ASSIGNMENT DUE TUESDAY, JANUARY 29
Instead of class on Thursday, four investigations
form the basis for your work this week: reading about
; working on
the math problem that we started in class on Tuesday; observing and documenting your learning in some other context
(another course, at your job, in some other activity); and studying a videoclip of a four-year-old counting and talking about
numbers. Try to study the videoclip with some others in the class.
First, here are the details about the investigations. On the next page is Form #4 to turn in on Tuesday, January 29. This form,
with its several investigations, is worth
Note that the carefulness and detail of your work and your attentiveness to the questions posed are what matters here.
Lengthy writing that circles or does not address the probes is not. Please write concisely and to the point of the specific
questions, tasks, and probes posed below and on the Form (next page). Material you generate for this form will be directly
useful to you later as you develop your project paper; think of this as part of the process of working on your project, with these
investigations and the questions on the Form providing support for your work.
1. Read (
posted on CTools)
Classrooms: Rhythm and Balance. In
Listening, A Framework for Teaching Across Differences
(pp. 19-75). Columbia
University, New York: Teachers College Press.
2. Work on the SOE Train Problem:
President Coleman wants to order a special five-car train that uses one of each of the different-sized cars. She wants to be
able to break apart her 5-car train to form smaller trains that hold exactly 1 to 15 people. In addition, she wants to be able
to form these smaller trains using cars that are next to each other in the larger train.
Can the SOE Train Company fill President Coleman’s order? Explain how you know.
3. Select one context in which you are a learner, in a course or in some out-of-school context. Choose one
you can document your learning. During this period, pay close attention to what you are doing, thinking, saying, and how.
Make some notes (not to turn in, but to use for Form #4).
4. Watch the video of Sami, four years old. It is a good idea to watch it at least twice, once to get a sense of what he is doing,
and a second time to observe and listen more closely. Take fieldnotes on what he is doing and what the teacher is doing with