Overall, I did not like chapter 7. This particular chapter was hard to grasp my attention, every time I started to read I got off task. Usually once I begin to read the case study I automatically can get into the chapter and start to like it, but this time it did not do it. One thing I liked in this chapter was the way that it ties to chapters that we have previously read. For example, on page 183 the text states, “learning goal that can be included in the production process are widely supported in literature as leading to gains in student achievement; for example, collaboration in chapter 3, problem solving in chapter 6, and critical thinking in chapter 4. I like this in particular because it provides us with a purpose for reading. Tying the chapters together always makes me feel as if there is a reason to read each chapter thoroughly.

In this chapter there was nothing that I did not understand, even though I found this chapter kind of boring I did understand everything that the chapter was talking about.

One thing that I did connect with in the chapter is that I do agree that active learning is the best learning and that learning is maximized when it can be tied to real life situations. Active learning can help maximized learning in the classroom.http://www.youtube.com/watch?v=UsDI6hDx5uI I firmly believe that in learning it is easier to understand when you can connect to what you are learning. It has also been said that in learning when readers are reading they find it easier to understand the text and also relay to the text when you make it personal.

When readers make the text personal they are more interested in the text and more active during reading. One thing I didn’t agree with in the chapter was the statement on page 185 which states like other types of group projects, well planned production projects can result in a student gain of individual and group/social responsibility. I don’t agree with this statement at all, because I personally hate working in groups for projects because people don’t take responsibility. It always seems as if one person is always picking up the slack for other people in the group.

In chapter 5 of the text one thing that I really liked was the definition and explanation of the word creativity. On page 129 of the text the author states, "There are many definitions of creativity , which one is relevant depends whether you are looking at the process, the outcome, or the goal, and which cultural and philosophic views you are taking". I think this is a great definition of creativity because in my eyes creativity is just what it states, creative. Therefore, I believe there is no set way that creativity should be.

I really could relate to the case study at the beginning of the chapter because one time I had a professor that would allow us to solve our math problems differently, as long as it was a logical process and the outcome would be the same on different problems. By the professor allowing us to be creative it turned math, a subject that I hated into something that I found interesting. Mr.Stalvey was always open to any solutions that we had as long as he agreed that it would work in every case. His math class was very interesting and kept me on my toes because I was always trying to figure out new solutions to the problems we did in class. His class was unlike any other math course that I had took. In a way I think that his class gave me a new opinion about math. So I completely agree that creativity can make children open up their minds about various subjects.

One thing that wowed me in this chapter was the introductory sentence on page 134 which states that teachers might stifle creativity to push to complete the assigned curriculum. This statement wowed me because earlier in the chapter they stated that critical thinking and creativity can be tied together. This statement also wowed me because in my last reflection on chapter 4.I said the same exact thing about teachers being able to allow time for critical thinking in the classroom. I think that creativity and critical thinking may not be used to its’ capacity in the classroom because teacher have to focus on so many other things that they don’t have time to allow the students to be creative.

   Something that wowed me in this chapter was the opening event with Mr.Andres and his students. I think that his way making the whole "Alligator rumor" into a project that includes technology was pretty interesting. Not only did he incorporate technology into his lesson plan he also chose a topic that he knew his students would be interested in. Even though Mr. Andres know that the topic and the project may be offsetting his lesson plan, he still decided to use it as a learning opportunity to help the students use their critical thinking skills. Another thing that wowed me was the sentence on page 101 that stated that, according to Sarason 2004, schools are not the most productive learning environments’ for critical thinking. In some way I agree and disagree with this statement. One reason I agree is because school is so structured with necessary standardized test and goals they must meet that sometimes they don’t allow that space for critical thinking inside the classroom. On the other hand I disagree, because I firmly believe that students make a lot of independent decisions at school. Students also have to use problem solving at school in almost every subject along with their social life.    Overall I don’t think that there was anything in the chapter that I did not understand. As I previously stated in last week’s reflection this book is very good with giving the reader information and also providing examples to clarify any confusion. For example, on page 103 the book defines the term media literacy. It also provided us with an example that tied us right to the opening case of the chapter. Later on in the chapter the book provides the reader with the link to Center for Media Literacy’s free MediaLit Kit for K-12 Media Literacy (http://www.medialit.org/). 
   This chapter connects to myself because the critical thinking concept is very familiar. In one of my classes that I am currently taking the teacher asked us on the first day, why we think it’s important for people to be good readers. Everyone gave their different answers, but the answer she gave us was very different from ours. Dr.Yarbrough stated that it is important for people to be good readers so they can become good members of the society and be able to make wise decisions. At first I was thinking what does that have to do with reading, but after reading this chapter I can see the connection. Dr. Yarbrough is always talking about higher order thinking skills and I always used to wonder what that was, and why she always stretched the importance of it. According to page 101 in the book HOTS include creative thinking and problem solving. In order to make wise decisions and become a critical thinker I believe reading is essential.

     In chapter two one thing they stated that completely wowed me was the sentence on page 42. The book states that the most difficult and least effective way to integrate technology is to sit students inside a lab in front of a bunch of computers. This statement wowed me because when I was in middle and high school this was exactly what we did. We would all get an assignment and go to the computer lab to work on it, but that was the closest that we got to technology besides sitting in front of the projector or looking at a PowerPoint, which can get boring after awhile. I really liked the way that the book explained declarative, structural, and procedural knowledge to the readers. Not only did the book give us the definitions of these vocabulary words, it also provided us with examples. For example, Structural Knowledge is explained to the reader as an understanding of how pieces of declarative knowledge fit together. It also provides the example of knowing that a toothbrush is needed to brush teeth. This example provided is something that I believe many people can relate to.
        Overall, I think all of the content covered in the chapter was pretty clear and easy to understand. Especially the way the book breaks things to the reader. For instance, on page 45, the books lets us know that it is important for educators to have effective technology supported content learning, but it also tells us how to make sure the use of technology is effective. It also provides us with further clarification and examples at the bottom of the page.
        I personally connected to the chapter because I have been in a setting where technology was being used but not effectively because it did not help the students at all. For example, last semester in one of my courses he always used the computer and projector to teach us our lessons. I did not feel as if this was a effective use of technology because all he did was summarized the chapter on a word document and read it to us, which was extremely boring. This particular class was a 3 hour class, therefore, us sitting in our seat looking at a screen was horrible and definitely not a good way to integrating technology into the classroom setting. Our instruction was never differentiated, it was the same thing everyday in his class, and by the end of the semester I hated the class and I made a C in the class. So I definitely understand how important it is to make the technology effective and not just use it to be using it. To prevent your students from boredom....