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Why did you choose geometry as a disruptive activity?

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Why did you choose geometry as a disruptive activity?

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Why this unit?

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It seems like people are always having fun in the activities you design for learning. Are they? And how do you tend to think about this?

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It seems like people are always having fun in the activities you design for learning. Are they? And how do you tend to think about this?

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Did/do you have any way to account for the ways in which this experience impacted the ways that students thought about mathematics after this experience? Were you able, or do you wish, you were able to track how this impacted student mathematical trajectories beyond this experience?

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Productive hybridity:
How can technology support and address difficulties with assessment and scaling when considering productive hybridity and alternative ways of knowing and learning?

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How do these outdoor experiences compare to indoor collaborative experiences?

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How do these outdoor experiences compare to indoor collaborative experiences?

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Thinking about settings for organizing activity, how important are these open spaces, their size, (low) density of materials, being outdoors, for what is done. This as opposed to collaborative activities indoors, where spaces tend to be cluttered with "stuff," even as much of  this stuff is digital tools that make it capable to work together in "expansive" virtual spaces?

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Can you talk a bit more about the idea that the emergent balance between existing & implied meanings and the meaning that students recruit through their conceptual agency? Specifically, the idea that this balance never stabilizes

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How would you "pitch" activities like WSG to a "standard" middle school math teacher?

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How do you know what aspects of the existing infrastructure to change and which ones to keep constant? Why did you choose to disrupt scale? What other ones did you consider?

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Introducing out-of-class learning to students with other cultural norms/practices

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Introducing out-of-class learning to students with other cultural norms/practices

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Justifying use of time in busy school year

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Justifying use of time in busy school year

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With respect to "productive hybridity" how do we ensure students are doing the producing (of hybridity) and avoid the default: teachers making sure students are being "productive?"

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With respect to "productive hybridity" how do we ensure students are doing the producing (of hybridity) and avoid the default: teachers making sure students are being "productive?"

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Reference to Lemke (2000) and how student disengagement in the moment may turn out to play a part in disciplinary learning.

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Embodied learning
Learning on-the-move
Division of labor
Sociotechnical systems
Re-mediating T&L

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Shifts in space
Changes in perspectives
Redistribution of DoL

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"Bridging" in-school & out of school as a design feature

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"Bridging" in-school & out of school as a design feature