From: Bill Barowy (
Date: Tue Jan 27 2004 - 20:04:09 PST

I have a totally unrelated question. How is it that cognition-in-the-head
project zero can come up with a pedagogical framework (teaching for
understanding, TFU) that includes *what students do* (as in outside of their
brains) as a measure of understanding? It's a glaring inconsistency that
works. What gives? This has me totally baffled. does anyone know of the
circumstances leading up to this? Has TFU also incorporated
discourse/language, or is this still a weakness?


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