The work of Jean Schmittau is also an extensive American application of the
Davydov-Elkonin approach that might go into the mix.
Seems like a really interesting set of examples from many age ranges and
target
populations might be emerging. Please send pdf files for posting on the xmca
server to
lars so that when things are ready, posts can be made Then we can think
about how to
conceive of the relationships to each other and the lessons that, ensemble,
they have to
tell.
mike
On 3/18/06, Elina Lampert-Shepel <ens7@columbia.edu> wrote:
>
> Mike et al,
>
> I believe that the question of 31 students to 1 teacher is important
> as it leads us to the discussion of what is joined, what is shared,
> what is created, what is constructed... in joint activity.
>
> One of the possible answers was offered in the 1960-1970s by the
> theory of Learning Activity. We do not really talk much about
> Learning Activity, but it was a separate area of research in Russia
> and Davydov and Elkonin were among those who contributed to the
> theory and practice of Learning Activity. One of the researchers,
> Dusavitskiy,argued that in the classrooms with Elkonin-Davydov's
> curriculum, the agent of learning activity initially was a group of
> 6-7 students.El'konin - Davydov's math curriculum was translated
> into English and piloted in Hoboken and Newark, NJ challenging
> public school environments by Gail Richardson (see
> www.bpeducation.org).
>
> I think that meanings and forms of intersubjuctivity in joint
> activity depend also on the nature of the epistemological
> perspective of the teacher. If, as in El'konin-Davydov curriculum
> the effort was to create an opportunity for children to develop
> theoretical thinking, that was considered to be in zpd, then it
> required a specific type of inquiry in the classroom. There was a
> lot of room for the creativity of both teachers and students, but
> the epistemeological context of theoretical concept required
> specific forms of intersubjuctivity and types of activity.
>
> If you are interested in exploring Learning Activity Theory, see
> Journal of Russian and East European Psychology, September-October,
> 2003/Vol.41, No.5.
>
> Elina
>
>
> Quoting Bremme Don <dbremme@whittier.edu>:
>
> > Worthwhile approach to distill principles or defining features
> > from examples.
> > I nominate the following as an example
> > o Moll, L. C. & With nore, K. F. (1993). "Vygotsky in Classroom
> > Practice: Moving from Individual Transmission to Social
> > Transaction," in E. A. Forman, N. Minick, and C. A. Stone (Eds.),
> > Contexts for Learning: Sociocultural Dynamics in Children's
> > Development (pp. 19-42). New York: Oxford University Press.
> > don
> >
> >
> >
> > -----Original Message-----
> > From: xmca-bounces@weber.ucsd.edu on behalf of Mike Cole
> > Sent: Sat 3/18/2006 6:54 PM
> > To: eXtended Mind, Culture, Activity
> > Subject: Re: [xmca] chat analysis of ritual
> >
> > I agree bb.
> > but I was also (in a pretty deep state of ignorance) suggesting
> > seriously
> > that perhaps if we
> > gathered a bunch of "existence proofs" we might be able to figure
> > things out
> > a little better.
> > For example, it is my impression, probaby not well grounded, that
> > it is
> > easier at earlier grades
> > to create zoped/embodying classrooms. But at the same time, older
> > kids/classrooms provide
> > somewhat different affordances for doing this (excuse me whoever
> > is
> > objecting to using affordances
> > with respect to culturally organized activities!).
> >
> > So, I have set in motion a tiny effort at lchc to create on xmca
> > a special
> > section about zopeds in classrooms
> > where we could gather lots of different putative examples and try
> > to figure
> > out if we can agree on some key
> > features of when it is possible and why it is often not.
> > mike
> > (two more days to go before I get real breathing room, but now a
> > little)
> >
> >
> > On 3/18/06, bb <xmca-whoever@comcast.net> wrote:
> > >
> > > Yes, exactly what i was thinking. What Gordon Wells offers for
> > a scanned
> > > chapter is most likely the best to set the stage for a rich
> > discussion.
> > >
> > >
> > > _______________________________________________
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> >
> >
>
>
> Elina Lampert-Shepel
> Assistant Professor
> Graduate School of Education
> Mercy College New Teacher Residency Program
> Mercy College
> 66 West 35th Street
> New York, NY 10001
> (212) 615 3367
>
> I have on my table a violin string. It is free. I twist one end of
> it and it responds. It is free. But it is not free to do what a
> violin string is supposed to do - to produce music. So I take it,
> fix it in my violin and tighten it until it is taut. Only then it
> is free to be a violin string.
> Sir Rabindranath Tagore.
>
>
>
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