spend a lot of time playing. However, if you are someone who gets discouraged very easily, you might give up if you find that you do not improve at a reasonable rate.
Saturday, February 7, 2009
The Effect of Screen Media on Children
Based on my own beliefs and the Digital Beginnings report, screen media has a positive effect on children. I do not think that children should spend multiple hours watching TV or DVDs, but I do not believe that watching television is bad for children. There is so much that can be learned from television, and as long as parents have control of what their children are watching and how much time they watch television, I do not see a negative effect on the children.
The Digital Beginnings report provided parent comments about what their children were watching. Except for a few negative comments, most of the findings were positive. Children were learning social skills, language skills, thinking skills, academic content, and countless other lessons. Many times, if a young child is the oldest, or an only child, he may not have much interaction with other children. Many children’s television programs allow children to play along with them and children often talk back to the screen and do as the characters are doing. This, believe it or not, is social interaction. Screen media does not negatively affect children. It actually assists in their learning.
The Digital Beginnings report provided parent comments about what their children were watching. Except for a few negative comments, most of the findings were positive. Children were learning social skills, language skills, thinking skills, academic content, and countless other lessons. Many times, if a young child is the oldest, or an only child, he may not have much interaction with other children. Many children’s television programs allow children to play along with them and children often talk back to the screen and do as the characters are doing. This, believe it or not, is social interaction. Screen media does not negatively affect children. It actually assists in their learning.
How I learn
This is a question that I thought I had a definite answer to. I know that I learn by being taught. I like to be in a classroom with a teacher that tells me what I need to know. I take very detailed notes, answer the teacher’s questions (but only when I know I am probably correct), and ask a lot of questions. Sometimes I ask too many questions. I like to highlight, underline, re-write, and discuss the information that I am learning. I also like to have the opportunity to make sure that I understand the content information by reviewing it with my teachers and my peers.
I know that this is how I learn. However, last semester I took a class where we had to pretty much teach ourselves how to do something, figure out our mistakes (and how to fix them), and complete a project using concepts and tools that we may have never used before. I was so overwhelmed by this task, and I thought that I would never be able to do it. I wanted the structure of a traditional classroom, but most of our contact with the instructor and our classmates was through blogging. We wrote about what we were doing and the troubles that we were having, and by reading each others blog postings, we were able to learn from each others suggestions and mistakes.
At the end of the semester I was so proud of myself. I had not only completed my project, but I had learned how to do it without sitting in class every week being told exactly how to do it and what to do. I never thought that I would say it, but it was so much more rewarding to have done it on my own. I did not just need to learn content, but I needed to learn skills, and these are skills that I will always possess.
I thought I knew the only way that I could learn, or at least the only way that I like to learn, but now I know that I need to keep an open mind and try new things. Sometimes, this will allow me to learn more than I could possible learn in a classroom.
I know that this is how I learn. However, last semester I took a class where we had to pretty much teach ourselves how to do something, figure out our mistakes (and how to fix them), and complete a project using concepts and tools that we may have never used before. I was so overwhelmed by this task, and I thought that I would never be able to do it. I wanted the structure of a traditional classroom, but most of our contact with the instructor and our classmates was through blogging. We wrote about what we were doing and the troubles that we were having, and by reading each others blog postings, we were able to learn from each others suggestions and mistakes.
At the end of the semester I was so proud of myself. I had not only completed my project, but I had learned how to do it without sitting in class every week being told exactly how to do it and what to do. I never thought that I would say it, but it was so much more rewarding to have done it on my own. I did not just need to learn content, but I needed to learn skills, and these are skills that I will always possess.
I thought I knew the only way that I could learn, or at least the only way that I like to learn, but now I know that I need to keep an open mind and try new things. Sometimes, this will allow me to learn more than I could possible learn in a classroom.
Are schools teaching to help students learn?
Children learn in many ways. They are influenced by those around them and by their prior experiences. Their learning is affected by what they already know and by what they do not know. I agree that the transfer of learning is one of the most important aspects of the learning process. If a student knows facts, but does not know how, when, or why to use the information; the knowledge is meaningless. In order for a student to truly understand a concept, he must be able to apply that information in a different situation, or in a different context.
Babies have the ability to problem solve in order to get what they want, but how do they know how to do it? Do they watch others? If that is the case, and there are no other children around, how do they learn to do the “baby things” that they do? Do they watch adults and apply what the adults are doing to what they need to do? If so, they are processing what they see and adapting the actions to fit their situation. These are clearly advanced skills, and it is fascinating to think about how they learn how to do things.
When babies are born one of the first things they do is eat. Do they teach themselves to suck because they are hungry, do they learn because they have to figure out what to do with the “thing” that is in their mouth, or do they start because the milk tastes good to them? All of the theorists have their own ideas about what happens, but I think that if you keep shoving something in someone’s mouth they have to think about their options and make choices. As children get older and parents try to force them to eat different foods, many children will refuse to eat some things and continuously spit them out. Do they do this because they are no longer hungry, because they are not in the mood to eat, because they have figured out that they do not like the taste of what they are eating, or is it because the person feeding them has made negative comments about the food or made “bad faces” while feeding the child. When thinking about this situation, does the child, at such an early age, already know how to manipulate his parents? Based on the research, I believe so. I think that children learn by observation and by trial and error. If a baby gets a positive response to an action by someone that action is being reinforced, which teaches the child that they can do it again. If a child is reprimanded for doing something wrong, many times they do it again anyway. Are they testing the adults? Are they fully aware of what they are doing and just want to see if they can get away with it?
I found the theory of Lewis and Freedle to be very interesting. When the child ate the apple in the highchair, but threw it in the playpen, even when told to do the opposite, the child proved that he was doing what he believed he was supposed to do, even if he was told to do something else. As MacNamara stated, language is a clue to meaning, so the spoken words that accompany actions and requests guide children to do what they are asked. As teachers, do we model what we want the children to do? If not, we should. We should show them what we want as we tell them. This is a practice that we sometimes use, but not always, maybe if we support our words with actions, they will have greater meaning for the students.
Obviously young children are smarter than we give them credit for being. They learn necessary life skills in just a few months. As they grow we expect them to keep up with that rate. During the first few years of life the focus of learning is on how to exist in the world. The knowledge that is acquired is some of the most important we will ever have, but very little of this learning is done in a formal, structured environment. I do not believe that schools are teaching the best way to help students learn. I believe that many schools are encouraging teachers to apply various instructional strategies; however, I do not think that the school administrators are supporting the needs of the teacher to do so. For example, do we have all of the materials that we need? Do we have access to the advanced technologies that would enhance our lessons? Can we set up our classroom in a way to allow for various learning activities? If we do not have the support of the administration, how are we going to do what is best for the children?
Maybe as teachers we need to reflect on this idea and establish a classroom and a curriculum that supports the inquisitive nature of children and young adults. Maybe we should let them keep trying until they figure things out. Maybe we should correct their papers, hand them back, and ask them to try again before we give them a grade. This will give them the opportunity to not only change their incorrect answers, but also improve the quality of their work. Maybe we should establish an environment where the students can observe others, imitate their actions, and try them out for themselves. These ideas all suggest the need for a student-centered classroom where children are allowed to actively participate in their own learning, like they did as babies.
Gardner’s theory of multiple intelligences teaches us that everyone learns differently. We need to support this idea and allow students to use their strengths to learn what they need to, but we, as teachers, also have to be aware of their weaknesses in order to design lessons that allow them to excel. If we constantly set our children up for failure, what are we teaching them? Is it that we do not care about them, or that we have more important things to do, or that they are not capable of doing something? Whether we believe it or not, our choices as educators not only affect what the students learn but also how the students learn.
Babies have the ability to problem solve in order to get what they want, but how do they know how to do it? Do they watch others? If that is the case, and there are no other children around, how do they learn to do the “baby things” that they do? Do they watch adults and apply what the adults are doing to what they need to do? If so, they are processing what they see and adapting the actions to fit their situation. These are clearly advanced skills, and it is fascinating to think about how they learn how to do things.
When babies are born one of the first things they do is eat. Do they teach themselves to suck because they are hungry, do they learn because they have to figure out what to do with the “thing” that is in their mouth, or do they start because the milk tastes good to them? All of the theorists have their own ideas about what happens, but I think that if you keep shoving something in someone’s mouth they have to think about their options and make choices. As children get older and parents try to force them to eat different foods, many children will refuse to eat some things and continuously spit them out. Do they do this because they are no longer hungry, because they are not in the mood to eat, because they have figured out that they do not like the taste of what they are eating, or is it because the person feeding them has made negative comments about the food or made “bad faces” while feeding the child. When thinking about this situation, does the child, at such an early age, already know how to manipulate his parents? Based on the research, I believe so. I think that children learn by observation and by trial and error. If a baby gets a positive response to an action by someone that action is being reinforced, which teaches the child that they can do it again. If a child is reprimanded for doing something wrong, many times they do it again anyway. Are they testing the adults? Are they fully aware of what they are doing and just want to see if they can get away with it?
I found the theory of Lewis and Freedle to be very interesting. When the child ate the apple in the highchair, but threw it in the playpen, even when told to do the opposite, the child proved that he was doing what he believed he was supposed to do, even if he was told to do something else. As MacNamara stated, language is a clue to meaning, so the spoken words that accompany actions and requests guide children to do what they are asked. As teachers, do we model what we want the children to do? If not, we should. We should show them what we want as we tell them. This is a practice that we sometimes use, but not always, maybe if we support our words with actions, they will have greater meaning for the students.
Obviously young children are smarter than we give them credit for being. They learn necessary life skills in just a few months. As they grow we expect them to keep up with that rate. During the first few years of life the focus of learning is on how to exist in the world. The knowledge that is acquired is some of the most important we will ever have, but very little of this learning is done in a formal, structured environment. I do not believe that schools are teaching the best way to help students learn. I believe that many schools are encouraging teachers to apply various instructional strategies; however, I do not think that the school administrators are supporting the needs of the teacher to do so. For example, do we have all of the materials that we need? Do we have access to the advanced technologies that would enhance our lessons? Can we set up our classroom in a way to allow for various learning activities? If we do not have the support of the administration, how are we going to do what is best for the children?
Maybe as teachers we need to reflect on this idea and establish a classroom and a curriculum that supports the inquisitive nature of children and young adults. Maybe we should let them keep trying until they figure things out. Maybe we should correct their papers, hand them back, and ask them to try again before we give them a grade. This will give them the opportunity to not only change their incorrect answers, but also improve the quality of their work. Maybe we should establish an environment where the students can observe others, imitate their actions, and try them out for themselves. These ideas all suggest the need for a student-centered classroom where children are allowed to actively participate in their own learning, like they did as babies.
Gardner’s theory of multiple intelligences teaches us that everyone learns differently. We need to support this idea and allow students to use their strengths to learn what they need to, but we, as teachers, also have to be aware of their weaknesses in order to design lessons that allow them to excel. If we constantly set our children up for failure, what are we teaching them? Is it that we do not care about them, or that we have more important things to do, or that they are not capable of doing something? Whether we believe it or not, our choices as educators not only affect what the students learn but also how the students learn.
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