Situated Language and Learning Chapters 6&7 Heather Fritch and Donna Zimmerman

Community Spaces Belongingness Content Members Generators Membership Requires Definitions of Who’s in and Out Content Generators Portals

Reflect on your classroom or classroom experiences Reflect on your classroom or classroom experiences. Could your classroom be a space? What types of generators and portals are involved?

Affinity Spaces Pg 85-87 lists the defining features. Tacit Knowledge is Encouraged AND Honored! Look at the list of features. Which is used well in your classroom, and which do you wish to use better?

The Classroom Vs Affinity Spaces Segregation in the classroom VS. mixed levels in Affinity Spaces Classroom Portals are rarely Generators. Classroom Generators are rarely modified, while Affinity Space generators can have endless modifications. “What these young people see in school may pale by comparison. It may seem to lack the imagination that infuses the non-school aspects of their lives (Gee 2003) At the Very Least they may demand an argument for ‘Why School?’” (Gee, 2004, p. 89)

Ch. 7 Shape-Shifting Portfolio People I will preface this discussion on that as I read this chapter, I felt like I had suddenly picked up a different book that I had been reading.

What makes an intelligent person? Academic Language “I would argue that academic language, and it’s attendant modern consciousness, once thought to be central to what counted as “schooled” and “intelligent” person, is not at best a necessary, but not sufficient condition for success in society” (Gee, 2004, p. 94) What makes an intelligent person? Academic language is equated with intelligence

Capitalism Old New -the loss of middle management and robots replacing individuals -Workers Produce Designs -Design Identities--creating an identity of consumers for specific products Design Affinity spaces-sharing a common goal, endeavor or interest Design Networks--connecting with other people or organizations; increase knowledge and experience basis -top-down management -Workers produced commodities School was much like the old capitalism with the top-down approach--the specialists imposing knowledge upon the students.

TV and Millenials Sesame Street Barney/Blue’s Clues -Subtext directed at adults, metaphorical language -teaches alphabet/numbers -Celebration of differences -stresses language, literacy, and school skills -No adult-directed subtext/metaphorical language -BFthem e is commonality -BC theme is empowerment -BC interacts with the children viewers BF-stresses body, play and whole child/sharing/community BC-stresses thinking, problem solving and empowerment Sesame Street was made for poor, inner city children with the idea parents would watch tv with them. Barney and Blues are set in a rural/suburban area and focus not on the basics of learning, but on higher thinking and social awareness.

Millennials Vs Boomers -less unstructured play -see school as necessary for success -focused on resume/college application filling activities -increasing segregation (income not race)

Shape-shifting Portfolio People How have you fallen into this category? Or as a parent, geared your children into this? Are we fake? Personally, when reading this it made me think of having to pick a major for high school--and choosing Spanish over French as it was more useful. I think of how I was not able to be involved in sports/extra activities growing up, but try to push my children to be--to find something they like and commit to it. Are we losing ourselves? When adolecents have such a hard time finding themselves, are we making it worse?

Please sir, Can I have some more? How can poor/disadvantaged students pad their portfolios?

References Gee, JP. (2004). Situated language and learning: a critique of traditional schooling. New York, NY: Routledge.