What (if anything) about framing?. Is it significant? Do we need to consider it? Jim Greeno SC Thrust coding/analysis workshop May 27, 2011. Two issues:. Discourse and learning happen at multiple levels — should we make that explicit?
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Is it significant?
Do we need to consider it?
SC Thrust coding/analysis workshop
May 27, 2011
•For communication to succeed, the parties need to be taking perspectives that are aligned (Rommetveit). RR’s example: “Is Mr. Smith working?” (To a golfing partner: “No, he’s mowing the lawn.” That is, he’s not at his office.) (To a nosy neighbor: “Yes, he’s mowing the lawn.” (That is, he’s not still sleeping.)
• When learning includes conceptual change, most learners probably lack resources that could support framing that is aligned with the perspective intended by the information source (teacher, textbook, program, or whatever).
• Maybe resources for framing — and reframing — are important as prerequisites — different from component skills.