Mining the Generational Curriculum
Enjoy your visit!
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Selection #1: Driving Cartoons. A report by Jenica Guerra (Generation 6) |
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Selection #2: Tailgating Behavior: Fair or Unfair. A report by Kathy Teruya (Generation 6) |
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Selection #3: How Drivers Communicate With Each Other. A report by Kristin Subia (Generation 6) |
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Selection #4: Portrayals of Driving Behavior on TV÷Good or Bad? Do People Know What is Real and What Isnāt These Days??? A report by Travis Abe (Generation 7) |
Other Generational Reports
Suggestions for Future Generations
Selection #1: Driving Cartoons. A report by Jenica Guerra (Generation 6)
I like cartoons. Learning through visual aids is more stimulating than staring at an open book full of words. I could not help but wonder what kind of cartoons Jenica had to show. Her report was easy to read and understand. The cute picture moving back and forth at the top of the page drew my attention to look for more pictures. Of course, clicking on the driving cartoons and reading their captions encouraged me to read her entire report.
As I searched through oodles of Generational reports I was able to see what students liked about other studentās reports. Marilyn Ortal of Generation 11 chose this report. She was led to this report by coming across Jayson Nakasoneās Generation Page in Generation 10. Jayson got this report from someone elseās home page. Hmm·I wonder who will choose this report after looking through my page? Are you next?
The incorporation of driving cartoons to illustrate and enhance learning materials can be an effective tool in teaching better driving skills for all audiences (both children and adults). The cartoons stem from self-witnessing reports of the generations before her.
Not a bad report. It is visually appealing and stimulating. I give it a 9.99! Bravo! Words cannot express the way I feel. (If only I could draw.) Looking at pictures can break the monotony of reading. That is a stress reliever itself and helps me to read more. Cartoons can evoke many different emotions in people, and can make people think about their actions.
This report interested me more than other reports I have not commented on. The page did not have a bothersome background and it was simple, yet informative. Reading why ĪDriving Cartoonsā made other people excited got me to wonder why. I had to see for myself. I have looked through countless of other homepages from other generations and this is one that I do enjoy and I hope to see more cartoons to illustrate various reports.
Selection #2: Tailgating Behavior: Fair or Unfair. A report by Kathy Teruya (Generation 6)
I wonder why people tailgate? I think it is unfair that a person gets rear-ended because a loony wanted to know what it would be like to end up in somebodyās trunk. I know that is not the case, but come on. Raise your hand if you think tailgating behavior is unfair. Anyway, I just wanted to know what Kathy had to say about this matter.
Oops! Mistake! Hehehe!
I got to this report by reading Jamie Kimuraās Mining the Generational Curriculum page. Jamie was impressed with the topic content, and I was drawn by the mere title, Tailgating Behavior.
Kathy Teruya looks at her tailgating self-witnessing report and those of other students. She looks at the reports from these points of views: affective, cognitive, and sensory motor. She explains what she learned about herself what the other reports revealed.
You know of this saying, ćdo unto others as they do unto you, ä right? If someone tailgates you, will you be more likely to tailgate someone else? Can we call this the tailgating choo-choo train effect? To apply what I learned in class, I would like to add that those who tailgate and are tailgated are misattuned to each other. One of the drivers is not ćin syncä with the other.
As far as appearance of the web page, itās okay. It was a bit bright on the background though, and the fonts colors on the links could be improved. Compared to Jenica Guerraās report: Driving Cartoons, the Tailgating report was lengthy. She seemed to have spent a lot of time doing her research. Overall, good job in explaining tailgating behavior.
Selection #3: How Drivers Communicate With Each Other. A report by Kristin Subia (Generation 6)
Communication is a key in getting along with other people. I liked what Kristin had to say, and I especially liked the methods and their effectiveness in how to communicate.
While I was exploring studentsā reports I had to stop and read through this one. The title: How Drivers Communicate with Each Other, got me interested. Let me tell you something. Come closer. I want to tell you my secret. Reading this may help improve the way you communicate on the road and off the road.
Drivers have different ways of communicating. In this report Kristin gives good examples of various driving situations and the way people communicate with each other. She states that there are different ways drivers communicate and how well their messages are conveyed and interpreted. She also gives her recommendations, and states where you can learn more about communication (right of way at a four-way stop).
This is a very informational page. If drivers learn how to communicate positively with each other then perhaps we will be one step closer to combating road rage. Better communication on the road can lead to less stress, and an overall emotional high. People would not get irritated an aggravated easily, and they will be able to think through problems better. The passengers will in turn feel good about your driving and themselves.
I like what Kristin has to say about communication. Iām glad she chose this topic that everyone can relate to. It was well done and thorough. Although there are no pictures as examples, she did as good a job as other students from her generation.
Selection #4: Portrayals of Driving Behavior on TV÷Good or Bad? Do People Know What is Real and What Isnāt These Days??? A report by Travis Abe of Generation 7
I chose Travisās report because I wanted to know what impact TV had on driving behavior. I wanted to see if I could tie in Jenicaās, Kathyās, and Kristinās reports and see if TV may have influenced their behaviors.
There were many comments about Travisās page from other students. Travis has a neat background, the fonts were easy to see, and his page contains sound. I also bumped into his report as I was going down the generation list.
TV may have an effect on the way people drive. Their behaviors may model those of the TV programs and movies they see. Travis takes a look at several programs and observes the amount of bad driving behaviors. He then gives his own personal rating, assesses how he drives, and how the media affects driving.
Compared to the other three reports I chose I think that watching cartoons on TV as children may affect the way we think. This can lead to the way we communicate. The way we communicate can in turn say why we tailgate or not. Travis does a good job in comparing programs. He obviously spent a lot of time sitting in front the tube.
I think watching commercials and cartoons can have a brainwashing effect on children. Even if they know what is right, TV may give them a different message. A child may watch Speed Racer and quietly wonder, ćWhy does mom drive soooo sloooow? Gee, when Iām able to drive I donāt want to drive like her.ä The child may have a mix of emotions running wild.
The layout and presentation of his web page as compared to others is definitely different. After looking at all the bright background and heavily patterned pages, Travisās one was a bit easier to look at and read through
There are no other reports from my generation posted yet. Stay tuned.
Suggestions for Future Generations
Start early! Be prepared! Look ahead!
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