Double Entry Journal #13

Chapter 6: Affinity Spaces


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

• Learning to plan a wedding
• Learning how to be a teacher

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

• Becaue the community is a place where people with common practices gather together. The place or surroundings usually define the community and twhat the people in that "community" practice.

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

• A generator is whatever gives a certain place some content.
• It's counterpart in school is video games.

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

• A content organizer is how a spaces content is designed or organized.
• It's counterpart in school is great design of space.

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

• A portal is anything that gives acess to the content and to ways of interacting with that content.
• It's counterpart to school is Internet games that allows kids to play against one another.

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 for the endeavor or around which the space is organized.
• We need to keep an anfinit space in mind when teaching. Your students need to be in a space that enhances learning.

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 because all of the students ( disabled and non-disabled) in the same room. This creates a positive classroom enviornment.
• Using a Common Language - A sense of community is created by establishing a common language without the use of intellectual and confusing terms, so that all participants can equally understand. This allows the classroom to feel more safe for all the student in the classroom.
• Problem Solving Teams - Teams comprised of significant participants in every child’s program are formed to make decisions concerning how a student’s individual needs may be met. Problem-solving teams determine the type and extent of special education adaptations and services needed for each child and develop the implementation plan for inclusive policies for each child. In this way, each child benefits from the expertise of many members of the school community, each of whom provides a specific perspective on the individual needs of that child. Typically, teams consist of principal, special education teacher, regular education teacher, counselor, parent, paraprofessional and specific resource people. This allows a safe classroom enviornment and also caters to each individual students needs.

8. How are traditional classroom different from Affinity Spaces?

• In traditional classrooms students are usually segregated by ability and academic levels. They are also not allowed to use as much technology as they should. In an affinity space this is all the opposite.