Inclusive Practices: Double Entry Journal #14

1. What was the most interesting idea you encountered as you read the chapter?

"The content fetish" was very interesting to me. This concept reminds me of a point made by my methods professor: In math classes, we typically only discuss mathematicians that are dead, by a good many years. We don't talk about relevant modern mathematicians, and therefore project the concept that math is dead- that all research, development, and discovery are complete. The content fetish is similar in that content is often used in a way that conveys a subject as dead or complete. Content should be a tool for making discovery and learning - instead it is all too commonly viewed as an end in and of itself.

2. What connections can you make between Gee's critique and Sir Ken Robinsons' critique of traditional schooling?

Gee and Kenson both agree that everyone is interested in schooling. Kenson implied, and Gee stated, that "learners" all enjoy learning when they are motivated and engaged. Gee explained that learning had to be situated, that is it has to be part of a larger and more meaningful learning experience that involves the interests and culture of students. Every person has a passion, and loves learning more about that passion. Learning is a universal desire - we just have to create experiences that foster learning and all it room to happen.

3. How did this book change or support your understanding of good teaching?

While I was already aware that the "standard" school system needed reform, this text pointed out specific problems within the structure and addressed ways in which other learning tools create experiences that are more meaningful. I am now much more cognizant of what can be learned from cultural resources, that is - areas of student interest such as video games, or tv shows. Pinpointing what makes these so effective has really enlightened me to consider particular things when developing a lesson or teaching a class. I am now very aware of the importance and necessity of situated learning - learning within a context that has meaning.