I think just like the activity we did in class we can’t just completely ignore the media because it gives us biased information as there are somethings that we have to listen to in order to be safe such as the weather etc. Similarly there are statistics that we could use in order to have important/real statistics that we could use in our own arguments, opinions or research.

I think this is very important to note on how there are so many fake statistics out there that continue to live on and create biased from those who encounter these statistics.

I have a question about this, so was the statistic stated by the C.D.F. not specific enough or was it only talking about children death by gun violence, it gets a little confusing here?

I agree with this point and it’s also very surprising that an article would say such a thing when it is such a crazy statistic to state. Also, the fact that the student put that into his essay showed how people are so easy to believe crazy statistics like this if it is a “credible-looking” source.

than recollection?

I’ve seen this so much. This is helpful to consider that it’s the engaging of preconceptions that could be key to preventing this.

I have heard some educators say any variation of “study to get a good grade, because that’s the whole point of school” and I didn’t always have this word to describe how hearing that as a student made me feel; but to be so focused on grades as the sole positive outcome of school is myopic. It can be so much more valuable than a grade!

It’s important to give students these opportunities to see themselves in their community and in these roles!

I find myself identifying with all of these models – I’ve done all of this at different times. I would love to cultivate more of the teacher C side of me though.

This reminds me of the MSU undergrad ISE course, which was learning to teach science to diverse elementary learners. One of the first things you are supposed to do when you introduce a new science topic is to discuss what your students already know about it. That way you can address any misconceptions students have to help them move forward with a better understanding.

I often find that rote memorization only helps me for short-term skills and rarely truly helps commit anything to memory.

This reminds me of the fish when the frog described the above world to him.

I notice that students are quick to simply look at the numbers and make some quick, partially logical, partially illogical conclusion as to how to solve the word problem without fully understanding what the problem is truly asking.

learning.

This is the kind of question I was alluding to earlier. A space to novelly apply what you know about a topic.

not necessarily food but something positive?

Along with new technologies comes the ever-present threat of emergent tech/cyber threats. In what ways can technologies be used maliciously? And how do we mitigate or reduce that?

Maybe encourage through positive reenforcement rather than negative consequences?

This reminds me of something I tried during my student teaching. I tried crafting some test questions that students wouldn’t be able to just regurgitate information they memorized but have to engage with it in a novel way that demonstrated mastery. More than just applying in a longer written response. I only dabbled in it and wasn’t very successful. I’d love to reopen that pursuit again.