Fall+'08+visit+1

Dr. Young says:

IDEAL: identifying and defining is this the real focus? defining the problem "bounds the universe of poss. solutions very severely" problems on a continuum: very obvious = yelling in class -- subtle problem = learning problem

"magic in the defining" problem Is this a problem of...?

subtlety and multi-dimensionality there is something X having to do with a solution implied or a vision of a solution

finding only learning centered problem embodiment of values, etc = actions and affectivities affectivities take primacy in defining problems how do teachers who detect subtle problems do that work? "surface features"

"which one's do I notice and why?"Maryanne Gary, U. of Wellington Au. (dissertation at UCONN) could test for attensity --using artifact like a new student file(s) for goal of prepping for next school year ideal time of data collection might be the end of the school year--
 * attensity* (noun) R. Shaw (there are some things that are going to catch my attention based my current goal state -and history) vs. affordances

what do you say about problems *(via interview) vs. what do you do when confronting a problem (later in a task w/ planted "values" from interview) to check for congruency = social judgment theory "brunswick" lens model