I am clearly inclined to go with an activity/contingent view of development
and zopeds, but I really am interested in whether
any evidence exists for the idea of a zoped from lsv or anyone that fits the
criteria set by Seth.
mike
On 6/7/06, Peg Griffin <Peg.Griffin@worldnet.att.net> wrote:
>
> Yes!
>
> LCHC and UCSD Communication
> (858) 822-4314
>
> -----Original Message-----
> From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] On
> Behalf Of Gordon Wells
> Sent: Tuesday, June 06, 2006 6:17 AM
> To: eXtended Mind, Culture, Activity
> Subject: Re: [xmca] J.M. Baldwin, ZPD, Chaiklin
>
> Phil, Ana, Mike and Others,
>
> By chance, I have just been listening to Jim Lantolf talking about
> dynamic assessment and arguing that DA is based on Vygotsky's writing
> about the ZPD. Jim's examples were taken from foreign language
> learning. In his talk, he started with the quote from Mind in Society
> where Vygotsky writes about the different potential for development
> of two (hypothetical) children who performed equally on a test but,
> with assistance, differed considerably in what they were able to
> achieve.
>
> Here, the 'definition' of learning and development in the ZPD seems
> to be much broader in scope than that proposed by Chaiklin and can be
> applied to tasks as restricted as figuring out, with assistance, how
> to answer a test question.
>
> I don't mean to interrupt the discussion of Franklin's learning with
> Paley's assistance, which I am finding quite fascinating. But I have
> two questions:
>
> 1. To what extent does Chaiklin draw on all of Vygotsky's discussions
> of the ZPD?
>
> 2. Isn't it equally productive to take the metaphor of ZPD and use it
> as an artifact for exploring the variety of ways in which teachers,
> testers and others can assist learners to "go beyond themselves" in
> the wide variety of activities in which they engage?
>
> Gordon
> --
> Gordon Wells
> Dept of Education, http://education.ucsc.edu/faculty/gwells
> UC Santa Cruz.
> gwells@ucsc.edu
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