Worthwhile approach to distill principles or defining features from examples.
I nominate the following as an example
o Moll, L. C. & Whitmore, K. F. (1993). “Vygotsky in Classroom Practice: Moving from Individual Transmission to Social Transaction,” in E. A. Forman, N. Minick, and C. A. Stone (Eds.), Contexts for Learning: Sociocultural Dynamics in Children's Development (pp. 19-42). New York: Oxford University Press.
From: email@example.com on behalf of Mike Cole
Sent: Sat 3/18/2006 6:54 PM
To: eXtended Mind, Culture, Activity
Subject: Re: [xmca] chat analysis of ritual
I agree bb.
but I was also (in a pretty deep state of ignorance) suggesting seriously
that perhaps if we
gathered a bunch of "existence proofs" we might be able to figure things out
a little better.
For example, it is my impression, probaby not well grounded, that it is
easier at earlier grades
to create zoped/embodying classrooms. But at the same time, older
somewhat different affordances for doing this (excuse me whoever is
objecting to using affordances
with respect to culturally organized activities!).
So, I have set in motion a tiny effort at lchc to create on xmca a special
section about zopeds in classrooms
where we could gather lots of different putative examples and try to figure
out if we can agree on some key
features of when it is possible and why it is often not.
(two more days to go before I get real breathing room, but now a little)
On 3/18/06, bb <firstname.lastname@example.org> wrote:
> Yes, exactly what i was thinking. What Gordon Wells offers for a scanned
> chapter is most likely the best to set the stage for a rich discussion.
> xmca mailing list
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