There is a large literature on zopeds and evaluation. A very complicated
topic.
Ann Brown worried about this topics starting in early 1980's. The problem,
logically speaking, is that zopeds are open systems. Artificially closing
them
with "levels of help"/"scaffolding" makes a link to standardized evaluation
but destroys
the essential properties of a zoped.
mike
On 12/11/06, deborah downing-wilson <ddowningw@gmail.com> wrote:
>
> hmmm. it seems to me that in teaching or demonstrating a skill we perform
> the skill in as close to the ideal form as we are able, and as this
> teaching
> episode is also an incidence of practice we can assume that the teacher's
> skill level improves during the interaction. I'm not sure about the
> deeper
> understanding, one can hope for the compassion and empathy, frustration
> and
> impatience certainly.
>
> On 12/11/06, Ana Guenthner <anaguenthner@gmail.com> wrote:
> >
> > In response to Shirley and Deb's thoughts, to assume that the more
> > dominant
> > learner in a group zpd tends to lead to deeper understanding would be
> > overrating the learner. I tend to wonder if deeper understanding would
> be
> > in the learners reflections towards compassion and empathy rather than
> > content.
> >
> > The notion of assuming that the more capable learner performs "at a
> level
> > above what they are capable of outside the ZPD " as a general statement
> > somehow does not sit well with my thinking. Considering the cultural
> > historical aspect of a teacher not knowing the danger of simplifying and
> > deciding on the individual/group more capable and least capable based on
> > an
> > inferior design of assessments.
> >
> > The hot topic seems to be in the design of assessments at the moment.
> Any
> > views out there on the cultural historical impact on zoped and
> > assessments?
> > Would appreciate a lead.
> >
> >
> > >
> > > > On 12/11/06, Shirley Franklin <s.franklin@dsl.pipex.com> wrote:
> > > >> You are so right, Deb.
> > > >>
> > > >> It is a very positive argument for mixed ability teaching and
> > learning.
> > > >>
> > > >> My kids were taught is mixed ability classrooms (sadly now in the
> > > >> decline in the UK) and benefited enormously by helping their weaker
> > > >> mates . The act of simplification must involve more complex
> thinking.
> > > >> As a special needs teacher I know how challenging simplification
> is!
> > > >> I have always thought this had led these 'more competent peers' to
> > > >> greater , deeper understandings. It is something we frequently
> > > >> discuss in my teaching seminars.
> > > >>
> > > >> Like Deb, I would love some other references to this.
> > > >> Shirley
> > > >>
> > > >> On 10 Dec 2006, at 23:55, deborah downing-wilson wrote:
> > > >>
> > > >>> A question that comes to me occasionally - but never when I'm
> near
> > > >>> someone
> > > >>> to ask-
> > > >>>
> > > >>> It seems to me that the "more capable" member of the ZPD, by
> nature
> > > >>> of the
> > > >>> interaction also performs at a level above what they are capable
> of
> > > >>> outside
> > > >>> the ZPD -
> > > >>>
> > > >>> deb
> > >
> > > >>> On 12/10/06, Mike Cole <lchcmike@gmail.com> wrote:
> > > .
> > > >>>>
> > > >>>> The difficulty at the cultural-historical level that bothers me
> is
> > > >>>> that it is even more difficult than in the
> > > >>>> ontogenetic case to figure out who the more capable person/social
> > > >>>> group
> > > >>>> might be.
> > >
> > _______________________________________________
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> > xmca@weber.ucsd.edu
> > http://dss.ucsd.edu/mailman/listinfo/xmca
> >
>
>
>
> --
> Deborah Downing-Wilson
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> xmca@weber.ucsd.edu
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>
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