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The Third Space Theory was new to me. It makes sense that we merge experiences from home and background knowledge with the experiences we gain from school and work into a third space. Creating authentic learning experiences can be really difficult, I often feel like the moment passes by before you can take advantage of the learning experience. Teaching social skills I have to bank on authentic learning experiences in order to help students generalize skills.

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When new vocabulary is introduced in a story we try to apply the word first to our own lives, and then see how it is used in the story. One recent word that comes to mind is reluctantly. When we talked about doing things reluctantly we also talked about why we may do them this way. I start out by sharing a personal connection to my own life, and then ask students to think about their own. For this one, I always share about how I reluctantly do the laundry over the weekend. I talk about how it is not fun and something that I absolutely would rather not do, but that it is necessary. This activity is necessary for me because I need clean clothing and I don't want people to tell me that I am dirty or smelly. So, even though it is something I don't want to do, I do it anyway (sometimes, when I feel like it). They then usually connect to doing their homework, chores at home, or practicing something.

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When we discuss abstract concepts such as telling time, I try to connect it to my students' background and home lives, and also times and schedules that we have at school. Then I can help my students create the third space to learn to tell time on a clock

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When we discuss abstract concepts such as telling time, I try to connect it to my students' background and home lives, and also times and schedules that we have at school. Then I can help my students create the third space to learn to tell time on a clock

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When we discuss author’s purpose, I believe that I use the third space technique.  We first share a purpose for a daily activity we all do.  For example, I’ll ask the students to tell me the purpose for why they like to play games.  They will say that playing a game is fun.  I then say the purpose/reason we play games is because it is fun.  Next, we connect our discussion to an author’s purpose for writing.  I explain and show a visual that an author’s may write to entertain, persuade, or inform.  This reflection and connection to the third space made me realize that beginning the author’s purpose discussion with an activity students can relate to helps them to identify the author’s purpose of the text we read in class.

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The Third Space Theory was new to me, and you did a really nice job of explaining it. I try to have my students share their funds of knowledge when we are learning about new information in class. This allows them to connect to the material, and also jogs other students' memories of ways that they connect to the information. I also try to get to know my students very well at the beginning of the year. This not only makes them feel comfortable sharing their funds of knowledge, but also gives me an idea of what their experiences are.

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I am not sure I have full understanding of this theory although your presentation was fantastic!  In trying to simplify the concept, the third space is a combination of the 1st and 2nd and the "funds of knowledge" that students develop from home and more formalized spaces.  In thinking of it as a "bridge" or "navigational space" I believe I can make a connection with writing that I do with my LD students during our intervention time.  Many of you may do this.  I have a poster up about how to write a good paragraph that pictures a sandwich.  The top bun symbolizes the main idea or topic sentence.  The bottom bun is the concluding or closing sentence.  The lettuce, pickles, ketchup,  and burger in between are the "good stuff."  By making this comparison students are able to "bridge" the connection to their prior knowledge - eating a sandwich at home or in their community.  It makes the idea of writing a fully developed paragraph more authentic.  Often times, we have to work on the "good stuff."  I love details.

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This theory was very difficult for me to understand, but your graphic representation of the three spaces made it much easier to grasp.  Small literature groups could be used where students feel more comfortable about sharing their "funds of knowledge" with each other. This might encourage their creation of 3rd Spaces by making connections to text while also having them interact in a social discussion.

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Melanie - Great job explaining third space theory!! I'm still grappling with the concept, but you explained it really well. I think the concept about "funds of knowledge" is really important and really HONORING what students "bring to the table." One thing I miss about being in the classroom is really getting to KNOW my students and connecting on a personal level. In the college classroom, we only see them twice a week for 15 weeks and I feel like there is so much about them that I don't know. I need to work on bringing in their funds of knowledge.

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I just started a new unit this week on American Romanticism. We are reading Washington Irving's "The Devil and Tom Walker." This short story is based off of a Faust legend where a German scholar sold his soul to the devil for unlimited knowledge, power, and worldly possessions. I was telling my students that we see this "faust" legend appear in a lot of modern day pop culture. Before showing them a list of movies, shows, and books that have this "faust legend," students tried to think of things they knew, like movies or recent TV shows that had this faust element. They were able to come up with a nice list. Then I showed them my list and that built discussion and through that discussion they were able to think of more things they have seen that had this faustian element to it. It was pretty neat!

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I've unknowingly applied the third space theory with my 3rd grade students in math class! When I teach geometry, students must learn how to classify polygons (it's hard stuff!). They learn the different types of quadrilaterals and each of their attributes. The hard part comes when certain quadrilaterals can have several names. For example, a square is a rectangle, but a rectangle is not a square. To help students understand the hierarchy behind classifying shapes, I draw a parallel to classifying dessert. For example, there are many different types of desert, just like there are different types of polygons. Furthermore, all Twix bars are a type of candy bar, but not all candy bars are Twix. The parallel always helps students understand the classification system of polygons. And of course, eating chocolate at the end doesn't hurt, nor does the attached checklist!