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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>>
>
>
> 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.
>
>
>
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