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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 20

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 20

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 20

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 20

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 20

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

a. 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 19

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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Sep 18

I agree with the idea that most schools are very instructionist and compartmentalized. Schools say they want to be creative yet they still have the same prescribed curriculum that follows a textbook (even though textbooks are not curriculum, but I digress) and has students amble through 45-90 minute classes on a rotating schedule of classes set as a playlist from top to bottom. What schools need is to hit shuffle on the mix and stop separating subject areas. Want to teach real math in a creative way? Partner with the science teacher to bring two subjects together in an authentic experience that asks students to solve problems and get hands out. Want to be more creative with your history lessons? Call up your favorite ELA teacher to bridge the real world with the fictional one in order to build connections and form opinions. Students need to know how to think rather than recite a list of information, which coincidentally is what many of our standards (Common Core or otherwise) are. How can we teach, encourage, foster, or expect creativity when there is a (sometimes exhaustive) list of requirements for each course? Until schools mix up the classes, the hours, the environment, and the curriculum, creativity will continue to be the “one extra” thing that gets dropped on top like a cherry but if it gets left off no one notices. The best way I’ve seen to create a learning environment like this is to literally begin from the ground up. Architects design spaces that have fewer walls and more collaboration space. Curriculum designers create hybrid courses with co-teachers to integrate multiple subjects together. Schools open with this ideal. We cannot make the shift over time easily. We cannot make the shift one at a time easily. We need whole staffs to get on board and jump in together.

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Sep 18

I think prior to reading the widely varying ideas related to creativity, the definition I would have used would not have easily applied to all subject areas although with some creativity (ha!) teachers could have likely made it fit. I always associated creativity with aesthetic design and/or artistic ability. What I now recognize is that creativity is multi-faceted and encompasses different ways of thinking from convergent, divergent, and evaluative to considering elements of critical thinking and problem solving as ways to be creative. While some subject areas may fall more to creative products – like fine arts classes – there are many – math, science, language – that would benefit from students who challenge the status quo and think outside the box regarding process and analysis.

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Sep 18

Anzaldua learned to not talk back to her parents. She also learned not to gossip. When she said “Flies don’t enter a closed mouth” that means she was taught that when she was a child.

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Sep 18

Yes. Yes. Yes. Writing and the teaching of the craft has been healing space and nurturing conditions as I have worked with marginalized youth and women from diverse backgrounds. As difficult as the task is before us, I clutch this hope tightly and still hold to language as a life-giving (not only marginalizing, power wielding)force. Committed to that reframed perspective-lifelong learner. Is there any other way to teach?

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Sep 18

I hear this Sara. Sometimes I struggle with the weight of it and the impartation of skills and information at the same time. Awareness IS key.

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Sep 18

These are all key ways to address societal issues. How do we incorporate diversity of belief systems into multi-modal narratives? And address appropriate response and honor. These are unseen yet tangible elements of identity as well.

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Sep 18

Yes. Language has power—life giving or the opposite. And as writers and teachers of writing do we emphasize the balance of when to write and when to be silent. Do we need to look at timing of voice more in light of cultural issues especially when the language has wielded power? And how does a writer then use language or quietness to let other voices surface? So good that you are having these conversations.

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Sep 18

Working toward providing cross cultural collaboration opportunities in real world environments. Learning that each voice holds pieces to a complex puzzle.

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Sep 18

Could this be fostered through better listening rather than responding skills. The ability to listen to voices and expose thinking to knew perspectives does not always mean immediate feedback or response. Just as we teach observance skills to young writers, we can teach keen listening as well. How can this be practiced in the online environment?

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Sep 18

This is organizational in nature and so necessary. It’s like the pause, ponder, put in a space before the click. Having students share and explain curated collections at some point would go long way in demonstrating the value of this skill. I see this as a pause/reflection before creation.

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Sep 18

I find this intriguing simply because of my years of teaching. I remember most of these being stated decades ago. With the exception of “digital literacy”, the others have been deemed a requirement for as long as I can remember. Of course, “citizenship” never referred to digital citizenship, but you still needed to learn citizenship to be a productive member of society. Problem solving and critical thinking have been buzz words in our field off and on for years. I think there are varying levels to all of these. I’m wondering if more emphasis is put on some rather than others when it comes to certain fields. Which leans toward your question of are there exceptions? Does everyone really need all of these to contribute to a society? I’m leaning toward no, at least not to a full extent.

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