Also, I am wondering if the recent XMCA discussion around "the ideal" might
inform the difference between what you have called "making an internal
of a skill" and "transformation of the internal plane" - the difference
between a traditional definition of "basic skillls" and Gordon's: "basic
skills ... as basic activity mediated through tools." The mediated
activity (the microcomputer games supported by occasional assistance
when needed) transforms the child's mediational means in a motivated way.
I hear myself saying the obvious even as I write - the means & motivation
must be linked to be functional for the child.
The obvious stated here as a start, anyway.
- Judy
At 01:31 PM 2/2/96 -0400, you wrote:
>Dear MCAites
>
>Lately, I have been thining a great deal about basic skills,
>particularly reading and math skills. We have run an
>experimental and control group study of kids in our Fifth
>Dimension after school program. Kids in the Fifth Dimension
>engage in approximately 30-40 hours of activity centered around
>Microcomputer games and telecommunications over the academic
>year. A key component of the program is that we do not provide
>direct instruction on skills. Rather when kids play games we
>provide assistance when needed and only as much as is needed.
>Our data reveals that the expermental 5D kids perform
>significantly better on standardized reading and math tests.
>This is a strong finding, given that treatment is 30-40 hours in
>duration and embedded in social activity.
>
>Earlier this year, Gordon Wells raised the question of what
>constitutes basic skills and how children should master them.
>Mike Cole pointed out, and Gordon agreed, that basic skills might
>viewed as basic activity mediated through tools (basic skills).
>Mike also said that he could share references (Griffin & Cole,
>Fischer & Biddell, and others).
>
>My purpose here is to stimulate a discussion on basic skills.
>First, Mike, will you share the references with us? Second, it
>seems that the dominant mode of basic skills instruction is
>repeated exposure to isolated skills. More often than not,
>children are engaged what Jensen called Level I learning. The
>outcome is making an internal of a skill, as opposed
>transformation of the internal plane. I would like to be able to
>articulate this better. Third, how would one explain the
>differences between basic skills instruction and basic activity
>mediated through basic skills for teachers, administrators, and
>teacher education faculty?
>
>Bill Blanton
>
>
>
Judy Diamondstone
diamonju who-is-at rci.rutgers.edu
Rutgers University
.................................................
Eternity is in love with the productions of time. -- Wm. Blake