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Jacob Heikkinen – Weekly Writing & Blogs

Response To Timothy’s Discussion Group

Leader: Timothy

Followers: Sean, Rabbi, Jake D, Jake H, Jason,

In this weeks discussion group, we talked about our experiences with past discussion groups and what could be changed to better them. We also talked about what puts a negative or incomplete feel to them. Honestly this weeks discussion group was the most interesting because for once everyone could actually be honest with their own opinions and not have to talk about a topic or essay they really didn’t understand or care for. I believe this to be true and we can all gain something from this. The discussion groups are a great way for students to control their own grades by their efforts and their own time to become more mature and connect with other students out of class. But the topics and material discussed had very little connection to the students and therefore was hard to actually hold a conversation or debate to where everyone felt the need to be engaged. I do believe discussion groups are a good idea for students to continue to better themselves and push each other but the material discussed needs to change in order for true learning.

Peer Review to Emily’s Team (800 Word) Draft

Praise: Your team’s paper is very well written and I believe you have ample support from Percy’s essay to back your body paragraph topics you are trying to hit.

Constructive: The only thing I would say that could use a little strength and more detail to it would be your thesis. You lack the points your are trying to hit in your thesis itself.

Percy: I believe you show plenty of proof and excellent quotes from Percy’s essay. He would agree with your team’s paper and you do a great job of showing that in your paper.

Peer Review for Ruthie Lohmann (800 Word Draft)

Praise: Your over all essay so far is very well versed, as well as you make great connections to both Freire as well as Percy. You have a strong thesis that is backed up entirely by your body paragraphs.

Constructive: The only thing I really noticed while reading your essay was that you just need to double check the spelling and grammar throughout the paper to receive your best grade.

Percy: Like I said before, I believe that you have strong Percy quotes and it is well backed by Freire as well. Both would more than likely support your opinion and claims.

Draft #1 Review for Michael Tresoikas

Praise: Your thesis is supported well by your body paragraphs, and you also do a good job of showing examples of your main ideas throughout your body paragraphs.

Constructive: your topic/ opening sentence for your first body paragraph could be stronger. It should state the point you are trying to get across in that paragraph and not just state a fact.

Percy: I feel overall your initial draft is strong and Percy would support your ideas. You do a good job of comparing and contrasting with his ideas.

Draft #1 Review for Julia DiGiorgio

Praise: Your thesis is strong, and the topics you express are strongly supported through out your body paragraphs.

Constructive: Your quotes are decent but I feel like there could potentially be more well suited remarks from Percy to support your ideas better.

Percy: You do a very good job of linking your problems and then solutions to Percy and this makes it easier to basically agree and support your paper.

Topic Proposal Peer Review

Jake Drap, Tyler Evans, Cristian Galilea

Praise: I think your thesis has a lot of good ideas and plenty of room to branch off of and write a powerful and persuasive paper.

Constructive: However I believe that if you included Percy’s ideas or just compare him to support your ideas in your thesis then it will be a lot more powerful and you will get your points across better.

Percy: I think the quotes that you do have support your thesis and i believe Percy would agree with your thesis.

Topic Proposal Peer Review

Sabrina Lindley

Praise: I think your topic proposal is very well written and hits all the major supporting points that you are aiming to hit in your thesis statement.

Percy: You use Percy’s writing well to your advantage to support your ideas as well.

Constructive: However I think your quotes could be stronger to truly support the powerful fix on the situation you already have.

Response To Shawn Discussion Group 10/25

Leader: Shawn, Followers: Rabi, Jason, Gabby, Sabrina, Christian, Jake D, Tyler, Sean, Nick, Kyle, Bella, Kenzie, Jenna, Gaelia, David, Josh, Timothy

In today’s discussion group we had a very large turn out and discussed how people take shortcuts today without even realizing they are actually even taking shortcuts. We talked about how memorization is not affective and in the long term does more damage to us than actually good. We also talked about how even teachers do this, by class after class using the same teaching methods and power points they are ultimately taking shortcuts. Percy would agree with these concepts and say that it is true that we take shortcuts without even realizing that we are doing them, until we take a step back and truly think about it. We all came to the same agreement that taking shortcuts is not good for us down the road and that everyone sometimes unknowingly takes shortcuts in life. I believe that what much of Percy wrote is comparable to every day life interactions and we don’t even realize it, unless we pause and take a step back to think.

Response to Muhammad Rabbi 10/14 Discussion

Leader: Robby Followers: Jason, Riley, Shawn, Gabby, Christian, Jake

In this weeks discussion group we talked about the People repeatedly taking shortcuts which in turn does not make it a shortcut any longer, it instead becomes a regular or beaten path. We all agreed that in the short sight, shortcuts benefit you, but in the actual long run they are less helpful. We talked about taking shortcuts through real life examples, such as cheating on a quiz and then wondering why they did poorly on the exam. It is because they were short sided on getting a good grade and not actually learning the material. Shortcuts also take away from creativity and individual thinking and gives people their options instead of allowing them to actually think for themselves. Our discussion group hit all aspects of the stated question by Robby and we all agreed that it is a fair assessment to say that shortcuts do not actually help anyone and are not a positive theory as stated by Percy.

Rough Draft Topic #4

Here at West Chester every professor teaches differently and just as they teach, we students all learn and grow as individuals differently. This creates the problem of not being fully understanding important material being passed onto the students. A prime example of this is Criminal Justice 110, the beginning criminal justice class, we learn from a powerpoint and lecture, and rarely hear relevant life content of criminal law and justice.

Freire talks about the need to break away from the typical forms of teaching or the “Banking Concept” of education. This can be done by the students and ultimately for the betterment of each and every student by changing the way classes are taught. In Criminal Justice, there needs to be much less power points, lectures, and memorization of laws. Professors need to draw into the students interests by day to day examples of crimes, court cases, laws, and then ultimately open up for discussion to better the students understanding.

There are changes that need to be made to CJ 110 in order to allow students to truly grasp the necessary materials to learn, the class needs to stay the length of 50 minutes that it is. This allows enough time for learning to occur without losing the attention span of an average student. The class needs to start off with only a small amount of time for lecturing and power points, but then break into a discussion of real life examples and court cases to truly remember and grasp materials. Students learn and retain information a lot better when they can relate it to real world examples and remember important information by associating it with stories of criminal justice. “Through dialogue, the
teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with
students-teachers. The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with
the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow.” (Freire Pg.4). My class fails to realize is that more often than not we all have our own experiences to share and learn from throughout the class instead of pure lecturing. Once the floor is open for discussion then the professor can use students own experiences to add in the relevant amendments, laws, ruling, statures, ext. that pertain to the class as well as the individual.

Once we can break away from the “Banking concept” of education in CJ 110 then, its raises a simple 50 minute knowledge dump into a true class where the discussions and debates from professor to students. Then the students will be empowered and actually care about the class and material because they have a personal connection with the information, or can at least remember and associate it with different things instead of words on a screen.
‘The capability of banking education to minimize or annul the students’ creative power and to stimulate their credulity
serves the interests of the oppressors, who care neither to have the world revealed nor to see it transformed. ” (Freire Pg. 2). Allowing free flow discussions and course material will allow the students to feel comfortable with the professor and ultimately truly stimulate their minds by not feeling oppressed and more of an equal to the professor.

Writing Project Proposal Topic #4

Topic #4 Course-based learning

Team: Jake Heikkinen

Thesis: Freire talks about the need to break away from the typical forms of teaching or the “Banking Concept” of education. This can be done by the students and ultimately for the betterment of each and every student by changing the way classes are taught. In Criminal Justice, there needs to be much less power points, lectures, and memorization of laws. Professors need to draw into the students interests by day to day examples of crimes, court cases, laws, and then ultimately open up for discussion to better the students understanding.

Quotes:


‘The capability of banking education to minimize or annul the students’ creative power and to stimulate their credulity
serves the interests of the oppressors, who care neither to have the world revealed nor to see it transformed. ” Page. 2

“Through dialogue, the
teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with
students-teachers. The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with
the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow.” Page. 4

Response to Jason R. (Week 3)

Leader: Jason R.

Followers: Jake H, Lila S, Juiliana B, Timothy D, Riley B, Maddie B, Robby, Ruthie L, Sean R, Nick P, Christian J, Micheal R, Jake D, Gabby L

This week during our discussion group we had a large number of students show up, probably because it was the only time that worked for most people. We discussed the differences between banking education and the problem- posing education and the strengths and weaknesses between the two. The majority of people agreed that the banking concept of education does not work for us and especially me. I believe that Friere made some good points but i don’t obviously agree with everything he said. I feel the best learning happens outside of the classroom and in the real world, but an education is still important. People stare at books too much and life passes them by when they should be outside learning things through life and get educated from proffesors in real life situations that will help them in todays society, not 1000 years ago’s society.

Response To Riley

Group: Riley, Jake H, Nick, Tyler

Riley lead an interesting discussion on Friday regarding if students are just robots who follow their teachers and what they say without learning basically. I found her question to be true to a certain extent. I believe the student is a direct representation of the teacher. If the teacher takes the time to know their students and get on a level where they can actually engage the thought and learning process that works for that student, then I feel like they will be successful. However, when the teacher just lectures to the class and follows the schedule to a “T”, then I feel like its more the student trying to keep up by memorizing information and then after a paper or exam, they forget it all. This method may work for some teachers and students but it surely does not apply to most and certainly not me. I feel teachers who know their students and students that know how to engage learning from their teacher’s learning will be a lot more successful and actually retain information. So in total the four of us that met came to the same conclusion and I truly believe it to be so.

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