Re: [xmca] university students in the zoped

From: Emily Duvall (duvalleg@adelphia.net)
Date: Sat Oct 14 2006 - 17:18:16 PDT


One more, that I haven't read,
Collaborative Learning: Higher Education, Interdependence, and the
Authority of Knowledge
Bruffee, Kenneth A.
I've just begun to look into Bruffee's ideas... might be of interest to you.
~ Em

deborah downing-wilson wrote:

> Thanks Emily, Phil, Carol,
>
> This gives me a lot to think about. I'll follow these leads and read
> these
> articles and surface again with questions, I'm sure.
>
> Deb
>
>
> On 10/14/06, Emily Duvall <duvalleg@adelphia.net> wrote:
>
>>
>> Actually, I'm very interested in the zoped from the teacher
>> perspective. It's not an area that Vygotsky wrote on, but one that I
>> think needs to be explored within the context of development,
>> particularly as it influences teacher education. Part of my dissertation
>> work is focused on the connection between teacher learning and
>> development in the zoped and student learning and development in the
>> zoped. I'm currently conceptualizing these as intersecting zopeds and
>> bringing in Gadamers fusion of horizons. At any rate, anything
>> (articles, opinions, etc) that could contribute to thinking about this
>> would be welcome. The population I'm working with are elementary
>> children with learning disabilities.
>> Reagrding the zoped at the university level I was thinking about the
>> work by Poehner and Lantolf in L2/dynamic assessment. I know the
>> population that Matt worked with were undergrads and, of course, DA is
>> all about the zoped. He's currently working for CALPER at Penn State and
>> would probably be happy to discuss what he knows re zopeds and working
>> with undergrads. There are some other folks doing similar work at Penn
>> State, as well.
>>
>> ~ Em
>>
>> Carol Macdonald wrote:
>>
>> > Hi Deborah
>> > Phill has obviously given you good references, but I thought I might
>> > give a
>> > little of my own experiences of supervision. I think they are very
>> > similar
>> > to teacher/child dyads. Leaving aside issues of power for a moment,
>> the
>> > lecturer can point students to work that is too easy (going overy the
>> > top of
>> > the zoped) or too difficult, where they come in under the zoped; in
>> both
>> > cases no genuine learning occurs.
>> >
>> > Then there are issues of mastery and appropriation/internalisation.
>> Some
>> > students master the work for their thesis and then propmtly consign it
>> to
>> > the trashbin. For others, the appropiation has been so deep that it
>> > affcts
>> > all their subsequent work, or maybe cause them to shift their paradigm
>> > for
>> > the foreseeable future.
>> >
>> > Then there are issues of power: some students will do what one asks,
>> > without resentment, assuming that the superviser has a bird's eye view
>> of
>> > where they are going. Others may listen to instructions and then go
>> > off and
>> > do exactly what they want to do: they are either dying to do some
>> other
>> > (covert) reading, or otherwise they assume the superviser cannot enter
>> > into
>> > their reality, but perhaps can be inducted.(Or that the superviser
>> is so
>> > stupid that they are going to ask that s'he should be replaced as
>> > Internal
>> > Examiner.)
>> >
>> > Finally, there are students coming in from other disciplines, who have
>> to
>> > learn the conventions of the new one, and may trip innumerable
>> times in
>> > their writing (styles). They have to trust their supervisers, and
>> have
>> a
>> > sense of humour to survive, but since it is a matter of style rather
>> than
>> > content, this is a secondary type of zoped.
>> >
>> > There are other varieties such as students who are extremely competent
>> > but
>> > very insecure, who come anxiously with more or less perfect work, for
>> > it to
>> > get a stamp of approval. Naturally we find them a pain, because they
>> > consume
>> > lots of our time--this might be a case of (lack of) confidence in the
>> > zoped. Too little might exhibit the case of obviating the zoped,
>> with
>> > genuine learning taking place, presumably with the mediation from/with
>> > texts
>> > almost to exclusion of people-bound dyadic learning. Too much
>> > unwarrented
>> > confidence can lead to learning outside the zoped under discussion,
>> or a
>> > poor performance within it.
>> >
>> > Actually I think these examples (which are all mine, but might be
>> > shared to
>> > differrent levels by my other honoured collegauges) are so interesting
>> > that
>> > surely somebody could write a paper about them, unless, of course,
>> > Phill's
>> > authors have already.
>> >
>> > Carol
>> >
>> >
>> > On 10/14/06, Phil Chappell <philchappell@mac.com> wrote:
>> >
>> >>
>> >> Dear Deborah,
>> >>
>> >> Attached are two papers that may be helpful - both in language
>> >> teacher education and from the Modern Language Journal.
>> >>
>> >> Regards,
>> >>
>> >> Phil
>> >>
>> >>
>> >> On 14/10/2006, at 11:20 AM, deborah downing-wilson wrote:
>> >>
>> >> > I'm just beginning to look at undergrad development in informal
>> >> > mentored
>> >> > service learning environments (Fifth Dimension After-school
>> >> > programs) and
>> >> > would like to use the ZPD model to evaluate the quality of the
>> >> > professor/undergrad relationship in contrast to the conventional
>> >> > lecturer/listener dynamic. There is some literature available on
>> >> > adult
>> >> > learners in zopeds, but neither this nor the work regularly done
>> with
>> >> > children directly addresses university learning.
>> >> >
>> >> >
>> >> >
>> >> > On 10/13/06, Emily Duvall <duvalleg@adelphia.net> wrote:
>> >> >>
>> >> >> Are you looking for something in particular as in dynamic
>> >> >> assessment or
>> >> >> a particular domain such as foreign language, ... ?
>> >> >>
>> >> >> deborah downing-wilson wrote:
>> >> >>
>> >> >> > Can anyone point me toward literature or research applying the
>> >> >> zoped
>> >> >> > model
>> >> >> > to professor/university student relationships?
>> >> >> >
>> >> >>
>> >> >> --
>> >> >> He only earns his freedom and his life, who takes them every day
>> >> >> by storm.
>> >> >> -- Johann Wolfgang Goethe
>> >> >>
>> >> >> Emily Duvall
>> >> >> Doctoral Candidate (ABD) / Graduate Assistant-Instructor
>> >> >> Language and Literacy Education (LLED)
>> >> >> Department of Curriculum and Instruction
>> >> >> College of Education
>> >> >> Penn State University
>> >> >> 256 Chambers Bldg.
>> >> >> University Park , PA 16802
>> >> >> 814-861-3315 (home)
>> >> >> 814-404-6175 (cell)
>> >> >> 814-863-4511 (office)
>> >> >> FAX: 814-863-7602
>> >> >> edd130@psu.edu
>> >> >>
>> >> >> _______________________________________________
>> >> >> xmca mailing list
>> >> >> xmca@weber.ucsd.edu
>> >> >> http://dss.ucsd.edu/mailman/listinfo/xmca
>> >> >>
>> >> >
>> >> >
>> >> >
>> >> > --
>> >> > Deborah Downing-Wilson
>> >> > _______________________________________________
>> >> > 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
>> >>
>> >>
>> >>
>> >>
>> > _______________________________________________
>> > 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
>>
>
>
>

-

_______________________________________________
xmca mailing list
xmca@weber.ucsd.edu
http://dss.ucsd.edu/mailman/listinfo/xmca



This archive was generated by hypermail 2b29 : Wed Nov 01 2006 - 01:00:14 PST