Hi Ed-- So add to the collection. It doesn't seem essential to me that
people use terms
like zoped about which there is agreement on specific referents than that
they can be
analyzed in such terms and that they break transmission educational molds.
Activity-centered classrooms, problem-based learning, etc must all contain
examples. But to the best of my knowledge (unreliable!) perhaps 90% of
classrooms in the
elementary-secondary education system don't come close. I got only 6 hits on
"workshop model education" but 105,000 with only workshop model and near the
an NYC site: http://www.tqnyc.org/NYC052376/whatisworkshop_new.html
So we have a chapter from gordon, and you will add a good description of a
workshop class in action?
I nominate a chapter from one of Vivian Paley's books about acting out
dictated stories as an intro to
literacy that is the best example of a zoped in educational play I know of.
For starters, before we go for the NYTImes best seller list, we might simply
cumulate the examples at
the xmca website so we can get them more or less simultaneously before our
On 3/18/06, Ed Wall <email@example.com> wrote:
> 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
> >get the teacher fired if they
> >are not organized in some way(s). What ways? Which will work in what
> >The 30:1 transmission classroom template has been there for about 6000
> >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
> >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
> >Spreading that "virus" seems
> >equally important.
> >On 3/18/06, Lois Holzman <firstname.lastname@example.org> wrote:
> >> What if the teacher is not working one on thirty, though? There are,
> >> all, 31 zoped creators in this situation, 31 contributors to creating
> >> 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" <email@example.com>
> >> > Reply-To: firstname.lastname@example.org, "eXtended Mind, Culture, Activity"
> >> > <email@example.com>
> >> > Date: Sat, 18 Mar 2006 08:45:20 -0800
> >> > To: bb <firstname.lastname@example.org>
> >> > Cc: "eXtended Mind, Culture, Activity" <email@example.com>
> >> > 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
> >> _______________________________________________
> >> xmca mailing list
> >> firstname.lastname@example.org
> >> http://dss.ucsd.edu/mailman/listinfo/xmca
> >xmca mailing list
> xmca mailing list
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