I was born in the last millenium, Don..
These are all very important issues that are being raised. I am reading
three books of essays at once where
the xmca exchanges involving you, bb, and others are all intersecting. We
will have a chance to for wide band
width discussion in SF and I have the luxury of not teaching from dawn to
dusk 7 days a week coming up!
Patience. Not everything is a zoped, emotions and development are involved,.
Marva Collins appears to have done
good teaching 30:1 in Chicago (but could not get it to generalize and god
only knows if there was development, but
I could believe it).
Ok, substitute an ipod for an inkwell.Juist keep the volujme down.
On 3/21/06, Cunningham, Donald James <email@example.com> wrote:
> An INKWELL? Geeze Mike, what century were you born???
> Ok, not "any", but "many". I hear people refer to many instructional acts
> (asking a question, providing feedback, holding a discussion, etc.) as
> scaffolding or working in the child's zoped. I'm not so sure. The words have
> achieved the rank of "buzz word", like "teaching to the whole child".
> I deliberately included Bob Knight because many of his players reported
> what I would call developmental growth as a consequence of his harsh
> regemes. "He made a man out of me", they report (not all, of course). Would
> we rule this out because we may not like the methods?
> If this ground has been sufficiently covered, then let's by all means move
> From: firstname.lastname@example.org on behalf of Mike Cole
> Sent: Mon 3/20/2006 10:05 PM
> To: eXtended Mind, Culture, Activity
> Subject: Re: [xmca] zoped
> Dear Just wondering.
> I will enter into this discussion seriously when I get through the final
> exam to be given later today and get home safely and then away
> frrom the crush of instittuionalized academic like.
> Lets see, if a teacher walks up to a child, kicks the child in the shins,
> the child cries in pain, and the teacher laughs.. There's
> an interaction.
> If development is breaking away, perhaps such a zone would entail the
> throwing an inkwell at a teacher, injuring another child,
> and being kicked out of school.
> We have posted somewhere, or have somewhere. Seth Chaiklin's systematic
> discussion of misuses of the idea of zoped. Other
> discussions can be found in addison stone and in griffin and cole
> and........... if this is meant as acongtribution to what and what should
> not go into a set of putative examples of exemplary teaching/learning
> interactions that might help us figurfe out what/when is a zoped
> (according to this speech community) and why their occurrences are
> apparently so restricted in classrooms (perhaps a disputable
> remark?), Isuggest we start with work already done on XMCA to be more
> specific than any interaction beftween teacher and child.
> back as events allow
> On 3/19/06, Cunningham, Donald James <email@example.com> wrote:
> > Since I sometimes play the role of "word police", could I ask about the
> > zone of proximal development?
> > It seems to me that the term is often used to characterize any
> > between a teacher and a student. That would be a pretty vacuous use, not
> > keeping with Vygotsky's basic insight, IMHO. As the page of exemplary
> > is being built, could we talk about the criteria for determining whether
> > something qualifies? Did Socrates create a zoped with (I assume you
> > one with not for) the slave boy? Did Jesus (or Mohammad or whoever)
> create a
> > zoped? How about the teacher in "Dead Poet Society"? The former coach at
> > Indiana University, Bob Knight?
> > Just wondering........djc
> > _______________________________________________
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> > firstname.lastname@example.org
> > http://dss.ucsd.edu/mailman/listinfo/xmca
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