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History of the American Home: Difference between revisions

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Bureaucrats, researcher, Administrators
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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..."
 
Riegler (talk | contribs)
Bureaucrats, researcher, Administrators
2,449 edits
m 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
 
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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 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
===Modelling the tasks===
 
===Practice and Feedback===
 
===Anticipate and lessen resistance===
 
===Assessment of student mastery===
 
===Sharing===


==Researchers involved==
==Researchers involved==
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[[Category:Decoding work]]
[[Category:Decoding work]]
[[Category:History]]

Latest revision as of 14:42, 22 July 2024

Decoding work done[edit | edit source]

Identification of bottleneck[edit | edit source]

Students find it difficult to view Home as a constructed ideal.

Description of mental tasks needed to overcome the bottleneck[edit | edit source]

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
  • Read more than once
  • 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

Researchers involved[edit | edit source]

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

Available resources[edit | edit source]

Transcript of the interview

See also[edit | edit source]

Notes[edit | edit source]

References[edit | edit source]

Retrieved from "https://testing.decodingthedisciplines.de/index.php?title=History_of_the_American_Home&oldid=1871"