I'll get it done in the next couple of days, Elina.
Phil
On 20/03/2006, at 1:59 AM, Elina Lampert-Shepel wrote:
> That would be great if you can scan it ! I am always cautious when
> using the term Learning Activity, because it is often identified
> with any learning when used in English rather than as a reference
> to a specific theory of Learning Activity. Oh, well... Thanks,
> Phil.
>
>
> Quoting Phil Chappell <philchappell@mac.com>:
>
>> Now that you mention it, Elina, there is a very nice chapter by
>> Joachim Lompscher where, among other things, he discusses
>> teaching
>> strategies and their relationship to learning strategies -
>> "Learning
>> Activity and its Formation: Ascending from the Abstract to the
>> Concrete" in Hedegaard, M. and Lompscher, J. (1999) Learning
>> Activity
>> and Development, Aarhus: Aarhus University Press
>>
>> I can scan if needed, but certainly Gordon's chapter is
>> essential.
>>
>> Cheers,
>> Phil
>>
>>
>> On 19/03/2006, at 1:20 PM, Elina Lampert-Shepel wrote:
>>
>>> Mike et al,
>>>
>>> I believe that the question of 31 students to 1 teacher is
>> important
>>> as it leads us to the discussion of what is joined, what is
>> shared,
>>> what is created, what is constructed... in joint activity.
>>>
>>> One of the possible answers was offered in the 1960-1970s by
>> the
>>> theory of Learning Activity. We do not really talk much about
>>> Learning Activity, but it was a separate area of research in
>> Russia
>>> and Davydov and Elkonin were among those who contributed to the
>>> theory and practice of Learning Activity. One of the
>> researchers,
>>> Dusavitskiy,argued that in the classrooms with
>> Elkonin-Davydov's
>>> curriculum, the agent of learning activity initially was a
>> group of
>>> 6-7 students.El'konin - Davydov's math curriculum was
>> translated
>>> into English and piloted in Hoboken and Newark, NJ challenging
>>> public school environments by Gail Richardson (see
>>> www.bpeducation.org).
>>>
>>> I think that meanings and forms of intersubjuctivity in joint
>>> activity depend also on the nature of the epistemological
>>> perspective of the teacher. If, as in El'konin-Davydov
>> curriculum
>>> the effort was to create an opportunity for children to develop
>>> theoretical thinking, that was considered to be in zpd, then it
>>> required a specific type of inquiry in the classroom. There was
>> a
>>> lot of room for the creativity of both teachers and students,
>> but
>>> the epistemeological context of theoretical concept required
>>> specific forms of intersubjuctivity and types of activity.
>>>
>>> If you are interested in exploring Learning Activity Theory,
>> see
>>> Journal of Russian and East European Psychology,
>> September-October,
>>> 2003/Vol.41, No.5.
>>>
>>> Elina
>>>
>>>
>>> Quoting Bremme Don <dbremme@whittier.edu>:
>>>
>>>> Worthwhile approach to distill principles or defining features
>>>> from examples.
>>>> I nominate the following as an example
>>>> o Moll, L. C. & With nore, 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.
>>>> don
>>>>
>>>>
>>>>
>>>> -----Original Message-----
>>>> From: xmca-bounces@weber.ucsd.edu 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
>>>> kids/classrooms provide
>>>> 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.
>>>> mike
>>>> (two more days to go before I get real breathing room, but now
>> a
>>>> little)
>>>>
>>>>
>>>> On 3/18/06, bb <xmca-whoever@comcast.net> 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.
>>>>>
>>>>>
>>>>> _______________________________________________
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>>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>>
>>>> _______________________________________________
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>>>>
>>>
>>>
>>> Elina Lampert-Shepel
>>> Assistant Professor
>>> Graduate School of Education
>>> Mercy College New Teacher Residency Program
>>> Mercy College
>>> 66 West 35th Street
>>> New York, NY 10001
>>> (212) 615 3367
>>>
>>> I have on my table a violin string. It is free. I twist one end
>> of
>>> it and it responds. It is free. But it is not free to do what a
>>> violin string is supposed to do - to produce music. So I take
>> it,
>>> fix it in my violin and tighten it until it is taut. Only then
>> it
>>> is free to be a violin string.
>>> Sir Rabindranath Tagore.
>>>
>>>
>>>
>>> _______________________________________________
>>> xmca mailing list
>>> xmca@weber.ucsd.edu
>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>
>> _______________________________________________
>> xmca mailing list
>> xmca@weber.ucsd.edu
>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>
>>
>
>
> Elina Lampert-Shepel
> Assistant Professor
> Graduate School of Education
> Mercy College New Teacher Residency Program
> Mercy College
> 66 West 35th Street
> New York, NY 10001
> (212) 615 3367
>
> I have on my table a violin string. It is free. I twist one end of
> it and it responds. It is free. But it is not free to do what a
> violin string is supposed to do - to produce music. So I take it,
> fix it in my violin and tighten it until it is taut. Only then it
> is free to be a violin string.
> Sir Rabindranath Tagore.
>
>
>
> _______________________________________________
> xmca mailing list
> xmca@weber.ucsd.edu
> http://dss.ucsd.edu/mailman/listinfo/xmca
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