Our fourth conversation  valuably added the concepts of metaphor and story to our thinking about the open-ended, transactional classroom, with a spin off of an additional conversation on the relation between teaching sciences and teaching humanities . We didn't, though, get to looking at particular examples, to see what works/what doesn't work, what we can learn from actual practice. So this week, we'll do that, adding to the list some additional things including experiences at last week's Haverford computing institute  and a computer program for classroom use talked about there.
A variety of lesson ideas/reflections
- Story Telling in at Least Three Dimensions 
- Teaching for Conceptual Change: Confronting Children's Experience 
- Determining Genetic Ancestry: Where Do We Come From? 
- Physics of Sound: A Potential Lesson Plan 
- Active Scientific Inquiry: Percentage of H2O in CuSO4-5H2O  (word file)
From this summer's Science for College , a program for high school students
From this summer's Haverford computing institute
- Computers and education: teaching virtuality 
- Julia's reflections
- Luisana's reflections
- Scratch  - is this useful in general for open-ended interactive classrooms? should teachers be familiar with it? how should it be presented?