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2. Diagnosis, Summary statistic, Portfolio 

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2. Diagnosis, Summary statistic, Portfolio 

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3. enculturation: social culture need to be embedded, Contextualization, Internalization of practice

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Jing&Ziyu&Rachel *Strength: intrinsic motivation, proactive participation, active engagement*Limitations: (1) implementation within the parameters of the traditional school system as it exists today, (2)Educators are often limited in the amount of time they have for a course, (3) unequal relations of power must be included, (4)Ignore student's modification*Questions not addressed: It doesn't talk about class size. How to organize practicing activities in a big class?

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Jing&Ziyu&Rachel *Strength: intrinsic motivation, proactive participation, active engagement*Limitations: (1) implementation within the parameters of the traditional school system as it exists today, (2)Educators are often limited in the amount of time they have for a course, (3) unequal relations of power must be included, (4)Ignore student's modification*Questions not addressed: It doesn't talk about class size. How to organize practicing activities in a big class?

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- comunity/experienced mentors, place in community matters, identity matters, legitimacy of communities

- Limitations- heavily relies on community identity/motivation
- learn broad/basic knowledge
- excludes race/gender/social constructs, No SRL training, life long learning

- Issues not address- schema, transfer, communities so large that norms are quite loose
how it works in elementary schools

Questions still have: assessment = viable?
- true "authenticity" viable in school

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Curriculum in schools tend to be 'generic'. Is there a 'common core'?

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#3 Implications for school community/structure

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#3 Implications for school community/structure

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- Schools should be structured around tasks/knowledges valued by those communities
- more interaction, authentic expert modeling, apprenticeship (all about doing)
- i.e. magnet schools, vocation specific may be going in the write direction
- survey approach in elementary schools so that students are introduced to different communities and identities to build general knowledge

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Promote interactions and discussions. Understand and exercise your viewpoints. Be adaptable.

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Assessmet has to be in context.
- Used formative assessments from authentic projects to drive/determine future instrcution.
- Use benchmarks or progress markers from projects and suggest hypermedia programs (?)
- Use of portfolios.

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Strengths

Learning is a co-constitutive process in which all participants change and are transformed through their actions and relations in the world.

Knowledge is meaningful

Limitations (what it doesn’t have)

Doesn’t have schema-based transfer.  Not able to provide a bridge to understanding.

Cognitive flexibility

Metacognitive reflection

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Negotiating self and others. Ecology and support of Homerooms.

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Impetus behind PBL

Structures of schooling doesn’t really fit this theory.  There are always multiple theories at play at once in a school environment.

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1. Starts with community and identity. All Activities and tasks should be contextualized within a community and should have community identity associated with a tasks. Cog. apprenticeship shows students and learns how to compete the tasks in a community sanctioned way. Give help and feedback through community peers and experts

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1. Starts with community and identity. All Activities and tasks should be contextualized within a community and should have community identity associated with a tasks. Cog. apprenticeship shows students and learns how to compete the tasks in a community sanctioned way. Give help and feedback through community peers and experts

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School community has its own rules; good instruction is situated in an authentic context/community

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Has to be formative and summative.  Has to include peer assessment.  Emphasis on process of how students have learned.

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4. It promotes connectivity within communities of practice. How can we make sure that we are creating authentic experiences in class with our time and pacing limitation?  How are students assessed in Situ, seems feasible on a small scale? If we are talking about experiences, how is this connected to constructivism? 

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4. It promotes connectivity within communities of practice. How can we make sure that we are creating authentic experiences in class with our time and pacing limitation?  How are students assessed in Situ, seems feasible on a small scale? If we are talking about experiences, how is this connected to constructivism? 

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Ignore student's modification
Educators offer the limit in the amount of time
Parameters of traditional school system
It doesn't talk about class size. How to organize practicing activities in a big class?
Ignore the unequal relation of power in class

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What are the strengths?

Theory is relevant to many disciplines, environments, and formats.

What are possible limitations?

Finding expertise (may not be accessible to most members in the community)

Opportunities for assessment

Time!

What questions or issues does this theory not address:

How do you do standardized assessment across communities of learners?

What questions do we still have:

How can you best teach math and other topics in a situated and meaningful way across the lifespan?

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3. Activities need to be authentic (word problems vs real world problems) cognitive apprenticeship.  Like the authentic activities that Brown et al. explain are important, teacher ed programs need to also be authentic.

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3. Activities need to be authentic (word problems vs real world problems) cognitive apprenticeship.  Like the authentic activities that Brown et al. explain are important, teacher ed programs need to also be authentic.

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Distinctive expectations are set on each individual level (district, school, classroom) and need to be explicit; It can’t be top down or one-size fits all.

School districts need to think deeply about how schools actually function

Provide opportunities to schools/districts to think and provide input about what kinds of schools they want to be

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Project based learning
Learning Study

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The development of Habit of Mind in various subjects

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Rubrics: clear and objective in student-friendly language

Formative assessment

Rubrics guide using intentional direction

Clear expectations

Use of portfolios and discussion about student work and their progress over time

Artifacts chosen for portfolios are intentional and reflect the learning trajectory of the student

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2. In Situ- if it is taught in one context it needs to be assessed in that context. If we believe that the context is  important,  how can we change mandated assessments to reflect this? Have our students actually reached mastery if they cannot  apply it in different situations (i.e. photographic memory) 

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2. In Situ- if it is taught in one context it needs to be assessed in that context. If we believe that the context is  important,  how can we change mandated assessments to reflect this? Have our students actually reached mastery if they cannot  apply it in different situations (i.e. photographic memory) 

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1. The teacher ed system can be improved by incorporating more of an apprenticeship model. It seems as if a lot of this education is turning into online communities, how do we prepare students for self-regulation in online educated. 

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1. The teacher ed system can be improved by incorporating more of an apprenticeship model. It seems as if a lot of this education is turning into online communities, how do we prepare students for self-regulation in online educated. 

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1. treat classroom as an extension of authentic community

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1. treat classroom as an extension of authentic community

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anchored instruction

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Develop PLCs and opportunities for teacher discussion and collaboration

Explicit criteria for success/performance/mastery that is based in student-language and the task

Development of norms (class rules)

Integrating new and prior knowledge specific to the task and topic

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What are the implications of situated cognition for teachers and teaching?

(*e.g. see Derry & Steinkuehler p. 802; Driscoll p. 174-178)

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What are the implications of situated cognition for assessment?

(*e.g. see Driscoll p. 178-180)

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What does situated cognition suggest about schools, schooling and what should be taught and learned?

(*e.g. see Lave 77-80; Driscoll p. 158-160; 162-165; Brown et al (all)

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What are the strengths of this theory? What are possible limitations? What questions or issues does this theory not address? What questions do we still have about situated cognition?

(*e.g. see Lave p. 69-72; 74-77; 80-82)