Learning from Teaching Cases Summary
Monday - Friday, July 14 - 18, 2008
MONDAY, JULY 14
Tried to define "Cognitive Demand"
Discussed various methods of categorizing math problems: ranking by difficulty,
grouping by intellectual demand, etc.
Juxtaposed the beliefs we formulated in our own categorization with "Task Analysis:
Lower Level Demand vs. Higher Level Demand"
Tried to define "Task" thinking about: Tasks as they appear in curricular
instructional materials --> Task as set up by Teachers --> Task as implemented by
Students --> ALL = Student Learning
Participated in a group task with assigned roles, i.e. Facilitator,
Recorder/Reporter, Resource Monitor, etc. in order to focus on what cognitive demands
were asked of us in the sample task
TUESDAY, JULY 15
Finished the trapezoid task which we began on Monday
Read a definition of status
Looked at products from trapezoid task
Were assigned homework to read intro, ch3, ch8 from "Designing Groupwork" by E.G. Cohen
Discussed and saw an example of a "conversation tracker" - a tool for analyzing
groupwork
Redistributed groups/assignments
Began compactness task
THURSDAY, JULY 17
We started by finishing the group work we started on Tuesday in 2 separate groups.
Still assuming our student roles for TC, R/R, F, RM. We came together, and each
group presented their poster to each other. We then talked about the tasks worthiness
towards the idea of worthy group work.
Our next focus point shifted towards discussing the chapters from the Designing
Groupwork book. We discussed the importance about status in the classroom, how
status plays a role in group work if it is not managed correctly. Each of the
members in the group had an opportunity to mention a quote or a part of the reading
that caught their attention, and then everyone else had a chance to comment on the
selected passage. We discussed different ways to try and deal with some status issues.
Finally we starting watching Kelley's video where were started observing how status
played a role during the group activity they were working on. We did not finish
watching the video, but it gave us a preview on what status does to the dynamic of
the group.
FRIDAY, JULY 18
High school and middle school groups met together.
- Kelly Butler answered video questions for high school group.
Discussed status
- Everyone watched Elizabeth Cohen Video
Discussed status
- Discussed final group product
Brainstormed ideas
Created an agreed upon idea
Signed up for responsibilities
- Sub groups created with agenda to create materials to share on the following topics:
- Status Brochure (includes describing status, discussing status, status
interventions): Karen, Raul, Remy, Sandra
- ABCs of Multiple Intelligences (guide describing multiple abilities treatments and
accessing students' intelligences): Sergio, Katie, Lisa, Traci
- Observation Protocol (how to view classrooms, students working, teaching...):
Melanie, Stacey
- Video Editing Guide (guidelines and technical details): Ian
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This material is based upon work supported by the National Science Foundation under Grant No. 0314808.
Any opinions, findings, and conclusions or recommendations expressed
in this material are those of the author(s) and do not necessarily reflect
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