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Collaboration (Participants (Specialist teachers (Share student progress),…

- - - - Making modifications
        
        Learner profile
    - - Exchange ideas
      - Encouragement
      - How can discourse transform ideas?
      - Innovation
    - - reflective
      - Collaborative
      - Iterative
      - reasoned
      - Adaptive
      - reciprocal
      - relevant
- - - - design
        
        evidence
        
        learning goals
        
        reformulate
        
        progress
        
        report
        
        tangible results
        
        Triangulation
        
        How to collect?
        
        Plan of action
        
        Sequence
        
        Cause/effect
        
        Recognize: How does teaching affect learning?
        
        Our own understanding of the impact of our practice effects how we conceptualize learning
        
        Student progress as a result of good teaching practices
      - Frame the problem
        
        Problem solving
        
        well-structured domains
        
        regularity, complexity
        
        essential inforamtion
        
        quidancce
        
        proceedures
        
        Constructivism
        
        Ill-structured domains
        
        disorderly, irregularity
        
        Variations
        
        Structuredness
        
        Complexity- # of variabales
        
        Domain Specificity
        
        abstract
        
        situated
        
        situated
        
        general problem solving skills
        
        Problem type
        
        Problem representation
        
        How problems are represented and perceived
        
        How to present the problem (design)
        
        Individual Differences
        
        familiarity
        
        experience with problem
        
        domain/structural knowledge
        
        Cognitive controls
        
        patterns of thinking
        
        Epistemological Beliefs
        
        beliefs about knowledge
        
        Affectlve and Conative
        
        motivation (engaging)
        
        attitudes/beliefs of problem
        
        Collect evidence
        
        Analyze Evidence
        
        Organzie, read, describe
        
        Share and Celebrate
        
        Reflection
- - - - Experimentation
        
        Sharing
        
        Development
      - Can technology support differentiation?
    - - Expert knowledge
      - Job-alike teams "learning teams"
      - Inquiry-focused teams
      - Stable settings
    - - Guides Process
      - Specialty