Kansas School District Rolls Out 1:1 MacBook Program
"Apple seems to have spent a lot of time thinking how to integrate their technology with education ... with teaching and learning. They've provided us with tremendous support." I know I am going to sound super naive when I say this, but why can't corporations like Apple and Microsoft donate more computers to schools? I am sure they give discounts and have donated some (maybe more than I know), but it just seems sad that making yet another billion dollars is more important than the minds of our kids. Just imagine where the money school districts are paying for technology could go if the technology could be simply given to the schools! Maybe we could keep our special area programs alive and renovate some of our buildings, just as a start. What a wonderful dream that is! :) Oh, and thank you, Apple, for providing support and focusing on integrating your technology with education. That is important too!
Pointers on measuring success — from three programs that work
"Teacher training was one of the biggest challenges the school faced." according to Jeff Whipple of Nashwaaksis Middle School's one-to-one initiative. I can see why that would be the case, especially for veteran teachers who are used to teaching a certain way. If each student is able to use a personal computer, the job of teaching itself changes drastically. Even now, the students in colleges of education need to realize that technology is a major component of the curriculum, and will only become more critical as schools start adopting the type of programs that these three schools did. I know that I personally didn't realize that there were technology standards, and I was not at all prepared for them my first year. I am definitely willing to embrace a new way to teach, one that is more student-centered and increases the motivation of the students. I just hope other teachers do the same and are willing to train and do what it takes to make these programs work. I can picture certain teachers dragging their feet, or simply using the computers to fill time during the school day, instead of facilitating awesome learning experiences. It will be interesting to see what will happen if/when it does!
Monday, April 14, 2008
Monday, March 31, 2008
Week 11 Readings
Chapter 10: Assessing Meaningful Learning With Technology
Curriculum standards and assessment alignment is extremely important, so it makes sense that authentic tasks demand authentic assessments. It isn't fair to have students engaged in a real-world complex task, and then at the end of it, have to take a multiple-choice test. There will almost always be some meaning lost in the transfer. Instead, assessments should be equally authentic, and the students should know exactly what they will be assessed on.
There are many ways to assess students using technology. One great assessment tool is an electronic portfolio (like we are building in class!). It is especially beneficial to see the growth and levels of understanding over a period of time. Technology-based rubrics are also helpful, specifically for the teacher who is creating a rubric (you don't have to start from scratch!). Interactive clicker tools can be used for quick evaluation, similar to the use of whiteboards (but so much cooler!). And finally, other assessments used with technology are tests and surveys either generated on the computer, or found online. SurveyMonkey is something new I learned about this year, and I definitely want to try it out with my class someday soon!
Critical Issue: Using Technology to Enhance Engaged Learning for At-Risk Students
In connection with using technology, I have a specific example of an at-risk student in my class who flourishes on the computer. I have a student who reads at about a second-grade level and who is also an English language learner. She has been tapped and tested, but she does not qualify for special education. Her motivation levels fluctuate, but overall, she is a hard worker. She tends to do some of her best work at the computer lab. She loves to use Word to type her stories, and she always adds more than her fair share of clip art (which I love!). I think that the spell check on the word processing program gives her more confidence to take risks. She is also a whiz at PowerPoint. In addition, she practices her English skills using the Rosetta Stone program that our school purchased for our ELL students. She has a specific class time to do so, but also stays after school for the Rosetta Stone after school class. Technology is a motivating and useful tool for her, and I love to watch her succeed in using it!
Curriculum standards and assessment alignment is extremely important, so it makes sense that authentic tasks demand authentic assessments. It isn't fair to have students engaged in a real-world complex task, and then at the end of it, have to take a multiple-choice test. There will almost always be some meaning lost in the transfer. Instead, assessments should be equally authentic, and the students should know exactly what they will be assessed on.
There are many ways to assess students using technology. One great assessment tool is an electronic portfolio (like we are building in class!). It is especially beneficial to see the growth and levels of understanding over a period of time. Technology-based rubrics are also helpful, specifically for the teacher who is creating a rubric (you don't have to start from scratch!). Interactive clicker tools can be used for quick evaluation, similar to the use of whiteboards (but so much cooler!). And finally, other assessments used with technology are tests and surveys either generated on the computer, or found online. SurveyMonkey is something new I learned about this year, and I definitely want to try it out with my class someday soon!
Critical Issue: Using Technology to Enhance Engaged Learning for At-Risk Students
In connection with using technology, I have a specific example of an at-risk student in my class who flourishes on the computer. I have a student who reads at about a second-grade level and who is also an English language learner. She has been tapped and tested, but she does not qualify for special education. Her motivation levels fluctuate, but overall, she is a hard worker. She tends to do some of her best work at the computer lab. She loves to use Word to type her stories, and she always adds more than her fair share of clip art (which I love!). I think that the spell check on the word processing program gives her more confidence to take risks. She is also a whiz at PowerPoint. In addition, she practices her English skills using the Rosetta Stone program that our school purchased for our ELL students. She has a specific class time to do so, but also stays after school for the Rosetta Stone after school class. Technology is a motivating and useful tool for her, and I love to watch her succeed in using it!
Tuesday, March 25, 2008
Week 10 Readings
Chapter 9: Visualizing With Technologies
Visualization tools are extremely important for many learners. I know that I fall into the "visual learner" category, in that I need to see something to understand it fully. For example, I am not a huge fan of talking on the phone because I can't see the other person's mouth forming the words. I also need to see a word written and have a hard time following someone who is spelling a difficult word out loud, and I see many of my students do the same thing (writing a word in the air, or having a piece of paper handy). Technology that allows for visual representations are excellent for the classroom and I wasn't even aware of how many different forms they come in. They include graphing calculators, statistics software, digital photography, cell phone images, and video, among others.
I wrote my grant proposal for a digital camcorder and now I am wishing I had read this chapter first! They gave many great ways to use video in class to enrich student learning. I thought that the ideas of making study strategy videos or videotaping any performance task were really valuable. They give both the student and the teacher concrete evidence of the task at hand and let's not forget the entertainment value! No matter what anybody says, it is very compelling to see yourself on video and the kids would eat it up, I am sure. I am crossing my fingers that I get the grant, and if I don't, I know where to find information to add about the benefits of using video in the classroom.
Authentic Learning for the 21st Century: An Overview
I started reading the article and I was jotting down some key words and there were so many that stuck out: experimentation, action, participation, simulation, role-playing, real-life problems, and challenge. Learning should include all of these things and I hope to be the kind of teacher that provides these kinds of opportunities. I am working on it, but it is a slow and time-consuming process. Sometimes I think about how the students of my first few years (current ones included) got the short end of the stick, because I am still working on becoming the kind of teacher I want to be. Creating authentic learning environments as much as possible is the goal. The best thing about authentic learning is that the kids really buy into it. They almost have no idea that they are learning and it is so fun to see the lightbulbs go off as they start to make connections and see the big picture.
An example of an authentic learning activity I have done recently (today to be exact!), is that the kids are using their computer lab time to design a budget for a fantasy vacation. I gave them a dollar limit and wrote out some questions to think about, but other than that, the decisions are all theirs. It was amusing to see how many of them had no idea how much a hotel room costs, or that flying to their destination was way out of their budget. I can picture them going home to talk about it with their parents, and the parents saying, "See?" If anything else, they will learn to appreciate how much money it takes to go on vacation. That is definitely an authentic (real life) learning experience in itself!
Visualization tools are extremely important for many learners. I know that I fall into the "visual learner" category, in that I need to see something to understand it fully. For example, I am not a huge fan of talking on the phone because I can't see the other person's mouth forming the words. I also need to see a word written and have a hard time following someone who is spelling a difficult word out loud, and I see many of my students do the same thing (writing a word in the air, or having a piece of paper handy). Technology that allows for visual representations are excellent for the classroom and I wasn't even aware of how many different forms they come in. They include graphing calculators, statistics software, digital photography, cell phone images, and video, among others.
I wrote my grant proposal for a digital camcorder and now I am wishing I had read this chapter first! They gave many great ways to use video in class to enrich student learning. I thought that the ideas of making study strategy videos or videotaping any performance task were really valuable. They give both the student and the teacher concrete evidence of the task at hand and let's not forget the entertainment value! No matter what anybody says, it is very compelling to see yourself on video and the kids would eat it up, I am sure. I am crossing my fingers that I get the grant, and if I don't, I know where to find information to add about the benefits of using video in the classroom.
Authentic Learning for the 21st Century: An Overview
I started reading the article and I was jotting down some key words and there were so many that stuck out: experimentation, action, participation, simulation, role-playing, real-life problems, and challenge. Learning should include all of these things and I hope to be the kind of teacher that provides these kinds of opportunities. I am working on it, but it is a slow and time-consuming process. Sometimes I think about how the students of my first few years (current ones included) got the short end of the stick, because I am still working on becoming the kind of teacher I want to be. Creating authentic learning environments as much as possible is the goal. The best thing about authentic learning is that the kids really buy into it. They almost have no idea that they are learning and it is so fun to see the lightbulbs go off as they start to make connections and see the big picture.
An example of an authentic learning activity I have done recently (today to be exact!), is that the kids are using their computer lab time to design a budget for a fantasy vacation. I gave them a dollar limit and wrote out some questions to think about, but other than that, the decisions are all theirs. It was amusing to see how many of them had no idea how much a hotel room costs, or that flying to their destination was way out of their budget. I can picture them going home to talk about it with their parents, and the parents saying, "See?" If anything else, they will learn to appreciate how much money it takes to go on vacation. That is definitely an authentic (real life) learning experience in itself!
Monday, March 24, 2008
Week 9 Readings
Transforming Learning through Technology
Where do I begin with this article? They bring up so many great points! Let's start with the Technology Standards. I know what Arizona's are, but my school district does not give us the assessment booklets until third quarter, so it seems like I spend all my computer lab time during the fourth quarter assessing those technology standards, and frankly, there just isn't enough time at that point. It is also not what I would prefer to spend lab time doing, since we do a lot of group projects toward the end of the year. Secondly, I do see there being a gap between the funds spent on technology in the differing socioeconomic areas. I don't know that we will ever see equity between schools (or districts, for that matter), but I hope so for the students' sake (and the teachers')! Finally, new policies definitely need to be put in place and everyone needs to get on board. Incoming teachers need to be taught more technolgy before they make it to the classroom, and those of us already out there need to be open to new ways of incorporating technology on a regular basis.
New Times Demand New Ways of Learning
If new times demand new ways of learning, then don't we need a new way to assess the standards? We are constantly told to use enriching cross-curricular activities that incorporate real-life tasks and to steer away from the old "drill and kill" methods. I totally agree that this is the case, but how is it okay for us to hand the kids a bubble sheet for four days straight and expect them to perform well? We are also expected to take time out of teaching the standards (notably social studies and science - since those are tested yet) to practice taking fill-in tests. It drives me crazy! I guess it would just take too long to grade peformance-based assessments, huh?
Where do I begin with this article? They bring up so many great points! Let's start with the Technology Standards. I know what Arizona's are, but my school district does not give us the assessment booklets until third quarter, so it seems like I spend all my computer lab time during the fourth quarter assessing those technology standards, and frankly, there just isn't enough time at that point. It is also not what I would prefer to spend lab time doing, since we do a lot of group projects toward the end of the year. Secondly, I do see there being a gap between the funds spent on technology in the differing socioeconomic areas. I don't know that we will ever see equity between schools (or districts, for that matter), but I hope so for the students' sake (and the teachers')! Finally, new policies definitely need to be put in place and everyone needs to get on board. Incoming teachers need to be taught more technolgy before they make it to the classroom, and those of us already out there need to be open to new ways of incorporating technology on a regular basis.
New Times Demand New Ways of Learning
If new times demand new ways of learning, then don't we need a new way to assess the standards? We are constantly told to use enriching cross-curricular activities that incorporate real-life tasks and to steer away from the old "drill and kill" methods. I totally agree that this is the case, but how is it okay for us to hand the kids a bubble sheet for four days straight and expect them to perform well? We are also expected to take time out of teaching the standards (notably social studies and science - since those are tested yet) to practice taking fill-in tests. It drives me crazy! I guess it would just take too long to grade peformance-based assessments, huh?
Sunday, March 2, 2008
Week 7 & 8 Readings
Chapter 5: Modeling With Technologies
A key idea of this chapter is to use technology to help students learn by allowing the students to teach the computer, instead of the other way around. Many teachers (including myself) often just give the students an assignment on the computer and expect them to learn. The problem with this is that the students are not usually using higher level thinking skills and the learning will more than likely not be remembered.
Modeling technology is huge in giving students understanding of what is expected. Using concept maps (such as Inspiration!) is a great way for ideas to be presented in an organized way. Spreadsheets and databases are other useful technology tools that allow students to show what they know.
There were several technologies mentioned in this chapter that I am not familiar with. They include Mindtools, expert systems (Win EXP), and systems dynamics (Stella, VenSim, PowerSim). How do I go about learning about these programs?
Chapter 7: Communicating With Technologies
There is no doubt that all of us communicate using technologies everyday. Personally, between my cell phone (calling, texting, sending images) and the internet (email, social networking sites) alone, I know that I am always in contact with somebody. This can extend to the classroom as well. Things like computer/video conferencing, discussion boards, blogs, chat rooms/instant messaging, podcasts, and internet radio all can help enhance students' learning if used correctly. The students can express themselves and get feedback from people all over the world - which is pretty amazing if you really think about it!
The communication tool that I most want to expand on is having my own class webpage. Currently, I use our district hotline to leave messages regarding homework and other important information. My students are required to call every Mon-Thur to get updates and also to write down a spelling word that will be on their test. It is a great way to make sure parents are getting the correct information (assuming they ever check it!), but I think a webpage would take it to the next level. The only drawback would be the fact that not all of my students have access to the internet at home...
How is digital media changing kids and learning? (AUDIOCAST)
WEBCAST: What Are Kids Learning in Virtual Worlds?
During the webcast, I browsed through the site Whyville (http://www.whyville.net/) and it was really interesting. I am almost positive my students would LOVE to join a virtual world like that. I actually signed up as a teacher and I will definitely spend time browse through the site first myself and see exactly the kinds of things it offers, but from what I can tell so far, kids would have a high level of interest in a site like this. I would also assume that parental permission would be required, above just the "internet use" policy.
The site Club Penguin (http://www.clubpenguin.com/) was mentioned during the discussion as well, and I actually saw one of my students on there just the other day. There is another site my students really like, in which they can interact as well, but I can't remember exactly what the name of that one is. I know that these virtual worlds are actually being used, and it was great to get some more information about them. To me, the sites I have seen just looked like more kid-friendly cartoon site, but now I know better!
A key idea of this chapter is to use technology to help students learn by allowing the students to teach the computer, instead of the other way around. Many teachers (including myself) often just give the students an assignment on the computer and expect them to learn. The problem with this is that the students are not usually using higher level thinking skills and the learning will more than likely not be remembered.
Modeling technology is huge in giving students understanding of what is expected. Using concept maps (such as Inspiration!) is a great way for ideas to be presented in an organized way. Spreadsheets and databases are other useful technology tools that allow students to show what they know.
There were several technologies mentioned in this chapter that I am not familiar with. They include Mindtools, expert systems (Win EXP), and systems dynamics (Stella, VenSim, PowerSim). How do I go about learning about these programs?
Chapter 7: Communicating With Technologies
There is no doubt that all of us communicate using technologies everyday. Personally, between my cell phone (calling, texting, sending images) and the internet (email, social networking sites) alone, I know that I am always in contact with somebody. This can extend to the classroom as well. Things like computer/video conferencing, discussion boards, blogs, chat rooms/instant messaging, podcasts, and internet radio all can help enhance students' learning if used correctly. The students can express themselves and get feedback from people all over the world - which is pretty amazing if you really think about it!
The communication tool that I most want to expand on is having my own class webpage. Currently, I use our district hotline to leave messages regarding homework and other important information. My students are required to call every Mon-Thur to get updates and also to write down a spelling word that will be on their test. It is a great way to make sure parents are getting the correct information (assuming they ever check it!), but I think a webpage would take it to the next level. The only drawback would be the fact that not all of my students have access to the internet at home...
How is digital media changing kids and learning? (AUDIOCAST)
WEBCAST: What Are Kids Learning in Virtual Worlds?
During the webcast, I browsed through the site Whyville (http://www.whyville.net/) and it was really interesting. I am almost positive my students would LOVE to join a virtual world like that. I actually signed up as a teacher and I will definitely spend time browse through the site first myself and see exactly the kinds of things it offers, but from what I can tell so far, kids would have a high level of interest in a site like this. I would also assume that parental permission would be required, above just the "internet use" policy.
The site Club Penguin (http://www.clubpenguin.com/) was mentioned during the discussion as well, and I actually saw one of my students on there just the other day. There is another site my students really like, in which they can interact as well, but I can't remember exactly what the name of that one is. I know that these virtual worlds are actually being used, and it was great to get some more information about them. To me, the sites I have seen just looked like more kid-friendly cartoon site, but now I know better!
Monday, February 18, 2008
Week 5 & 6 Readings
CHAPTER 3: Experimenting With Technologies
Simulations are a great way for students to learn through cause and effect. The kids are able to make decisions and draw their own conclusions from the experiences as a whole. It is pretty difficult to give your students the materials to build a city, and the fact that they can do that using a simulation program is pretty incredible (not to mention cheaper!).
I don't know that I have ever met a kid who doesn't love games, so incorporating education based games into the day is always a crowd-pleaser. A lot of times, the kids don't even catch on that they are learning something right away; they are just having fun. It is nice to know that games are designed with many learning principles in mind. It is definitely true that not all games are equal, however, so it is important to figure out which games are actually going to support learning, rather than just kill time. And that isn't too difficult to figure out - just play the game!
CHAPTER 6: Community Building With Technologies
Knowledge Forum was something I had never even heard of before reading this chapter. I like that it is structured and that it requires all students to participate (which can definitely be challenging!). I had never used a Wiki before this class, and I see the advantage of having everyone contributing their own ideas, but the idea that anyone can change the information is a little concerning. Blogs are basically online journal entries, and I love that comments (hopefully supportive and constructive ones) can be made by both the teacher and fellow students. The idea of creating a book discussion blog is awesome too - I would totally do that! It is amazing how many ways technology can connect people, whether it is just two students sharing ideas, or entire classes communicating across the globe.
ARTICLE: Myths and Realities About Technology in K-12 Schools
I found this to be a very informative article and I agreed with much of what was expressed. I think the biggest thing that stood out for me was the idea that teachers don't get enough support and time to actually work with technology. I especially feel this is true of veteran teachers who aren't as experienced using computers as those people who grew up with them around. If we don't know how to use the technology, or what is even available, we definitely will rely on the more drill-and-kill methods while in the lab with the students. We won't know what else to do! Teachers are expected to do so much, and it seems like learning the technology isn't quite the priority. Hopefully it will be soon, since that is the direction we are headed.
ARTICLE: Living Online...
This article brought up a lot of interesting points. I found myself relating to the fact that technology/easy communication is taking over people's lives. I am constantly checking my phone for text messages and my computer for emails. It is almost an obsession, which is slightly embarrassing, but true! It wasn't that long ago that these forms of communication weren't so accessible, and we all lived through it. We probably all spent more time actually being together, and more quality time alone. Wait! I just did it --- I checked my email while writing this blog. Yikes.
Simulations are a great way for students to learn through cause and effect. The kids are able to make decisions and draw their own conclusions from the experiences as a whole. It is pretty difficult to give your students the materials to build a city, and the fact that they can do that using a simulation program is pretty incredible (not to mention cheaper!).
I don't know that I have ever met a kid who doesn't love games, so incorporating education based games into the day is always a crowd-pleaser. A lot of times, the kids don't even catch on that they are learning something right away; they are just having fun. It is nice to know that games are designed with many learning principles in mind. It is definitely true that not all games are equal, however, so it is important to figure out which games are actually going to support learning, rather than just kill time. And that isn't too difficult to figure out - just play the game!
CHAPTER 6: Community Building With Technologies
Knowledge Forum was something I had never even heard of before reading this chapter. I like that it is structured and that it requires all students to participate (which can definitely be challenging!). I had never used a Wiki before this class, and I see the advantage of having everyone contributing their own ideas, but the idea that anyone can change the information is a little concerning. Blogs are basically online journal entries, and I love that comments (hopefully supportive and constructive ones) can be made by both the teacher and fellow students. The idea of creating a book discussion blog is awesome too - I would totally do that! It is amazing how many ways technology can connect people, whether it is just two students sharing ideas, or entire classes communicating across the globe.
ARTICLE: Myths and Realities About Technology in K-12 Schools
I found this to be a very informative article and I agreed with much of what was expressed. I think the biggest thing that stood out for me was the idea that teachers don't get enough support and time to actually work with technology. I especially feel this is true of veteran teachers who aren't as experienced using computers as those people who grew up with them around. If we don't know how to use the technology, or what is even available, we definitely will rely on the more drill-and-kill methods while in the lab with the students. We won't know what else to do! Teachers are expected to do so much, and it seems like learning the technology isn't quite the priority. Hopefully it will be soon, since that is the direction we are headed.
ARTICLE: Living Online...
This article brought up a lot of interesting points. I found myself relating to the fact that technology/easy communication is taking over people's lives. I am constantly checking my phone for text messages and my computer for emails. It is almost an obsession, which is slightly embarrassing, but true! It wasn't that long ago that these forms of communication weren't so accessible, and we all lived through it. We probably all spent more time actually being together, and more quality time alone. Wait! I just did it --- I checked my email while writing this blog. Yikes.
Monday, February 4, 2008
Week 4 Readings
Chapter 1: What it Meaningful Learning?
"In this book, we argue that students do not learn from teachers or from technologies. Rather, students learn from thinking..."
My first thought when I read this quote was to be kind of taken aback and offended. After all, if students don't learn from teachers, then what the heck am I doing? But as I thought about it more, it is a true statement. As teachers, we can throw things at the kids all we want, but if they don't take the time to pick them up and really think about them, there isn't a whole lot of learning going on. Once I decided this, then I started reflecting on how much thinking my students are really engaged in. The thing I found the most disturbing is the time I allow for kids to think and who I usually choose to share their thoughts with the class. I know that I really need to work on giving more time, allowing more pair or small group sharing, and then choosing a variety of people to call on. It is just too easy to always call on the first kids who raise their hands. And the whole class knows it!
On page 3, there was a star graphic that included the Characteristics of Meaningful Learning. All 5 points are equally important and should be put into practice, there is no doubt about it. The one that I struggle with (but realize its importance) is the AUTHENTIC point. It involves complex and contextual information - in other words, presenting topics and tasks in a real-life application setting. I expect my students to say, "Why do we have to learn this?" more than they actually do, but it is a valid question regardless. To say, "Because it is on the test," is a sad (and often correct) answer, but it doesn't help the students learn the concept any better. In fact, it just might do the opposite. Stating the objective helps, but tying concepts to something that actually relates to the students and their lives is so important! I need to do a better job with that too.
I definitely believe that it is possible to learn and to construct personal meaning by simply thinking about something. For example, my class is reading "Hatchet" as a literature study. We often stop and discuss what is going on, question certain things, predict what is going to happen, and put ourselves in the character's predicament while we are reading. We don't have to physically crash a plane in the Canadian wilderness to have understanding of what it would be like to be the main character. If we have to actively DO something to create knowledge, then reading any type of fiction would be pointless! Unless the act of reading itself is the activity... If so, then even if I said the words, plane crash, to the class, I am certain the kids could still think of many responses and ideas regarding that one idea simply by thinking about it.
"In this book, we argue that students do not learn from teachers or from technologies. Rather, students learn from thinking..."
My first thought when I read this quote was to be kind of taken aback and offended. After all, if students don't learn from teachers, then what the heck am I doing? But as I thought about it more, it is a true statement. As teachers, we can throw things at the kids all we want, but if they don't take the time to pick them up and really think about them, there isn't a whole lot of learning going on. Once I decided this, then I started reflecting on how much thinking my students are really engaged in. The thing I found the most disturbing is the time I allow for kids to think and who I usually choose to share their thoughts with the class. I know that I really need to work on giving more time, allowing more pair or small group sharing, and then choosing a variety of people to call on. It is just too easy to always call on the first kids who raise their hands. And the whole class knows it!
On page 3, there was a star graphic that included the Characteristics of Meaningful Learning. All 5 points are equally important and should be put into practice, there is no doubt about it. The one that I struggle with (but realize its importance) is the AUTHENTIC point. It involves complex and contextual information - in other words, presenting topics and tasks in a real-life application setting. I expect my students to say, "Why do we have to learn this?" more than they actually do, but it is a valid question regardless. To say, "Because it is on the test," is a sad (and often correct) answer, but it doesn't help the students learn the concept any better. In fact, it just might do the opposite. Stating the objective helps, but tying concepts to something that actually relates to the students and their lives is so important! I need to do a better job with that too.
I definitely believe that it is possible to learn and to construct personal meaning by simply thinking about something. For example, my class is reading "Hatchet" as a literature study. We often stop and discuss what is going on, question certain things, predict what is going to happen, and put ourselves in the character's predicament while we are reading. We don't have to physically crash a plane in the Canadian wilderness to have understanding of what it would be like to be the main character. If we have to actively DO something to create knowledge, then reading any type of fiction would be pointless! Unless the act of reading itself is the activity... If so, then even if I said the words, plane crash, to the class, I am certain the kids could still think of many responses and ideas regarding that one idea simply by thinking about it.
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