Mike
This is not to say that it always works well in the NYC public
schools, but what is termed the workshop model is still being
'required' and 'used' in a variety of subject areas. Some of the
innovators seem to see themselves very much in the zoped tradition.
Ed Wall
>Sure Lois, take us along this path because it seems to me one of the
>important ways to go, if not the
>only way. But 31 potential contributors are likely be brownian motion that
>get the teacher fired if they
>are not organized in some way(s). What ways? Which will work in what
>insitutions?
>
>The 30:1 transmission classroom template has been there for about 6000 years
>by my rough calculation.
>We can, and should, argue that it is a great way to create
>power.knowledgedifferentials and stunt development.
>But we also have to provide alternatives that work and then alternatives
>that work in publically viable settings.....
>like ps2 or whatever in NYC or most any school in San Diego.
>
>I just left a setting in the community where kids between the ages of 2 and
>15 and undergrads and a couple of
>community adults and three visitors from Japan and a couple of others who
>think of themselves as associated
>with UCSD were busy co-creating development. Existence proofs are important.
>Spreading that "virus" seems
>equally important.
>Andalee!
>mike
>
>On 3/18/06, Lois Holzman <lholzman@eastsideinstitute.org> wrote:
>>
>> What if the teacher is not working one on thirty, though? There are, after
>> all, 31 zoped creators in this situation, 31 contributors to creating an
>> environment in which the teacher (along with others) can facilitate
>> everyone's learning. Can we see the teacher's work as supporting that
>> activity?
>>
>> Lois
>>
>> > From: "Mike Cole" <lchcmike@gmail.com>
>> > Reply-To: mcole@weber.ucsd.edu, "eXtended Mind, Culture, Activity"
>> > <xmca@weber.ucsd.edu>
>> > Date: Sat, 18 Mar 2006 08:45:20 -0800
>> > To: bb <xmca-whoever@comcast.net>
>> > Cc: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
>> > Subject: Re: [xmca] chat analysis of ritual
>> >
>> > The whole issue of how a teacher working one on thirty can create
>> anything
>> > approximating a zoped
>> > is worth a lot of discussion.
>> > mike
>>
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