Erickson might emphasize that it in takes place in kairotic time
rather than chronic time.
>Linda and all,
>I like you reminding us that ZPD is not a only space but maybe more
>so, it takes place in time. It reminded me of Bakhtin's chronotope
>or space-time. And it also connects with Lois and Vesna insisting
>that ZPD is an activity.
>However, what I find in your "teachable moment" is more than just
>space-time -- it also possesses a dimension of personal relations or
>"interpersonality" as Lois mentioned, too.
>Thus we are definitely speaking about a dynamic process taking place
>and taking time in the distinctly human kind of a situation -- when
>people teach/touch each other.
>Polin, Linda wrote:
>>With regard to the mystique. I have found the waters mudded, in
>>teacher ed at least, by the presence of things like the HUGELY
>>popular software package, Accelerated Reader (a turnkey reading
>>curriculum) that boasts the teacher feature of printing out each
>>kid's zone of proximal development based on the kid's performance
>>inside the software application. CLearly the software publishers
>>know what's in the teacher ed psych books. Yep I can imagine the
>>advertisement in my head: "Now with ZPD finder"
>>Also the unfortunate choice of the English word, "zone," brings
>>with it the notion of a location, a zone. Teachers tell me they are
>>going to "move that kid into the zone of proximal development" or
>>get to "the zone," as if it were somewhere between the 20 yard line
>>and the goal (the 'red zone,' according to sports announcers).
>>In searching for a teacher-friendly vocabulary I have used the
>>"teachable moment"...something all teachers seem to have a native
>>understanding of and direct experience with. We unpack the
>>teachable moment, with them thinking of a specific instance, and
>>try to determine what made it teachable. Inevitably we end up
>>talking about negotiation and elements that can be labeled as
>>interpersonal to intrapersonal, and social co-construction. I also
>>like the reference to time, "moment," as opposed to a place. We
>>also talk about a "meeting of the minds" in which the minds are
>>differently competent at the task in question (student-mommies in
>>my classroom are very useful example providers for this). Where the
>>zone sound like a place we travel to and which exists outside of
>>us, the teachable moment already comes with the notion of a jointly
>>produced experience in time. Yeah, the 'teachable' part is
>>unfortunate, but this seems to work as a way in to what is often a
>>mysterious concept for my students at least.
>>The problem I run into is the students' desire to see the ZPD as
>>diagnostic/prescriptive (which is what Accelerated Reader seems to
>>hold onto as well.).
>>What do you think, Eugene?
>>here's a snippet from the website:
>>Accelerated Reader's three easy steps help you continuously guide
>>students to appropriate books within their zone of proximal
>>development (ZPD). At the same time, it helps you personalize
>>reading instruction and intervene with students who need extra help.
>>Student Reads a Book. The student reads a library or textbook
>>selection. All types of student reading are monitored, including
>>guided, paired, literature-based, and textbook reading.
>>Student Takes a Quiz. AR offers more than 75,000 quizzes on library
>>books and popular reading textbook series. The quizzes provide
>>assessment information to help you motivate reading, monitor
>>progress, and target instruction to accelerate reading growth.
>>You Get Information. You get easy-to-read reports on the reading
>>level and comprehension skills of each student to guide instruction
>>and help the student select more reading materials.
>>xmca mailing list
>151 W. Tulpehocken St.
>Philadelphia, PA 19144
>Home office: (215) 843-2909
>Mobile: (267) 334-2905
>xmca mailing list
xmca mailing list
This archive was generated by hypermail 2b29 : Sat Apr 01 2006 - 01:00:13 PST