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.
> >>>
> >>>
> >>> _______________________________________________
> >>> 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
> >>
> >>
> >
> >
> > 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
This archive was generated by hypermail 2b29 : Sat Apr 01 2006 - 01:00:13 PST