Dear Mike et al,
Thanks for the clarifying question. I am trying to organize my thinking
around communities of practice for a class I am teaching which uses very
sophisticated computer support. Much of the literature I read talks about
"talking head" teachers in the classroom, didactic lecture etc. and it
seems that a lot of research involves looking at Middle schoolers rather
than looking at the 7000 classes where I find myself, (wishing I were
involved in authentic, active learning). So I wondered if there was any
lit about how to construct a ZPD enabling classroom environment,
multivocal, novices and experts (teachers) exchanging roles??
When I sent the mnessage off I was immediately sorry for disrupting the
flow of the dialogues here on XMCA. I am trying to submit a couple of
papers and it strikes me that the single most signicant difference *for me*
is that in classrooms bounded by constraint, critique and breakdown, I have
the most amount of trouble, and, well, the least amount of learning, I
guess.
(Still trying to get clear, hopin that there was somethin' here.)
with great respect,
Barb
Mike Cole wrote:
> Barb-- As in an earlier message from Martin, I am unclear about
> terminology and therefore what sorts of contributions I might make
> to what you are thinking about.
>
> In general, the zoped concept comes from situations where it is assumed
> that "more competent others" are trying to be helpful. What sorts of
> environment stands as a prototype for you of one which is "framed by
> notions of constraint, critique or break down?
>
> As I see it, zopeds entail constraints, critique, and breakdowns
> occur all the time, so that issue must lie with your use of the term
> "framed by." What sorts of activity are you thinking of?
> mike
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