But surely he was in A zone, if not the teacher's. If the teacher was
trying to get him to fill out worksheets, he's better off, methinks,
working on his music or finding patterns in the ceiling. p
At 01:08 PM 6/10/2006 +0000, you wrote:
>Yes, this makes sense. I know of a child whose elementary school teacher
>complained that he would not pay attention -- he was doing tihngs like
>looking at the ceiling (when I asked he said he was finding patterns in
>it) -- and she would have been surprised to find years later that he
>scored 99%ile in math. His middle school teacher, who complained of his
>constant foot tapping, was surpised to find that he was a drummer... but
>in all this, is it also not true that these teachers instincts were right
>-- that this kid was not in the zone because he was not attending to the
>moment?
>
>
> -------------- Original message ----------------------
>From: Peter Smagorinsky <smago@uga.edu>
> > At 05:36 PM 6/8/2006 -0400, you wrote: Since, by definition, ZPD is a
> > construction zone, a time of dynamic changes where everything is "up in
> the
> > air", a longer period of time and more play and non play observations
> > should be made on a child in order to be able to make any decisive
> > conclusions about that child's position in her/his ZPD.
> >
> > I haven't contributed much to this discussion--am teaching a summer class
> > and trying to get some writing done. I'm wondering, though, about the idea
> > that a child has "his/her zpd." If cognition is distributed, it seems that
> > the zpd isn't the child's alone, but extended to mediational tools, their
> > histories, and the community of practice in which they're used (and more
> > I'm sure). In 1990 Luis Moll equated zpd's with social contexts (his intro
> > to Vygotsky and Education), and I've always found that to be a useful
> > reformulation of Vygotsky's relatively brief account of the zpd: It's not
> > an individual capacity, but using Vygotskian logic, the setting (including
> > the learner) in which potential may be realized. Peter
> >
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>
>
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