the abler partner is able to do X (and also y, z, not
>currently in focus) and begins to do it jointly with the less-able partner
>-- but the less-able partner begins to shift toward doing W, or at least
>not-X; if the X-able partner persists towards X, s/he is 'resisting' the
>shift to W as much as the less-X-able partner is 'resisting' doing-X.
>Perhaps a generous teacher would mobilize y or z from his/her repertory,
>which might facilitate towards W, and in so doing abet a further shift in
>joint activity from W to V. In the course of this both partners are
>learning, though differently. A less generous teacher might end up helping
>the student learn better how to resist.
If X here stands for what-can-be-done, then W may not represent
the direction of shift for the less-able partner. Imagine this
scenario: the abler partner begins to do X with the less-able one,
but the less-able, being a slow learner in this case and
so attentive to her own learning processes, wants the abler
partner to mark the way from where she is to X. As Eugene says,
the learner teaches the teacher how to teach the learner but the
teacher has to learn THIS how-to from the learner. Sometimes,
when we are teaching, we are figuring things out for ourselves,
and become more intent on teaching ourselves than others.
So clearly in the above scenario resistance goes both ways.
Generosity? Hmmm. I think of the teacher's mobilization
of alternatives as the minimum required of a teacher. So maybe
we can assume, in the scenario described above, that the
less-able and the more-able partners diverge in their
understandings of teaching and learning?... - The "what-can-be-
done" here referring not to a decontextualized activity but
to the activity as situated in the teaching/learning relationship?
what-can-be-done-to-teach/learn-X.
That's one scenario, anyway.
>I believe the original LSV model does not require conscious scaffolding, or
>knowledge of a 'path' for learning, but only the perhaps tacit knowledge of
>how to engage in the activity.
What's the activity? - [see above...]
End message of musing #2.
Judith
Judith Diamondstone
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