Chapters 5 & 6

Telling vs. Doing?

In chapter 5 Gee examines the debate regarding learning methods involving overt information or immersion in practice. He quickly comes to the conclusion, as most video game designers have, that these methods should not be separate but integrated to allow effective learning. To learn, one must have the overt information but it must be presented within the context of activity. As Gee explains it must be "just in time," meaning the information is given as needed rather than all at once prior to activity. He gives the example of training modules in video games. He explains that as the player moves through the game environment information is presented (by accessing kiosks, through the words of a mentor) only when needed immediately or in the near future. If all of the rules, methods, or goals were presented at the beginning very little of the information would be retained for later use and no learning would occur. On the other hand, if the player were allowed to wander through the game environment with no guidance there would also be no learning. Information and context must be integrated to achieve meaning.

To further encourage learning and a thorough grasp of the basic skills, video games employ what Gee refers to as incremental principle. Early stages of the game present the player with situations that teach basic patterns the player then uses to make later decisions involving more difficult situations. This means that as players gain new skills, the difficulty level is increased and so that game play remains on the fringes of their regime of competence. By constantly increasing the challenge, the learner is forced to not only use skills already attained, but to build on or adapt them to the new problems. They may also be required to pull prior knowledge gained through other sources, eg. Other games, and use it to transform their existing strategies.

Transference, as it is referenced by Gee, is often a difficult task for learners within a classroom setting. All learners come in with some level of prior knowledge, but they may have a difficult time finding the link between past experience and new situations. For example, students are taught in math class to work through a problem using a certain set of steps, or process, to achieve an answer. Small mathematical errors may occur, but learning the process is the more important task. This idea can be transferred to the English classroom. However, in English class students feel that their writing should be perfect the first time and that mistakes are failures. They have difficulty accepting writing as a process and that, like small mathematical errors, grammatical errors do not constitute failure, they are expected and corrected as part of the process. Their concept of what it means to be a writer needs to be adjusted to include editing and revision as acceptable behaviors.

Cultural Models: Friend or Foe?

Reading through chapter 6, I began to reflect on what cultural models I have adopted and those that I have come in contact with through educational settings. Looking at cultural models as a way we determine what is “normal” or “typical” and understanding that these models can change quickly, differ between groups, and encompass general groups gave me a way to put into words trends that I have witnessed. Due to the fact that these models are often unconscious, rarely will someone declare “this is what is normal!” However, they will show their displeasure in a variety of ways if they deem a behavior as abnormal.

Working in a low income school that was situated within a “wealthy” school district gave me a unique perspective of both sides. The cultural models of some students were obviously at odds with one another. For example, my low income students devalued education because they had not seen it benefit their friends or family members. However, some of them saw disobeying the teacher and not completing assignments as “rude” behavior. This led some to find a sort of middle ground where they would do the assignments, but not put in much effort. This allowed them to not be rude, but also to not waste much effort. In contrast, the wealthier students saw it as their path to a desirable future which allowed them to complete their work with no hesitation.  

Discussion Questions:

1.      Can the cultural models of students be overcome within a classroom setting?

2.      One cultural model that seems to be generally accepted is that “there are good students and there are bad students. Good students can become bad students, but bad students cannot become good students." Is this true in the respect that how we see ourselves decides how we choose to behave? Can “bad students” ever learn to see themselves as “good students” and then choose to behave like them?

3.      As I thought about the concept of information within context, I began to wonder how I can most efficiently create this environment in my classroom. My content will focus primarily on the basics of grammar, punctuation, and written structures. Should I have them begin by writing a paragraph and then providing them with ways to correct it, thereby giving them information within the context of writing? Should I have them take on the identity of an editor and as they work through a piece of writing give them information on how to identify and correct the mistakes? Should we begin by establishing what is "good" or "bad" writing within our classroom domain?