My experiences at I-RISE and what I observed

My final presentation, at long last:

I examined when the teachers acted as expert knowers and expert learners.

My patronus is a lynx and I'm awesome at saving scared people with it.

A bit about little old me.

These are my assumptions about I-RISE.

Why I think all of these good things happen in I-RISE. It's all about letting teacher engage in the creation of knowledge.

There are a variety of mechanisms that lead to the creation of these positive experiences.

So what do I really mean by expert knowers and learners? This is my operationalization of the terms.

My analysis of I-RISE is based in the concept of communities of practice.

Additionally, distributed cognition helps to inform my analysis of the cognition that occurs in I-RISE.

How tools can transform cognitive tasks.

My analysis specifically examined interactions between Akbar, Sarah, Nicole, and Jessica.

The idealized version of what I felt I had observed.

The relationship I hoped to find between teacher roles and the progress of their model building.

What I actually saw all four teachers doing.

A look at just the two teachers that I believed to be the most influential or telling of the group activities.

The three segments in time which I decided to focus. I felt that when one person deferred to authority that the others in the group stopped co-creating knowledge and primarily became passive listeners.

First I wanted to share an early time clip in which the primary deferrer to authority leaves the group and we see the group engage in productive co-creation of knowledge.

Summary: I-RISE Rocks