xmca@weber.ucsd.edu writes:
Barb wrote several days ago - but not quite a week ago - and i've been
wanting to respond but .... time .......
anway, Barb, i think that your questions themselves points to you doing
action research / teacher research on your own practice.
>
>
>My questions really have to do with how one creates an environment as a
>teacher
>which fosters or engenders enthusiastic collaborative learning. I think I
>read
>here some time ago about work that Eugene and Barbara Rogoff did
>videotaping the
>classroom and some of the subtle and not so subtle inhibitors of a
>collaborative
>environment. (Apologies if I misunderstood)
so my suggestion would be for you to enter your classrooms asking
yourself "What can i do to create an environment that fosters and
engenders ethusiastic collaborative learning?"
with that in mind, the way you would arrange your classroom furniture,
classroom activities, your role within the classroom, etc., would be
something you would always consciously keep in mind as a way of supporting
and engendering collaboration. for example, i arrange my classrooms to
that the students can see each other at all times, a
square/rectangle/circle, of course reflecting the physical constraints of
the classroom. also, i never sit in the same place - when means that in
time the students stop going to the same places to sit. however, in point
i'd like to say that the activities arise naturally/artificially from the
subject matter, as well as the various forms of collaboration. i also
make it explicit that this is a goal of mine as a teacher and that i'm
going to be doing in-class on-going data collection to find patterns of
relationships that support collaboration.
>
>I am working with MBAs, many of whom are brilliant international students
>and
>would like to create authentic assignments, authentic assessments, and
>very
>active learning *environments*. I have unbelieveable technology which
>supports
>my classrooms. Now I am looking for info on how to make these supports
>part of
>the way I construct my classroom activities, and part of the way that
>students
>learn, something beyond powerPt..
>
i think that your point about how the technology support the classrooms
bears some investigation - in fact, how does the technology support
collaboration? but then, it wouldn't be in the technology itself but the
activities in which the technology is a tool.
anyway - good luck!
phillip
>
>
>Barb
>
* * * * * * * *
* *
The English noun "identity" comes, ultimately, from the
Latin adverb "identidem", which means "repeatedly."
The Latin has exactly the same rhythm as the English,
buh-BUM-buh-BUM - a simple iamb, repeated; and
"identidem" is, in fact, nothing more than a
reduplication of the word "idem", "the same":
"idem(et)idem". "Same(and) same". The same,
repeated. It is a word that does exactly what
it means.
from "The Elusive Embrace" by Daniel
Mendelsohn.
phillip white
doctoral student http://ceo.cudenver.edu/~hacms_lab/index.htm
scrambling a dissertation
denver, colorado
phillip_white@ceo.cudenver.edu
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