[Xmca-l] Re: ...kind of like guarding Lenin's tomb

[HENRY SHONERD]

There’s a research, I believe at Stanford, who has followed classroom learning under two “treatments”. In simple strokes: One group is told, “Very good, you’re smart.” The other, “Very good, so good you worked so hard on that.” The second group has greater “gains”. Some other research, that I think is resonant is the work on “deliberate practice” and elite performance. In a nutshell, the value of homework is determined by amount and quality. So far, the chat has focussed on what goes on in the classroom. What happens outside the classroom is just as important.
Henry


> On May 29, 2020, at 9:07 AM, Huw Lloyd <huw.softdesigns@gmail.com> wrote:
> 
> Hi Anthony,
> 
> If a child predicates their enjoyment on winning, then they will tend to avoid anything that they believe casts them in a bad light. They end up being over-confident about some activities and under-confident about others. Whereas what is sought is true confidence which comes from understanding the nature of understanding, and is best supported by enjoyment in doing. The enjoyment-in-winning is an external, frequently superficial, measure, the enjoyment-in-doing is one's own internal measure which carries its own sense and meaning.
> 
> Best,
> Huw
> 
> 
> 
> On Fri, 29 May 2020 at 14:27, Anthony Barra <anthonymbarra@gmail.com <mailto:anthonymbarra@gmail.com>> wrote:
> Thanks, Huw.
> 
> I have a six year old too. Why might a disinclination to be cast as a weaker performer be problematic? I am interested but also think I might be missing or misunderstanding something.
> 
> Thanks again,
> 
> Anthony
> 
> 
> 
> On Thu, May 28, 2020 at 5:48 PM Huw Lloyd <huw.softdesigns@gmail.com <mailto:huw.softdesigns@gmail.com>> wrote:
> There's an impressive account by Smirnova of a preschool class coming to voluntarily take control of their quietude via a game of "who woke teddy?" in JREEP 52/4.
> 
> A challenge I have wth a near 6 year old is his emphasis upon wanting to win games and consequent shyness with activities that cast him as a weaker performer.
> 
> Best,
> Huw
> 
> On Thu, 28 May 2020 at 18:52, mike cole <mcole@ucsd.edu <mailto:mcole@ucsd.edu>> wrote:
> Great question (s), Anthony!
> 
> Of the shiny top of my head I can identify another. This is from Vivian Paley.  
> It explicitly answers the question of "is this a once and for all change, or a bud that sprouted in just this one rare
> circumstance."
> Attached.
> mike
> 
> On Thu, May 28, 2020 at 9:53 AM Anthony Barra <anthonymbarra@gmail.com <mailto:anthonymbarra@gmail.com>> wrote:
> Dear educators of XMCA -
> 
> I think I have a good question this time!  To avoid redundancy, I searched the archives for answers and found an interesting thread from ten years ago.  But I still want to ask this here:
> 
> What kinds of "guarding Lenin's tomb" type activities have you thought of and/or used in order to support development?  
> 
> In this great little 2-minute clip, Mike Cole discusses Manuilenko's tomb-guarding experiment: https://urldefense.com/v3/__http://tiny.cc/znnvpz__;!!Mih3wA!V05w-sVORvPym45XHB7uYa5xGyX57GqrCIt3BkRjljM7vHJOR57PLYPTzByVQfioglTVDQ$  <https://urldefense.com/v3/__http://tiny.cc/znnvpz__;!!Mih3wA!QnyDKMmlGuxChw2AzXV_HvcVQlE8oeBivNWuK6vHi8K43tjlH2D14vGQwFlSGpHZ8pMhQA$>
> 
> One can't help but try to think up other types of games (e.g., the Quiet Game on long car rides) that can function as cultural tools when the biological alone aren't cutting it. 
> 
> On a side note, the short video brought a number of questions to mind for me, such as:
> - where are 'the buds'? 
> - what are the qualitative reorganizations here? 
> - why are the buds (e.g, of volition) not yet present for the 3 year-olds, present for the 5 year-olds, and already flowered for the 8 year-olds? (ages are approximate, I know)
> - how temporary is the 5 year-olds' improved volition? Does it wear off? It is now 'activated' for good?
> - for the 8 year-olds, is volition fully developed for tasks such as standing still but still in the 'bud' stage for more demanding acts of will?
> 
> But those side questions are not the target of this post. Instead, my question of the day is (I think a fun one):  What kinds of "guarding Lenin's tomb" type activities have you thought of and/or used in order to support development?  (Any age or stage or setting will do)
> 
> Thank you,
> 
> Anthony
> 
> 
> 
> -- 
> "How does newness come into the world?  How is it born?  Of what fusions, translations, conjoinings is it made?" Salman Rushdie
> 
> 
> ---------------------------------------------------
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> Archival resources website: lchc.ucsd.edu <http://lchc.ucsd.edu/>.
> Narrative history of LCHC:  lchcautobio.ucsd.edu <http://lchcautobio.ucsd.edu/>. 
> 
> 
> 

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