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Re: education, technology & chat
On Wednesday 10 November 2004 1:40 am, firstname.lastname@example.org wrote:
> You mention some criteria for picking good partners, and that Jane notes
> "results" each time partners are formed. I wonder what results she is
Recalling past conversations, she is, in real time, looking to see if children
are working on their tasks -- when 1st graders begin playing, they often talk
out, gesture, giggle, etc. But also she has the children turn in their work
which she checks for completion. She IS recording the development of reading
ability using things like running records that are based upon Pinnel and
Fountas (which in turn are based upon Marie Clay's work)
Is it the kinds of collaborative dialogue that occur during the
We are planning to do some discourse study this year, but generally that is
not what Jane can easily do on her own. 23 first graders keep her very busy.
And recording group audio in a noisy classroom is not easy. There's a whole
lot of hawthorne effect that equipment has on kids this age. While I can
stand and observe and write my brains out and the kids htink nothing of this
except occasionally to ask what i'm writing, a video camera turns them into
total goofballs. We have a decoy camera (one that no longer works) that we
leave on the camera mount whenever we are not videoing with the real camera
so a camera is always there to see.
And/or is it the outcomes of the task that are noted?
I agree with
> you that it goes deeper than an intuition on who will be good co-learners,
> and am interested in understanding peer interactions mediating learning in
> much more depth.
Me too. I really think this must be put in a developmental perspective. What
one is going to see for productive peer interactions in say, 7th grade is
very different from what I'm seeing in first. I say that based upon a prior
study i did of 7th graders doing science inquiry, in which once or twice we
actually had a collaborative inquiry conversation after trying for about a