So I guess the two poles are the "scoring scheme" Mike C. notes would be
problematic (c.f. work Mike, Denis Newman, and I did on "locating" tasks in
experiments and education) and the "observe and pick sample dialogue" that
Shirley F. describes.
My interest is to work with two givens: the observer is primary to the tool;
the measurement (observation) changes the measured.
Some preparation of the observer and the observed situation may bring into
the open the observer's "apprenticeship of experience" (pace Lortie 1975 who
coined -I think- the term but about impacts on teaching not observing). More
public and consensual frames about the educational content (like the
mathematics of tangram) as well as developmental/educational concepts might
make observations and discussions of them less dependent on separate
observers' apprenticeships. What Moll calls "funds of knowledge" is another
way to think of it. If the observer has worked to make a situation for
observation that makes working capital of the observeds' funds, it may be
possible to prevent some sabotage from the gap between observer and
observed. What Cicourel called triangulation is another way to think of it
-- while the actual involvement of the observed in the analysis of the
observation may not always be feasible in CC classes about preschoolers, the
observed preschool students' personae are implicated in the preparation of
the situation for observation.
From: email@example.com [mailto:firstname.lastname@example.org] On
Behalf Of Shirley Franklin
Sent: Saturday, January 07, 2006 4:03 AM
To: eXtended Mind, Culture, Activity
Subject: Re: [xmca] Observation Tools?
I am not too sure what you mean.
But I use very old-fashioned methods of getting my students to observe
lessons and home in on samples of dialogue in the classroom. This is
then analysed for interactive learning, teaching, etc.
It is great, and as there is just so much that can be done with these
samples. We have had fun with class analysis when students present
their observations. This discussion in itself can be analysed!
On 6 Jan 2006, at 17:44, email@example.com wrote:
> Does anyone have an excellent observation tool of children, any ages
> from infant, toddler, or preschooler to observe Vygotsky's "theory in
> The texts I use are quite weak for my community college students but I
> would really, really like to help them get a great "theory in
> practice" experience.
> Of course, I will credit you.....
> Thanks in advance for any help you might offer!
> Wendy Sanders
> College of the Desert, Palm Desert, CA, USA
> xmca mailing list
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Tel: 020 7700 4975
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