ABSTRACT
The classrooms described in these chapters are filled with activity and action. We were struck again and again across the stories by the movement within the classroom: the sense of embodied encounters, kids changing and moving and talking, kids looking at video on computers, kids acting out scenes, teachers circulating the room, a touch here, a question there, a video viewing here, a written draft reading there. This physical movement seems representative of the dynamics of a multi-person reality game and teachers not really knowing where they will end up and pretty consistently (it seems) being somewhat surprised, fulfilled, and pleased—“Hey, we made that!” “Hey, I taught that!” “Hey, my kids created this!” There is little that is passive and receptive in these rooms. In these classrooms, participants were agents of their own learning, going somewhere new together.
