Double-Entry Journal #13

1. Give an example of a "community of practice" in which you are currently participating in.

An example of a "community of practice" that i am currently participating in would be the education program. I am working towards becoming an educator and work along with my host teacher to complete the necessary tasks to become an educator. 

2.Why is the term "community" better defined in relation to spaces rather than groups of people?

 The term "community" is better defined in relation to spaces rather than groups of people because people are not always together within the same groups. Many people have different ideas, views, and perspectives. With that being said, people are not always going to be within the same community because they have different outlooks on different things.

3. What is a "generator"? What is it's counterpart in school?

A "generator" is described as the content. A generators counterpart within a school could be the content, or lesson plans, that the teacher uses.

4. What is a "content organizer"? What is it's counterpart in school?

A "content organizer" is the way that the content is organized within a lesson. A content organizer's counterpart within a school could be the CSO's or Skill Set Standards (Business Education) that teachers use to design their lesson plans.

5. What is a "portal"? What is it's counterpart in school?

A "portal" is anything that gives access to the material being taught. A portal's counterpart within a school is the textbook.

6. What do people have an "affinity" for in an "affinity space"? How does this inform your understanding of good teaching?

People have an "affinity" within an "affinity space" by the endeavor or interest around which the space is organized.” (Gee, 2004, p. 84). This informs my understanding of good teaching because it shows me that to become a good teacher, you must teacher to your students needs and interests instead of teaching strictly to the content.

7. How do "affinity spaces" support inclusive classrooms? Choose two characteristics below to make connections between "affinity spaces" and inclusive classrooms.

"Affinity spaces" support inclusive classrooms by all students are made to feel like they belong. No students are left out based on ability. The two characteristics that make connections between "affinity spaces" and inclusive classrooms are:

1. A Sense of Community - An inclusive school is a school where every child is respected as part of the school community, and where each child is encouraged to learn and achieve as much as possible. In order to achieve that sense of belonging for each child, many schools have found that fostering a sense of community is of primary importance.

 12. Flexible Scheduling - A major challenge is how to manage instructional time in the most efficient way, not only to teach the curriculum but also to build a sense of community. Each successful inclusive school devised various methods to increase flexibility to meet the diverse needs of the school population.

8. How are traditional classroom different from Affinity Spaces?

Traditional classrooms are different from Affinity Spaces because students within a traditional classroom are grouped together based on abilities and disabilities. However, in affinity spaces, students are all treated the same.