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[Xmca-l] Re: Teaching in social context



I got you greg... 


Dr. Paul C. Mocombe
President
The Mocombeian Foundation, Inc.
www.mocombeian.com 
www.readingroomcurriculum.com 
www.paulcmocombe.info 

<div>-------- Original message --------</div><div>From: Greg Thompson <greg.a.thompson@gmail.com> </div><div>Date:03/17/2015  2:38 PM  (GMT-05:00) </div><div>To: "eXtended Mind, Culture, Activity" <xmca-l@mailman.ucsd.edu> </div><div>Subject: [Xmca-l] Re: Teaching in social context </div><div>
</div>Paul,

I have a terrible tendency to oversimplify Vygotsky/CHAT but here is my
summary of how these ideas might be relevant to your question:

What are the meaning-full contexts of learning of each of these activities.
E.g., what are the meaning-full contexts of learning the lyrics of a song?
And how is the knowledge of the lyrics of a song performed? What kinds of
social consequences come with being able to perform this knowledge?

How does that compare to the contexts of learning to pass a test? And how
is test knowledge performed? What kinds of consequences come with being
able to perform test knowledge?

Or put more simply: How might we describe each of these activities?

Just my 2/25ths of a quarter. Maybe less...

-greg






On Tue, Mar 17, 2015 at 12:20 PM, Dr. Paul C. Mocombe <
pmocombe@mocombeian.com> wrote:

> The thing i find interesting is that the students can pick up the lyrics
> of a song in minutes, but they can not read or pass these tests.
>
> Are there anyworks that look at the correlation between learning styles,
> race, and vygotsky's zone of proximal development?
>
>
> Dr. Paul C. Mocombe
> President
> The Mocombeian Foundation, Inc.
> www.mocombeian.com
> www.readingroomcurriculum.com
> www.paulcmocombe.info
>
> Race and Class Distinctions within Black Communities
> www.routledge.com/9780415714372
>
>
> -------- Original message --------
> From: mike cole <mcole@ucsd.edu>
> Date: 03/17/2015  1:13 PM  (GMT-05:00)
> To: "eXtended Mind, Culture, Activity" <xmca-l@mailman.ucsd.edu>
> Subject: [Xmca-l] Re: Teaching in social context
>
> Greg--- Not to mention people being caught in the rude.
>
> Seems like the grumpy quality of the narrative is being picked up on, but
> hard to tell.
>
> *The Secret Garden* is antiquarian by American standards, having appeared
> in the latter part of the 1900's. I note there is a modern TV series about
> it.
>
> Paul - Would it be permissible to incorporate some of the TV, so the kids
> get a richer interpretive object and mix it with reading?
>
> mike
>
> On Tue, Mar 17, 2015 at 10:01 AM, Greg Mcverry <jgregmcverry@gmail.com>
> wrote:
>
> > A hoe, a gardener named weatherstaff  and a mistress, Oh how meaning
> could
> > be misconstrued. And I am not even considering the mansion which few of
> > your wife's students have any real cultural reference point.
> >
> > On Tue, Mar 17, 2015 at 12:54 PM Dr. Paul C. Mocombe <
> > pmocombe@mocombeian.com> wrote:
> >
> > > My wife teaches 3rd grade at an inner-city school.  Today the students
> > > were tested on a district-wide mock test and they came across the
> > attached
> > > passage.  Half the class came up to her, and said that they can not
> read
> > > the passage bcuz they are cursing in it...
> > >
> > >
> > > Dr. Paul C. Mocombe
> > > President
> > > The Mocombeian Foundation, Inc.
> > > www.mocombeian.com
> > > www.readingroomcurriculum.com
> > > www.paulcmocombe.info
> >
>
>
>
> --
> It is the dilemma of psychology to deal as a natural science with an object
> that creates history. Ernst Boesch.
>



-- 
Gregory A. Thompson, Ph.D.
Assistant Professor
Department of Anthropology
880 Spencer W. Kimball Tower
Brigham Young University
Provo, UT 84602
http://byu.academia.edu/GregoryThompson