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[Xmca-l] Re: Nate's new webpage on Vygotsky
- To: "eXtended Mind, Culture, Activity" <firstname.lastname@example.org>
- Subject: [Xmca-l] Re: Nate's new webpage on Vygotsky
- From: "Henry G. Shonerd III" <email@example.com>
- Date: Wed, 10 Sep 2014 12:02:16 -0600
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I appreciate ALL of the attachments! I worry that I am not Vygotskian enough, and would have thought Marzano was out of the XMCA mainstream. I am reminded of the XMCA conversation on direct instruction a few weeks back wherein Lisa Delpit's Other Peoples Children (1995) is cited as supporting DISTAR, prototypical direct instruction. In the same book, is a chapter on the "Silenced Dialog". I had a fantasy that Delpit could jump right in to the XMCA chat. I am embarrassed to say that I tried to get in touch with her (she was SO nice to me when we met some years ago), but she never responded, maybe for no other reason than that she is super busy doing other things. Maybe she got the message, but didn't want to join one more listserve. But I am wondering what she might have transpired if she joined in. I am thinking distributed cognition (Hutchins) and cognitive pluralism (a term I know from Vera's book, Creative Collaboration). The attachments that Phillip sent seem to find direct instruction complementary with more dialogic approaches to instruction, as per the turn-over principle of Bruner.
On Sep 10, 2014, at 9:58 AM, "White, Phillip" <Phillip.White@ucdenver.edu> wrote:
> like Henry, i find the metaphor 'scaffolding' a useful term, and at the same time i'm also strengthening that metaphor with Brian Cambourne's "conditions for learning" that lead to student engagement, as well as how it relates to student engagement (Marzano), Fisher's "gradual release of responsibility" and Lave & Wenger's "community of practice" - in combination these works (along with critical race theory and queer theory, identity theory, Foucault's understanding of power - an impoverished listing here) provide a far richer, more complex understanding of student learning, than "motive" in CHAT.
> for me, theory is a mutable impression - much like a calligraphic haiku - in which theoretical understanding changes over time, context, relationships and experiences (again, an incomplete list).
> i hope that there aren't too many attachments here.
> Phillip White, PhD
> Urban Community Teacher Education Program
> Site Coordinator
> Montview Elementary, Aurora, CO
> email@example.com<GradualReleaseResponsibilityJan08.pdf><lave(1996)_teaching.pdf><MarzanoHighlyEngagedClassroom.pdf><Cambourne Conditions.doc>