Interestingly, the same document presents another, somewhat antithetical, visual representation of student engagement: Figure 1 (borrowed from a 1975 article by Lila Smith contrasting the "pour it in" with the "keep it flowing" model of education) is striking for its lack of Tayloresque management tropes:
One: Situating Embodied Learning
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Identity and Learning: “Follow What I Am Doing: Do The Rules That I’m Doing: It’s Very CoM-pli-cated”
- Producelike Behavior: "Why Do The Make Queen Better Than Jack?"
- Conclusion: "The Bricolage, The Music, The Movement"
Three: Implications for the Literacy Autobiography Assignment
