Investigating Archaeotype:
Group Report

http://edweb.sdsu.edu/courses/edtec596/WebQuestRept1.html

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What follows is our group's answers to the questions raised in the Investigating Archaeotype exercise on February 28, 1996.


What exactly IS Archaeotype? How is it implemented? How much time does it take? What kind of hardware is needed?

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What has the experience been at other schools where it has been tried out? How are those schools similar to O'Farrell? Are those schools so different that it's unlikely that Archaeotype would be doable at O'Farrell?

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What kind of activities do the kids do while using Archaeotype? What facts and concepts do they learn? What kinds of thinking skills and collaboration skills do they develop?

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How multi-disciplinary is Archaeotype? Is it implemented the same at both Dalton and Juarez-Lincoln? How could you extend it into other subject areas?

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Is Archaeotype a complete success? A partial success? What are its weaknesses?

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What is the philosophy that underlies the design of Archaeotype? How does it define the goals of a good education and the characteristics of an ideal learning environment?

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In Chapter 3 of Heidi Hayes Jacobs' book, Interdisciplinary Curriculum: Design and Implementation, David Ackerman describes two criteria for evaluating interdisciplinary units along intellectual and practical grounds. How does Archaeotype rate?

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What kinds of teachers can use Archaeotype? What subject areas do they come from? What kind of personality or other qualities do they need? How do they feel about it when the unit is over?

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What kinds of learners are best suited to Archaeotype? How do they feel about it when the unit is over?

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The Bottom Line: Should O'Farrell adopt Archaeotype for use in all of its sixth grade classes? Should something like Archaeotype be developed for the seventh and eighth grade classes?

(your answer goes here)

Return to the Investigating Archaeotype page.