Given a little time, yes. Given the time I have, I suggest Newman, Griffin,
& Cole, Construction Zone.
(In addittion to limited intellectual resources, my immediate problem is
that I am teaching in overload and
you all can see the consequences in my sometimes disoriented questions).
I think that Yrjo should be able to help here, but he seems to have less
time to devote to this discusion than
I do (having an infant to worry about is VERY time consuming and sleep
reducing!). But I'll bet that learning by
expanding (at lchc.ucsd.edu) has more than a little to contribute).
Its a really important issue, Steve. Hopefully someone who does not have a
very disconnected class at 8am tomorrow
can help me out here)
On 2/12/07, steven thorne <email@example.com> wrote:
> hi all -- Mike (or anyone else) -- in regard to your mention of Davydov --
> would you be able to suggest a reference for Davydov's comments about goal
> formation as an integral part of educational/developmental activity?
> On Feb 12, 2007, at 12:17 PM, Mike Cole wrote:
> Clearly the conditions for creating such relationships in 30:1 formal
> are very rare and difficult to achieve. I believe this difficulty is
> to the distinction
> between school going activity and educational activity. The latter,
> used to
> joke, is never to be seen in school. The reason: Pre-pared goals. If goal
> is not a part of the activity, the resulting reduction produces only
> educational actions,
> not activities.
> In re re reading the chapter on concept development in T&L I was again
> struck by the
> fact that LSV in talking about second language learning emphasizes second
> learning in school.
> Going through Psych of Literacy this morning for a lecture this pm, I
> skimmed through results of various cognitive tasks to see when being
> multilingual entered as a significant variable. I need to do this more
> systematically, but one of the few places where
> speaking multiple tribal languages influence performance is on the tasks
> that made up the metalinguistic test. This implies that learning a second
> language outside of
> school can perhaps also promote the kind of change that LSV was talking
> This must be a topic you have thought about a lot. What do you think?
> On 2/12/07, deborah downing-wilson <firstname.lastname@example.org> wrote:
> I think this is an excellent point - and brings up lots of questions. Can
> we assume a zoped before we are certain both parties have the same end in
> mind? Is an end goal even necessary to establish a zoped? Can the teacher
> just lead the child along? I think I get sidetracked by the goals of the
> teacher and neglect to establish evidence of the student's
> committment. Is
> compliance enough? Corasaro does a good job of helping us focus on
> children's immediate goals - maybe his work would be helpful here?
> On 2/12/07, Lara Beaty <email@example.com> wrote:
> > Carrie,
> > I agree that the power/authority and scripts are central, but I would
> > also emphasize the effort to forge a collaborative approach to the
> > tasks that were meaningful to Annalee. In my observations, I've found
> > an incredible lack of this kind of collaboration--a lack of anything
> > that resembled a zpd--and it is this that I've been thinking of in
> > terms of solidarity, acts that convey a sense that teachers are working
> > toward the same goals as the students or supporting their goals.
> > Best,
> > Lara
> > _______________________________________________
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> > firstname.lastname@example.org
> > http://dss.ucsd.edu/mailman/listinfo/xmca
> Deborah Downing-Wilson
> xmca mailing list
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