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Sep 20

Michelle, I think you brought up a great point. I forgot Anzaldua said “being Mexican has nothing to do with which country lives in” but is “a state of soul- not one of mind, not one of citizenship”. Do you think the borderlands also refers to Anzaldua’s interaction with others? Or could it be an overlap in how her soul feels when she’s constrained by the interactions between others?

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Sep 20

Code switching is someone’s ability to speak different languages on the fly. Spanglish for example, is a combination of English and Spanish. Someone could be talking in English at the start of a sentence, and finish the sentence in Spanish. The opposite is also true. Someone could start in Spanish, finish in English. Or both languages can intertwine throughout her conversation.

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Sep 20

Number Sense is an essential Math skill that students at the elementary school level need to develop. Without a strong foundation in this area, students will have difficulty understanding higher-level Math concepts. The teacher should also present different methods of solving these problems to accommodate diverse learning styles.

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Sep 20

Ownership is so key to learning in general. Not only a student’s work, but taking ownership of their learning. Making it active, rather than passive, when the learning is imposed upon them. Giving students a sense of autonomy and control is so necessary.

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Sep 20

The role of educators is not simply to communicate the ideas of their content area to their students but to do so in a way that keeps them actively engaged and interested. This provides students with a meaningful learning experience. Learning environments that do not foster active student engagement often are those that result in students feeling a “disconnect”. Research has shown that activities that students are more fond of and can relate to result in higher student learning and academic development. We as educators need to get students excited about what they are learning and that they all have the potential to succeed academically. This is especially important in an age where people are vastly dependent on technology. The advancement of technology has encouraged teachers to devise new ways of differentiating their instruction.

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Sep 20

As teachers, it is our duty to act not only as content deliverers or authority figures but also as collaborative role models. We must have the willingness to work with students who come from various backgrounds. The only way that we can do this is by getting to know our students. By doing this, it shows our students that we are caring and empathetic individuals. This in turn fosters a stronger teacher-student bond.

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Sep 20

Anzaldua refers Chicano Spanish and Tex-Mex as her home tongues because those are the languages she speaks with her siblings. Those are languages where Anzaldua feels the most at “home”. In this case, Home doesn’t refer to a physical location, it refers to a sense of belonging and family. It’s a place where she doesn’t need to code-switch and it’s a place where she feels the most comfortable.

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Sep 20

I agree that the languages she uses with people in her family or that she’s close with are all her home tongues. Home tongues are for you with your closest family members.

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Sep 20

Anzaluda refers to her “home” tongues, these are the specific languages she speaks with her family and friends. In the five versions of Spanish she lists, Chicano Texas Spanish is the one language that’s most used or most important to her. Although the language she uses does mostly depend on who she is talking to.

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Sep 20

I agree that this is bothersome and odd because they have all these rules yet they rarely bring up boys it seems to always be for the girls.

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Sep 20

In this paragraph Anzaldua tells us why she speaks the way she does. She told us she should keep her mouth shut and never talk back to her parents. This is just natural for Anzaldua now and she doesn’t think twice to keep quiet and not talk back. I think the people who Anzaldua was around growing up played a huge role on the way she speaks, her church and her parents would be the biggest reason.

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Sep 20

You are absolutely right, I hadn’t noticed that within Chicano Spanish she went on to list the different regional variations. But it’s still super interesting that within all the complexities of her home language they become even more diverse depending on where you are from. But I guess the same can be said about those whose first language is English.

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Sep 20

Anzaldua’s home tongue is the languages and dialects she uses with her friends and family. She goes on to explain how she learned working class English from school, media, and different job situations. But continues on to say how Mexican immigrants taught her more of an North Mexican dialect. In relation to the versions of Spanish above Anzaldua explains that she is a part of a complex people, and because of their complexity many languages are spoken.

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Sep 20

It seems that these rules of speaking when spoken too and not talking back are in place to restrict the girls and not the boys. She learned to stay quiet and in her place so to speak.

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Sep 20

Anzaldua learned early on in church and from her family to mind her tongue. “well-bred girls dont answer back” she says. I find this to be a bit bothersome and odd because these rules are in place to reprimand woman or girls, not the boys who there is very little mention of.

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Sep 19

Furthermore, these anglicisms or pachismas develop into their own languages like Tex-Mex and Chicano, some being exclusive to a region which we would call “dialects: a particular form of a language which is peculiar to a specific region or social group.”

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Sep 19

I agree that Anzaldua defines the borderlands by talking to us about what each side is like. There are the Anglos and then the Mexicans, Anglos referring to the Americans who are incessant about Mexicans forgetting their language and speak English, and Mexicans who have their own language but come from a Mexican or Hispanic Country. Borderlands doesn’t refer to only a Geographical Boundary in this context Anazaldua speaks about how “being Mexican has nothing to do with which country lives in” but is “a state of soul- not one of mind, not one of citizenship”.

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Sep 19

Anzaldua’s referring to the switching of the different languages she can speak and in those different languages the different dialects.

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Sep 19

Anzanldua’s home tongue talks about how she talks in with her close relatives and friends, which is Chicano Spanish and Tex-Mex. She picked up Chicano Texas Spanish from her parents and the other Chicanos living in the valley.

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Sep 19

Anzaldua talks about how “Well-bred girls” don’t answer back and how she confessed to the priest that she talked back to her mother which insinuated that Anzaldua was taught that talking back to your parents was considered a sinful thing to do. She was taught by her parents and from her experiences to monitor the way she spoke, as she quoted “Flies don’t enter a closed mouth” was in reference to her ideas to her having to hold back her tongue growing up.

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Sep 19

I have many experiences too that I encountered with language growing up. In school, we are required to speak in English. It was hard to participate in class because I couldn’t translate what I want to say in English. I remember there was a time when we need to pay a fine for every word that they hear us speak our native language.

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Sep 19

I haven’t seen this movie but I think I can relate to it. I have to code switch when I’m talking to the people who are here in the United States but have the same race as me. Talking in straight English, they will think that I don’t know how to look back to where I came from and who I am.

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Sep 19

Code switching means the mixture of languages that we speak in a sentence or conversation. Anzaldua can speak both Spanish and English so she talks by putting together those two languages.

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Sep 19

According to Anzaldua, borderlands is not just about the control over lands but also the borders between nations, cultures, classes, genders and languages.

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Sep 19

Bianca is a High School Math student who is generally well-behaved in class. However, Math has never been her favorite subject. At the beginning of the school year, the teacher observes that Bianca becomes nervous when it comes to attempting to solve problems. When she is working in a group, she will try to sometimes copy the work of her peers without trying to solve the problems herself. She becomes especially apprehensive when it comes to working by herself and sometimes takes out her frustration on the teacher. The teacher decides to host a parent-teacher conference in an effort to better understand Bianca’s background and what could be causing her erratic behavior. The teacher learns from the parents that Bianca had struggled with Middle School Math. The teacher assumes that this is the cause of Bianca’s Math Anxiety. Math itself is a cumulative subject and a weak foundational understanding of lower-level Math would cause Bianca to have much more difficulty in more advanced Math. It is now the teacher’s duty to help Bianca acquire the prerequisite Math skills necessary to succeed in the class.

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Sep 19

Learning goals consist of the knowledge and skills that we want our students to acquire. They are objectives that we as instructors wish to accomplish with our students through the implementation of some sort of activity. It is also measurable and observable in the sense that the instructor can assess whether or not the objective was met. It should be noted that strong objectives are precise in their meaning and desired outcome whereas weak objectives are vague. Learning goals are essentially a guide that helps align content acquisition, activities, and assessment to enhance students’ learning experiences.

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Sep 19

The scenario presented in this video is a great visual and tactile activity for students to better understand number sense. This activity would be particularly beneficial to elementary school students, since students at this level typically understand mathematics through visual and hands-on activities. Some of the mathematical skills that could be acquired from this activity include understanding division as how many times a number is contained in another via partitioning the number into groups of the same size, comparing numbers, and collecting and recording data in a chart or graph.

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Sep 19

The comparison between gaming and educational systems is quite interesting. Both are designed to allow people to participate in an experience by equipping them with knowledge and skills. Both of these systems rely on goal setting, feedback, difficulty based on skill level, and encouraging continued participation through incentivization. The article distinguishes between achievements and skill trees. Achievements represent a goal that students and game-players strive for. Certain criteria need to be met in order for the goal to be accomplished. Achievements can be used as measures of progression for both students and game-players. The accomplishment of easier goals will incentivize them to persevere through more difficult tasks. Many educational and game tasks are exploratory in nature which can also encourage students to further investigate concepts and tasks beyond what are typically taught or performed. Some educational and game achievements instill the idea that failure and making mistakes are okay and that they are part of the learning process and that these things only increase one’s experience and chances of success. In video games, skill trees are defined to be a collection of items that give players the ability of choosing additional skills or attributes. This is analogous to students in the educational system attaining various academic skills over time. Different tasks will require both students and game-players to implement various skills and strategize the best way to approach a task and achieve an objective. The frequency of unlocking the various skills in video games is usually faster in the beginning of the game where it is easiest and progressively becomes slower as the difficulty of the game increases. This applies to the educational setting as well where students’ academic skills are developing in the beginning through the completion of easier tasks. Through gradual improvement and development, students gain the capability of attempting harder problems. Game-players also spend ample time customizing game characters to further aid them in their strategic gameplay. This is analogous to students spending a good amount of time thinking about a given task or problem and developing a plan before attempting to find a solution.

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Sep 19
on George

Based on the information presented in this reading, George seems to be a visual learner. He often represents ideas in his notebook through various visual representations and his preferred subject is art. His least favorite subject is science because he has difficulty remembering all of the various ideas. Perhaps the science teacher could differentiate his/her instruction to meet the learning needs of George through the use of various visual representations including images of these scientific ideas, a diagram with missing information that George could fill in, having George create his own visual representation of these ideas, or through the presentation of a physical model. He also exhibits signs of academic withdrawal as a result of his prior educational experiences of getting left back twice and transferring from one school to another. The death of his father is an emotional burden on him as well that has negatively affected his academic performance.

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Sep 19

My students ran a simulation this week in which they were 14-year-old apprentices in 1770 Boston, where they witnessed the Boston Massacre and several related events which preceded it. For them to read a story about it, they would not have been likely to cast it with an authentic background which lent depth and richness to the experience. In simulations like Second Life or even online game scenarios, participants benefit from the opportunity to be creative and pursue different options without the high-stakes of living with the consequences of their choices. They can simply restart or select a new avatar and try a different method.

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Sep 19

While information and communication do not require technology, these aspects can facilitate the process and provide each learner with the same opportunity for voice. Anastasiades (2017) identifies the ODYSSEUS option for collaborative connections. Other such examples are a shared Google Document with comment features and an open discussion forum in which each learner could post his/her thoughts individually and respond to those of others while everyone’s thoughts are presented in the forum. Having a neutral forum for such expression during collaboration allows the child to achieve the variety of aspects of creativity, including innovation/originality, divergent thinking, problem solving, and the safe emotional investment while being open to making mistakes (Anastasiades, 2017, pp. 19-20). This fits well with the collaborative goals expressed by Sawyer (2015) which refer to “improvising together” (p. 15). Collaboration adds an unpredictable quality to the experience. Unfortunately, while much can be learned aside from the content of the exploration, many of these takeaways are lost if not properly captured through reflection, such as recasting disagreements or troubled pathways by a look back to project how things would be different if another solution had been tried.

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Sep 19

Schools, if they are to continue functioning, NEED to deliver content required by their supervising body or certifying entity in the most economical method to achieve the results for the greatest percentage of their populations. We, as those who will be dependent upon the functioning capacity of these children, need to assure that they are able to solve new problems which haven’t been imagined yet and to exceed the capabilities of their forebearers. Sawyer states that “creative thinking requires that students create their own knowledge… [which] requires collaborative emergence” (p. 26) and “requires that teachers and classrooms engage in disciplined improvisation” (p. 26). These expectations depart from what is economical because they are time-consuming and require specialized skills not generally taught in teacher education programming. Furthermore, alignment of content requirements when students are creating their own knowledge is tenuous at best and counterintuitive for nationwide school goals. While this position is valuable and brings insight and a better product overall, it is assuredly not needed by the current educational structure which limits content to approved curricula, mandates specific texts, and requires alignment of all teachers and with all standards. Creativity and standards would seem antithetical to one another.

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Sep 19

I agree with your statement as it exemplifies how the land was sacred and important to the Native Americans, but the Europeans just saw it as land for them to settle and farm. The diction is extremely important here in conveying how each party felt.

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Sep 19

You are right that this word brings to attention the connection Native Americans had with the land. In this context, you have to pay attention to the connotation of this word, which is that these people knew their land so well that they remember everything and everything remembers them.

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Sep 19

Or video collections/playlists of people reading their stuff. Comments off or comments on, but the goal is to simply listen. Too, Facebook Live events are similar, since my musician friends are playing and they can see the comments when the songs are over, but as audience members, we are simply there as an audience.

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Sep 18

In the 1940s, Westminster was a small farming community in the southern part of the state. Lush citrus groves, lima bean fields and sugar beet farms stretched in every direction from a modest downtown business district. Most of the men and women working in those fields were first- and second-generation immigrants from Mexico who were employed by white ranchers.

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Sep 18

I like that you mentioned the accent and even the vocabulary as for me Gujarati and Hindi have kind of same accent but English is totally different and people born and raised here are hard to understand as some of them just gulp those words and you go blank as you are unable to understand what they are trying to say or explain.

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Sep 18

Code switching- The practice of alternating between two or more languages or varieties of language in conversation. Anzaldua meant the same to switch between 2 different languages which you can fluently speak. She changes the language that she speaks depending to whom she talks to.

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Sep 18

I totally agree with you on this. The different the people the different the language! But we need to adjust in this changing environment and even after learning maximum basic languages it will never be enough.

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Sep 18

Anzaldua refers to her "home tongue with the languages she uses when speaking with her sister, brothers, and with her friends!
I saw many posts saying coming from a ‘bilingual’ house, as I came from India I use to speak Gujarati with my parents, Hindi with my friends and after coming here English with whoever the new person I talk to. I seem easy, but a very difficult task to do.

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Sep 18

Why would we bog students down with foundational knowledge that can be answered in seconds through Google? We need to teach them to be critical thinkers so when they ultimately search out that answer, they can evaluate whether to trust the response they find. We need to teach them to be collaborators and talk with others about what they find to learn others’ viewpoints and expand their ideas. The foundational knowledge we used to have is shifting away from what it once was – to the point that I believe the points (b) and © are the foundational knowledge we should be teaching.

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Sep 18

I think this idea goes back to something we’ve mentioned before – that students must be curious about something to dive into the creative realm about it. Using a tool doesn’t require creativity but being able to think about how a tool could be used is creativity for sure. Both these skills require new literacies in the classroom, but students have to be open to them. We can force them to use a tool – in this way, we get some new literacy but probably not a ton of creativity. We can suggest multiple tools which covers a lot of new literacies and maybe some creativity. Or, we can not suggest any tools at all and ask our students to seek them out which would require the most creativity. But if they aren’t interested in what they are doing (the topic, theme, subject, etc.) it will stifle creativity.

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Sep 18

Yes you have to be open to new experiences to be creative. If you get stuck in the traditional simply for the sake that it’s what has always been done, then nothing can change or grow. We use those past experiences as Nancy said, but we have to be willing to take a chance on something new.

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