Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h76GDF705078; Wed, 6 Aug 2003 12:13:15 -0400 (EDT) Date: Wed, 6 Aug 2003 12:13:15 -0400 (EDT) Message-Id: <1F564237.7129788C.0A349A3F@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: AWilder106@aol.com To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:567] RE: Who needs to know? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=iso-8859-1 X-Mailer: Atlas Mailer 2.0 Status: O Content-Length: 1033 Lines: 15 Dear Sandra, I haven't done this with teachers, etc., but I sure would if that were my job. I thought about this the other day while at the bookstore where I stocked up on mysteries. I can only read mysteries while I do heavy conceptual work, I have to travel light. Harry Potter is good, too. In mysteries, and cop shows, you have theory, method, evidence,and analysis. That's all you need! You also have a ton of assumptions, also, and some of them are knocked out in the course of the story. That's a large part of what research is about, too, testing assumptions. Research is like a big puzzle, so are mystery stories and cop shows. I would use the mystery story/cop show format as a framework for analysis of research, they all follow the same model. I would start with the film clips, then insert/present the vocabulary, then go back to the film and see how the vocabulary is played out, then go to the research. Or do another film clip. Or use parts of a mystery story. Gotta do lunch, now. Andrea
This archive was generated by hypermail 2b30 : Thu Mar 11 2004 - 12:15:15 EST