Blog #1

Murray: None of these implications require a special schedule, exotic training, extensive new materials or gadgetry, new classrooms, or an increase in federal, state, or local funds. They do not even require a reduced teaching load. What they do require is a teacher who will respect and respond to his students, not for what they have done, but for what the may do; not for what they have produced, but for what they may produce, if they are given an opportunity to see writing as a process, not a product (pg 6)

Scarpa: This is a great teaching method to follow. Writing is most definitely a process, and when taught the way Murray explains with his three steps: prewriting, writing, and rewriting it is the best hands on method to show students the correct way to begin the writing process. He also says in one part "the suspense in the beginning of a writing course is agonizing for a teacher," Murray explains because you have to wait the process out instead of doing the "prewriting" for the student you must let the student do for themselves. You don't know what a student is capable of doing, until they actual take the time out to do things the right way. Writing as a process will never be done, it's alway evolving so there won't ever be a finished so-called "product." As a process there are steps like Murray explains, you can always edit and change things it's all part of the writing process, it's never been called the writing product. One piece can me a finished product when you had it in, but there is always room for improvement and change. I don't think writing could ever be considered a process, and in my opinion neither does Murray.

Gee: Of course, designers could make the games shorter and simpler. That's often what schools do with their curriculums (pg 3).

Scarpa: This poses a great question: If longer and harder games sell really well, then why are more in depth and harder curriculums more difficult to sell? Kids tend to enjoy playing challenging video games, and feel accomplished when they have beat the game, but are they as likely to enjoy school work even if it's also challenging? Gee thinks that video games represent a process, and I agree. They represent a process- "creativity of capitalism," making better and better designs for a greater learning experience. In the end things that are hard and difficult make for a better learning experience. The education system is becoming more and more watered down as far as difficulty goes. Things are getting cut out of the curriculum so there is less information to retain, and that makes for a higher passing rate, but are they getting the same education I got when I was in grade school? I was recently at a comedy show, and the comedian was saying how she was a teacher, I believe 4th or 5th grade, and she asked if anyone knew who the vice president was, and she had children saying Giulliani was the vice president and Hillary Clinton. To me that means these children are aware of political figures, but maybe don't pay full attention to what they hear or read. We need to get the children more focused, anyone living in the United States above the age of 8 should know the president and vice president.

Gee: If learning is to be active, it must involve experiencing the world in new ways (pg 31).

Scarpa: This is a great tool to live by because it is so true. Experience in any form is always a great way to learn, whether it's learning from a mistake you've made, going to another country to gain a cultural experience, or doing a hands-on science project that gives you a better idea of the topic at hand. A learning experience should always leave a positive mark on someone because then they will be more interested to learn much more instead of being discouraged or uninterested in something they are learning. No one is going to think everything they learn is interesting and amazing, but I think it is the teachers job to do the best they can to try and get every child possible interested in learning.