OK, then, I've uploaded a pdf of the paper about first grade that I'm
presenting next month at aera, linked at the following URL. Also on the web
page are links of supporting photos -- several panoramic photos spanning 3
years, a photo of 1 instance of the day schedule described in the paper, and
a photo of a couple of reading bins, with my coauthor appearing in the
background of the latter image. If anyone wants to see more, and if bytes had
weight, there are tons of data to share.
http://www.lesley.edu/faculty/wbarowy/xmca/
bb
On Saturday 18 March 2006 9:54 pm, Mike Cole wrote:
> I agree bb.
> but I was also (in a pretty deep state of ignorance) suggesting seriously
> that perhaps if we
> gathered a bunch of "existence proofs" we might be able to figure things
> out a little better.
> For example, it is my impression, probaby not well grounded, that it is
> easier at earlier grades
> to create zoped/embodying classrooms. But at the same time, older
> kids/classrooms provide
> somewhat different affordances for doing this (excuse me whoever is
> objecting to using affordances
> with respect to culturally organized activities!).
>
> So, I have set in motion a tiny effort at lchc to create on xmca a special
> section about zopeds in classrooms
> where we could gather lots of different putative examples and try to figure
> out if we can agree on some key
> features of when it is possible and why it is often not.
> mike
> (two more days to go before I get real breathing room, but now a little)
>
> On 3/18/06, bb <xmca-whoever@comcast.net> wrote:
> > Yes, exactly what i was thinking. What Gordon Wells offers for a scanned
> > chapter is most likely the best to set the stage for a rich discussion.
> >
> >
> > _______________________________________________
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> > xmca@weber.ucsd.edu
> > http://dss.ucsd.edu/mailman/listinfo/xmca
>
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