Exploring Space and Time as Ying and Yang

Well, I was in the middle of responding to a series of "prompts" to focu and reflectthoughts about a year long project that my sudents in a Sheltered Immersion 1st grade were involved in....and I got the following shifting me into doing this differently. So I am now faced with my first "constrant," working within this as it is presently feeling is loose and nt necessarily easily dealt with, these responses take me hours to consider and type ot r they feel wrong. So, I'm noting this shift will allow for steam of consciousness over a lot of organized thought.
That and the fact I type with two fingers on one hand I lost feeling this year in the rest from a spinal condition, I miss so many keys with what I have my work is a dyslexics paradise. My hands are taking on the thick meat feel. What can you do?
Type on.

So the project was one that built in the exterior space at out school a huge East/west/north /south grid, painted it, around a tetherball pole. This was used to record once a week at 11AM the shadow cast by the sun. I think I'll go throw in a few pictures.

View MissMerryMack's map

Taken in a place with no name (See more photos or videos here)

View MissMerryMack's map

Taken in a place with no name (See more photos or videos here)

View MissMerryMack's map

Taken in a place with no name (See more photos or videos here)

View MissMerryMack's map

Taken in a place with no name (See more photos or videos here)

View MissMerryMack's map

Taken in a place with no name (See more photos or videos here)

View MissMerryMack's map

Taken in a place with no name (See more photos or videos here)

View MissMerryMack's map

Taken in a place with no name (See more photos or videos here)

The multi-year study’s overarching problem is to understand what supports or constrains student opportunities for learning on the EST project.

The study will use an ethnographic approach, socio-cultural orientation, and critical discourse analysis methods to analyze participant journal reflections and interviews in relation to the explanatory framework provided by project-based learning theory.

With a focus on the notion of the EST grids (playground based and scale models) and orbital calendars as the learning environments to be studied, we want to explore what supported and constrained student opportunities for learning and teacher opportunities for instruction or facilitation.

We also want to study what decisions were made and actions taken to respond to constraints and supports.

We also want to explore your perceptions of the ways that students used and perceived these spaces in different ways.

How did students perceive and use the space for play/tetherball and how did they use them for learning? How did they move back and forth between these virtual or actual environments?