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?
thanks,
steve
On Feb 12, 2007, at 12:17 PM, Mike Cole wrote:
> Clearly the conditions for creating such relationships in 30:1 formal
> classrooms
> are very rare and difficult to achieve. I believe this difficulty
> is linked
> to the distinction
> between school going activity and educational activity. The latter,
> Davydov
> used to
> joke, is never to be seen in school. The reason: Pre-pared goals.
> If goal
> formation
> is not a part of the activity, the resulting reduction produces only
> educational actions,
> not activities.
>
> David--
>
> 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
> language
> 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
> about.
>
> This must be a topic you have thought about a lot. What do you think?
> mike
>
> On 2/12/07, deborah downing-wilson <ddowningw@gmail.com> 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?
>>
>> Deb
>>
>>
>> On 2/12/07, Lara Beaty <larabeaty@gmail.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
>> >
>> > _______________________________________________
>> > 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
This archive was generated by hypermail 2b29 : Thu Mar 01 2007 - 10:36:50 PST