I am preoccupied with the same concerns, Lara. I find that spending several
hours a week with kids in loosely organized activities helps a lot to keep
from falling off conceptual cliffs, especially when counterbalanced with
friendly/critical discussion of the kind going on here.
Looking forward to proper reading of the articles.... probably just in time
for everyone else to have moved on!
On 11/21/06, Lara Beaty <email@example.com> wrote:
> They are "slippery slopes." I think that by starting with full disclosure
> of the fiction helps, but the danger of "a false sense of security and
> control" seems just as likely in forever stopping ourselves from noticing
> that one child is able to complete a task without ever having been shown how
> and another can never do it. I'm struggling with how to conceptually see the
> actions of a student deep in collaboration and another who has no other
> humans actively involved in an ongoing action. Or more importantly to
> distinguish between the student who joyfully and compliantly collaborates
> and the student who resists and argues against collaboration while
> apparently developing/participating despite themselves. Essentially, I think
> there is no safety.
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