Chapters 7 & 8

The Social Mind

In this chapter, Gee describes how learning can be a social activity when learners are allowed to tap into an information network. This network of “people, texts, tools and technologies” contains a vast amount of knowledge that the learner can access on demand. By accessing these resources when they need it, they can take their learning and achievement to higher levels. Gee gives an example of a time he played a game called Half-Life. In the game, he reached a point near the end of the game where he became “stuck.” He was able to consult an online site where he found a cheat code that allowed him to overcome one smaller obstacle so that he could finish the game. His ability to locate the information and use it effectively allowed him to overcome his shortcomings.  

Just like in video games, learners in classrooms have certain strengths and weaknesses. Not all students have the same experience, prior knowledge or natural abilities. Given the opportunity, learners can access their network, and supplement their own knowledge and abilities to achieve higher success and greater learning.  In the classroom, there is a major emphasis on the abilities of the individual. Learners are denied access to their networks of information because they are seen as cheating. In reality, we are denying these learners the use of one of their strengths, the ability to locate and correctly apply knowledge and tools.

In any field of study, researchers will interact with others in their field through personal contact, reading journals, attending lectures, etc. We do not expect the researchers to ignore all the studies done within the field prior to their arrival. We assume that they will take the information already available and build upon it. Learners in classrooms should be allowed to do this as well through collaborating with classmates, using available technology, and dispersing their own knowledge.

Distributed among the “people, texts, tools and technologies” of a network is stored knowledge. Gee states that the most powerful aspect of the network is not found in its separate parts but in the interconnectedness of the network. He refers to this as the “power of distribution.” A good network not only contains important information, but is designed in such a way that new information can be dispersed quickly. Because the information is housed in a variety of sources, the collective knowledge can be changed or adapted quickly when needed. Once one “node” in the network makes a discovery, it is dispersed throughout the rest of the network.

Gee discusses two methods of teaching, reciprocal teaching and jigsaw method. The first method, reciprocal teaching, involves the teacher and a group of students taking turns leading the discussion of a passage. The teacher asks a question, the students discuss it and come to a conclusion, the “leader” then summarizes the discussion and “asks for predictions about future content.” Through this method, the ideas of each individual are made public, allowing all learners to benefit.

The second method, jigsaw method, students are assigned a segment of the overall class topic to research and master. After learning the topic, they are split into groups where each student will teach their group members about their given topic. Each student becomes an “expert on only one part of the whole topic,” but then “distributes its knowledge to the whole.” (Gee 204) In both methods, the learners take on the roles of both “learner” and “teacher.”

During my time teaching middle grades, I had the opportunity to see these strategies demonstrated in a classroom environment. In every instance, the students commented that they “had fun” even though the material they were learning was “kinda hard.” After seeing reciprocal teaching method used in an English class, I asked one student what she liked best about the class that day. She explained that she was happy that she was allowed to express what she thought about the reading. Even when disagreements about the text came up, students handled them civilly and did not insult one another. I found this to be a great example of what can be done when you create the proper atmosphere in your classroom. Students were not afraid to share their ideas, ask questions, or give opinions of the text because they had no fear of embarrassment. The teacher did not allow students to be rude or insulting to one another.

In the last chapter, Gee summarizes the ideas he presented in the book and discusses how people have reacted to the book since it was first published. He reiterates that he is not necessarily advocating the use of video games in the classroom, only the learning principles found within good games. He also restates the importance of learners talking about and reflecting on their learning.

Discussion Questions:

1.      When students are not allowed to use their information networks to solve problems, are we teaching them that being resourceful is a form of cheating?

2.      In schools, are current teachers equipped to teach using these new methods? Do they have or are they willing to get the training necessary to be effective?

3.      Will further rejection of social learning by schools lead to a distrust of schools and academic literacy? Does this distrust already exist? Can use of new methods regain that trust?