**Next message:**Dorie Evensen: "Fwd: Self regulation and perhaps joint educational activity"**Previous message:**David Preiss: "Vietnam commemoration"**Next in thread:**willthereallsvpleasespeakup who-is-at nateweb.info: "Re: Self regulation and perhaps joint educational activity"**Reply:**willthereallsvpleasespeakup who-is-at nateweb.info: "Re: Self regulation and perhaps joint educational activity"**Maybe reply:**White, Phillip: "RE: Self regulation and perhaps joint educational activity"**Maybe reply:**White, Phillip: "RE: Self regulation and perhaps joint educational activity"**Messages sorted by:**[ date ] [ thread ] [ subject ] [ author ]

The following fragment of a fieldnote from an undergrad working in a local

5th Dimension is not typical in that the child wants to do her homework, all

of

it, in order to have time to do more of it. In a self-reflection that

follows this fieldnote,

the undergrad writes that the child reminded her of herself at a younger age

and she

regrets, for herself and the child, that she did not play more.

Although not typical, the fragment appears to me to provide an interesting

example of

something like scaffolding and, less ambiguously, the child's implementation

of a

self-regulation strategy that is a useful cognitive/affective instrument.

What do you think?

mike

------------------

T first got out a blue sheet of problems about calculating volume. She went

through the first couple problems very quickly and then explained that in

her class they got to choose between yellow (easy), blue (medium), and green

(hard) sheets of homework. I asked her if she wanted to give the green one a

shot so she took it out. The problems involved calculating the volume of

non-standard shapes. When T first looked at the problem she said she didn't

know how to find the volume of those shapes. So, I covered different pieces

of one shape with my hand to show her that the big shape could be broken

into smaller shapes that she could find the volume of. She understood so we

got to work. At first T was unsure about what to do when she wasn't given a

dimension, but after I showed her one example of how to find the missing

dimensions she could figure out the rest. The only other issue we came

across in finding volumes was understanding which sides of a triangle were

the length and height. I explained that we had to use the edges connected by

a right angle, not the slanted hypotenuse. When we finished this sheet

Tsmiled and admired her work for a while and then took out a whole

packet of

problems. This packet had 13 pages but it wasn't due until the following

Monday. Nonetheless, T wanted to finish as much as she could. Most of these

pages she had no problem with and breezed through. One issue we had was that

she would often apply multiplication rules, like two negatives equals a

positive, to adding problems. However, as soon as I pointed out that

something wasn't right she would catch her mistake. T constantly checked how

many pages she had completed and eventually made a box for every page on the

front cover and would color in the box when she finished the page. One page

that we spent a while on had problems about percents such as "30 is what

percent of 80?" Each problem was worded a little differently and thus you

really had to understand the terminology and how to work with percents. My

way of solving these problems was to set up two fractions (with one being

something over 100) and cross multiply to find the missing number. I

explained this system to T and then we went through each problem by putting

each given number into one of four slots in my system. At first we would

talk it through together and then I would write it down, after a couple

problems T asked to do it herself and got it correct. Soon we had finished

the entire packet and T's dad came to pick her up. When she left it was

4:40.

**Next message:**Dorie Evensen: "Fwd: Self regulation and perhaps joint educational activity"**Previous message:**David Preiss: "Vietnam commemoration"**Next in thread:**willthereallsvpleasespeakup who-is-at nateweb.info: "Re: Self regulation and perhaps joint educational activity"**Reply:**willthereallsvpleasespeakup who-is-at nateweb.info: "Re: Self regulation and perhaps joint educational activity"**Maybe reply:**White, Phillip: "RE: Self regulation and perhaps joint educational activity"**Maybe reply:**White, Phillip: "RE: Self regulation and perhaps joint educational activity"**Messages sorted by:**[ date ] [ thread ] [ subject ] [ author ]

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