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


The zone of proximal development is constructed in mediated activity.

That's my tuppence worth.


On 13 September 2014 11:12, Esther Goody <eg100@hermes.cam.ac.uk> wrote:

> Hmmmm,
> Re scaffolding = zone of proximal development:
> Is it?/Are they?
> I thought zone of proximal development was in one's head ..............
> While scaffolding, a la Brunner, by definition involves at least two
> people.
> [Of course text-actor could be seen as scaffolding. But this leads away
> from activity. I hope Vygotsky would not have got mired in text-actor stuff
> ]
> I am currently obsessed by the way dialogue - real exchanges between real
> people - seems to account for aspects of cognition.
> So it is important to keep role of actors central.
>         Comments?
>                 Esther Goody
> -----Original Message-----
> From: xmca-l-bounces@mailman.ucsd.edu [mailto:
> xmca-l-bounces@mailman.ucsd.edu] On Behalf Of Stone, Lynda
> Sent: 12 September 2014 23:42
> To: eXtended Mind, Culture, Activity
> Subject: [Xmca-l] Re: Nate's new webpage on Vygotsky
> Hi All!
> I just wanted to share that I use Peg and Mike's paper in all of my
> cognitive
> development classes for both undergraduate and graduate students.  It has
> been
> extremely helpful---my students, I'm thrilled to say, develop more complex
> understandings of what
> the zoped involves.  And when I combine this article with Activity
> Theory---
> the leading activity not only makes sense to them but also allows them to
> see how the intersubjective processes through which knowledge is
> constructed
>  are influenced by multiple aspects of a context--including motives.  They
> even change their
> views about "context" and come to understand it as a dynamic phenomenon---
> okay, I share this to say that this article is particularly helpful
> because by reading it my students
> see how culture and cognition  (another paper of Mike's) are constructed in
> the zoped.  These understandings are so different from the scaffolding
> metaphor and most all of my students
> have been taught that scaffolding is equivalent to the zoped.
> Hope this sharing is useful---
> -lynda
> On Sep 10, 2014, at 2:27 PM, mike cole wrote:
> 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.
> mike
> On Wed, Sep 10, 2014 at 11:02 AM, Henry G. Shonerd III <hshonerd@gmail.com
> <mailto:hshonerd@gmail.com>>
> wrote:
> 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
> <mailto: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<mailto: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]
> Lynda Stone, Ph.D.
> Professor
> Dept. Child Development
> CSU Sacramento
> CSUS/UC-Links Program Director
> lstone@csus.edu<mailto:lstone@csus.edu>
> -----
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Carol A  Macdonald Ph D (Edin)
Developmental psycholinguist
Academic, Researcher,  and Editor
Honorary Research Fellow: Department of Linguistics, Unisa