History of the American Home - Revision history

Riegler: Riegler moved page DecodingWork:History of the American Home to History of the American Home over a redirect without leaving a redirect: abandoning DecodingWork-namespace

2024-07-22T14:42:56Z

Riegler moved page DecodingWork:History of the American Home to History of the American Home over a redirect without leaving a redirect: abandoning DecodingWork-namespace

← Older revision

Revision as of 16:42, 22 July 2024

Riegler: Riegler moved page History of the American Home to DecodingWork:History of the American Home

2020-09-23T10:12:54Z

Riegler moved page History of the American Home to DecodingWork:History of the American Home

← Older revision

Revision as of 12:12, 23 September 2020

Riegler at 12:46, 9 September 2020

2020-09-09T12:46:31Z

← Older revision		Revision as of 14:46, 9 September 2020
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	===Identification of bottleneck===		===Identification of bottleneck===
	Students find it difficult to view Home as an constructed ideal.		Students find it difficult to view Home as a constructed ideal.

	===Description of mental tasks needed to overcome the bottleneck===		===Description of mental tasks needed to overcome the bottleneck===
	~~'''~~Students must be able to:~~'''•~~ Understand that a text can have multiple meanings		Students must be able to:
	• Ask questions about what did not happen in a text, as well as what was actually on the page.		* Understand that a text can have multiple meanings
	• Recognize that carefully reading requires an investment of time beyond just passing one’s eyes over the words		* Ask questions about what did not happen in a text, as well as what was actually on the page.
	~~<nowiki>~~*~~</nowiki>~~Read more than once		* Recognize that carefully reading requires an investment of time beyond just passing one’s eyes over the words
	~~<nowiki>~~*~~</nowiki>~~Compare the text to a series of prompts or questions		* Read more than once
	• Look for clues that relate the text to the secondary scholarship on the topic		* Compare the text to a series of prompts or questions
	• Consider other possible models of the phenomena being presented (in this case the family)		* Look for clues that relate the text to the secondary scholarship on the topic
	• Recognize the biases that a figure from the past brings to his or her description of phenomena		* Consider other possible models of the phenomena being presented (in this case the family)
	• Look for contradictions and tensions within the text		* Recognize the biases that a figure from the past brings to his or her description of phenomena
	• Distinguish between what is and is not important in a text		* Look for contradictions and tensions within the text
	• Step back and take themselves out of the story		* Distinguish between what is and is not important in a text
	• Recognize that the text is the creation of particular people		* Step back and take themselves out of the story
	• Compare different sources to understand each of them better		* Recognize that the text is the creation of particular people
	• Recognize that people in the 19th century are different than us, that they have very different assumptions		* Compare different sources to understand each of them better
	• Reconstruct the identity of the person who produced the text		* Recognize that people in the 19th century are different than us, that they have very different assumptions
	• Ask questions about the text – why was it produced, what was its purpose, what is it arguing		* Reconstruct the identity of the person who produced the text
			* Ask questions about the text – why was it produced, what was its purpose, what is it arguing

	==Researchers involved==		==Researchers involved==

Riegler at 12:41, 9 September 2020

2020-09-09T12:41:57Z

← Older revision		Revision as of 14:41, 9 September 2020
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	~~short summary~~

	==Decoding work done==		==Decoding work done==

	===Identification of bottleneck===		===Identification of bottleneck===
	Students find it difficult to view ~~home~~ as an constructed ideal.		Students find it difficult to view Home as an constructed ideal.

	===Description of mental tasks needed to overcome the bottleneck===		===Description of mental tasks needed to overcome the bottleneck===
Line 23:		Line 21:
	• Reconstruct the identity of the person who produced the text		• Reconstruct the identity of the person who produced the text
	• Ask questions about the text – why was it produced, what was its purpose, what is it arguing		• Ask questions about the text – why was it produced, what was its purpose, what is it arguing

	~~===Modelling the tasks===~~

	~~===Practice and Feedback===~~

	~~===Anticipate and lessen resistance===~~

	~~===Assessment of student mastery===~~

	~~===Sharing===~~

	==Researchers involved==		==Researchers involved==
Line 47:		Line 35:

	[[Category:Decoding work]]		[[Category:Decoding work]]
			[[Category:History]]

Riegler: Created page with "short summary ==Decoding work done== ===Identification of bottleneck=== Students find it difficult to view home as an constructed ideal. ===Description of mental tasks need..."

2020-09-09T12:39:44Z

Created page with "short summary ==Decoding work done== ===Identification of bottleneck=== Students find it difficult to view home as an constructed ideal. ===Description of mental tasks need..."

New page

short summary

==Decoding work done==

===Identification of bottleneck===
Students find it difficult to view home as an constructed ideal.

===Description of mental tasks needed to overcome the bottleneck===
'''Students must be able to:'''• Understand that a text can have multiple meanings
• Ask questions about what did not happen in a text, as well as what was actually on the page.
• Recognize that carefully reading requires an investment of time beyond just passing one’s eyes over the words
<nowiki>*</nowiki>Read more than once
<nowiki>*</nowiki>Compare the text to a series of prompts or questions
• Look for clues that relate the text to the secondary scholarship on the topic
• Consider other possible models of the phenomena being presented (in this case the family)
• Recognize the biases that a figure from the past brings to his or her description of phenomena
• Look for contradictions and tensions within the text
• Distinguish between what is and is not important in a text
• Step back and take themselves out of the story
• Recognize that the text is the creation of particular people
• Compare different sources to understand each of them better
• Recognize that people in the 19th century are different than us, that they have very different assumptions
• Reconstruct the identity of the person who produced the text
• Ask questions about the text – why was it produced, what was its purpose, what is it arguing

===Modelling the tasks===

===Practice and Feedback===

===Anticipate and lessen resistance===

===Assessment of student mastery===

===Sharing===

==Researchers involved==
Leah Shopkow and George Rehry as part of the Indiana University History Learning Project

==Available resources==
[http://decodingthedisciplines.org/history-interview-1/ Transcript of the interview]

==See also==

==Notes==

==References==

[[Category:Decoding work]]