Situated Learning
(Legitimate Peripheral Participation)
Lave & Wenger
Chapter 1
Quote: "...Knowing a general rule by itself in no way assumes that any generality it may carry is enabled in the specific circumstances in which it is relevant."
Question: Is this why students have trouble generalizing what they learn?
Connection: Just because a student knows a math formula or a scientific principal does not mean that he/she would know when to properly use it. I am fairly most students would remember their order of operations if asked, but not how to properly use them, many would struggle to solve something as simple as: 6÷2(1+2).
Epiphany: As a teacher, I would have to find ways of addressing such problems in a way where students could work together towards a solution (once they have learned the basics). Students need the real application practice
Chapter 2
Quote: "As an aspect of social practice, learning involves the whole person; it implies not only a relation to specific activities, but a relation to social communities -- it implies becoming a full participant, a member, a kind of person."
Question: How would one help students in the lower grades form learning/social communities?
Connection: One low tech/no tech solution that I have seen teachers use to form a learning community involves the study of different pieces of literature. Students are put into small groups and become experts at their text(s) and must find creative ways of conveying the important material of their texts to the rest of the class in presentations. Students become engaged and want to be able to share what it is that they have learned with the rest of the class.
Epiphany: Reading this section I learned how to look at the ZPD (zone of proximal development) in a different way: individual, cultural, societal. Each one sets a goal for students to reach relative to their place in the world.
Chapter 4
Quote: "To become a full member of a community of practice requires access to a wide range of ongoing activity, old-timers, and other members of the community; and to information, resources, and opportunities for participation."
Question: How would learning to read fit into this type of learning?
Connection: Total agreement with this quote, becoming a member of any community requires participation and contribution. You cannot be a member of a community and not participate. This is ironic for me, since I have long held back from participating in most online communities and groups, I have instead opted for silent observation of communities; which reflects my real world personality.
Epiphany: After joining this master's program, I have become a little more willing to participate in the online communities I had been following for ages for never participated in. Were I to design a class for 4th or 5th graders, one of the components I would also add would be one where the students would participate in and create communities around what it is that they are interested in and are willing to learn.
(Legitimate Peripheral Participation)
Lave & Wenger
Chapter 1
Quote: "...Knowing a general rule by itself in no way assumes that any generality it may carry is enabled in the specific circumstances in which it is relevant."
Question: Is this why students have trouble generalizing what they learn?
Connection: Just because a student knows a math formula or a scientific principal does not mean that he/she would know when to properly use it. I am fairly most students would remember their order of operations if asked, but not how to properly use them, many would struggle to solve something as simple as: 6÷2(1+2).
Epiphany: As a teacher, I would have to find ways of addressing such problems in a way where students could work together towards a solution (once they have learned the basics). Students need the real application practice
Chapter 2
Quote: "As an aspect of social practice, learning involves the whole person; it implies not only a relation to specific activities, but a relation to social communities -- it implies becoming a full participant, a member, a kind of person."
Question: How would one help students in the lower grades form learning/social communities?
Connection: One low tech/no tech solution that I have seen teachers use to form a learning community involves the study of different pieces of literature. Students are put into small groups and become experts at their text(s) and must find creative ways of conveying the important material of their texts to the rest of the class in presentations. Students become engaged and want to be able to share what it is that they have learned with the rest of the class.
Epiphany: Reading this section I learned how to look at the ZPD (zone of proximal development) in a different way: individual, cultural, societal. Each one sets a goal for students to reach relative to their place in the world.
Chapter 4
Quote: "To become a full member of a community of practice requires access to a wide range of ongoing activity, old-timers, and other members of the community; and to information, resources, and opportunities for participation."
Question: How would learning to read fit into this type of learning?
Connection: Total agreement with this quote, becoming a member of any community requires participation and contribution. You cannot be a member of a community and not participate. This is ironic for me, since I have long held back from participating in most online communities and groups, I have instead opted for silent observation of communities; which reflects my real world personality.
Epiphany: After joining this master's program, I have become a little more willing to participate in the online communities I had been following for ages for never participated in. Were I to design a class for 4th or 5th graders, one of the components I would also add would be one where the students would participate in and create communities around what it is that they are interested in and are willing to learn.