[Date Prev][Date Next][Thread Prev][Thread Next][Date Index][Thread Index]
[Xmca-l] Re: Nate's new webpage on Vygotsky
And the mediated activity is "on stage", a real drama? My one pence.
On Sep 13, 2014, at 5:51 AM, Carol Macdonald <firstname.lastname@example.org> wrote:
> The zone of proximal development is constructed in mediated activity.
> That's my tuppence worth.
> On 13 September 2014 11:12, Esther Goody <email@example.com> wrote:
>> 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
>> [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.
>> Esther Goody
>> -----Original Message-----
>> From: firstname.lastname@example.org [mailto:
>> email@example.com] 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
>> development classes for both undergraduate and graduate students. It has
>> 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
>> the leading activity not only makes sense to them but also allows them to
>> see how the intersubjective processes through which knowledge is
>> 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---
>> 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.
>> On Wed, Sep 10, 2014 at 11:02 AM, Henry G. Shonerd III <firstname.lastname@example.org
>> 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
>> On Sep 10, 2014, at 9:58 AM, "White, Phillip" <Phillip.White@ucdenver.edu
>> 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
>> 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.
>> Dept. Child Development
>> CSU Sacramento
>> CSUS/UC-Links Program Director
>> No virus found in this message.
>> Checked by AVG - www.avg.com
>> Version: 2014.0.4765 / Virus Database: 4015/8201 - Release Date: 09/12/14
> Carol A Macdonald Ph D (Edin)
> Developmental psycholinguist
> Academic, Researcher, and Editor
> Honorary Research Fellow: Department of Linguistics, Unisa