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[Xmca-l] Re: Nate's new webpage on Vygotsky

The paper Peg and I wrote which takes up scaffolding along with other
metaphors can be found at   http://lchc.ucsd.edu/Mike    current activity
for the future is the title.


On Wed, Sep 10, 2014 at 11:02 AM, Henry G. Shonerd III <hshonerd@gmail.com>

> 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.
> Henry
> 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
> > 
> > 
> >
> > Phillip White, PhD
> > Urban Community Teacher Education Program
> > Site Coordinator
> > Montview Elementary, Aurora, CO
> > phillip.white@ucdenver.edu
> > or
> > pawhite@aps.k12.co.us<GradualReleaseResponsibilityJan08.pdf><lave(1996)_teaching.pdf><MarzanoHighlyEngagedClassroom.pdf><Cambourne
> Conditions.doc>


Development and Evolution are both ... "processes of construction and re-
construction in which heterogeneous resources are contingently but more or
less reliably reassembled for each life cycle." [Oyama, Griffiths, and
Gray, 2001]