Thanks! I'll check it out.
deb
On 10/14/06, Emily Duvall <duvalleg@adelphia.net> wrote:
>
> One more, that I haven't read,
> Collaborative Learning: Higher Education, Interdependence, and the
> Authority of Knowledge
> Bruffee, Kenneth A.
> I've just begun to look into Bruffee's ideas... might be of interest to
> you.
> ~ Em
>
> deborah downing-wilson wrote:
>
> > Thanks Emily, Phil, Carol,
> >
> > This gives me a lot to think about. I'll follow these leads and read
> > these
> > articles and surface again with questions, I'm sure.
> >
> > Deb
> >
> >
> > On 10/14/06, Emily Duvall <duvalleg@adelphia.net> wrote:
> >
> >>
> >> Actually, I'm very interested in the zoped from the teacher
> >> perspective. It's not an area that Vygotsky wrote on, but one that I
> >> think needs to be explored within the context of development,
> >> particularly as it influences teacher education. Part of my
> dissertation
> >> work is focused on the connection between teacher learning and
> >> development in the zoped and student learning and development in the
> >> zoped. I'm currently conceptualizing these as intersecting zopeds and
> >> bringing in Gadamers fusion of horizons. At any rate, anything
> >> (articles, opinions, etc) that could contribute to thinking about this
> >> would be welcome. The population I'm working with are elementary
> >> children with learning disabilities.
> >> Reagrding the zoped at the university level I was thinking about the
> >> work by Poehner and Lantolf in L2/dynamic assessment. I know the
> >> population that Matt worked with were undergrads and, of course, DA is
> >> all about the zoped. He's currently working for CALPER at Penn State
> and
> >> would probably be happy to discuss what he knows re zopeds and working
> >> with undergrads. There are some other folks doing similar work at Penn
> >> State, as well.
> >>
> >> ~ Em
> >>
> >> Carol Macdonald wrote:
> >>
> >> > Hi Deborah
> >> > Phill has obviously given you good references, but I thought I might
> >> > give a
> >> > little of my own experiences of supervision. I think they are very
> >> > similar
> >> > to teacher/child dyads. Leaving aside issues of power for a moment,
> >> the
> >> > lecturer can point students to work that is too easy (going overy the
> >> > top of
> >> > the zoped) or too difficult, where they come in under the zoped; in
> >> both
> >> > cases no genuine learning occurs.
> >> >
> >> > Then there are issues of mastery and appropriation/internalisation.
> >> Some
> >> > students master the work for their thesis and then propmtly consign
> it
> >> to
> >> > the trashbin. For others, the appropiation has been so deep that it
> >> > affcts
> >> > all their subsequent work, or maybe cause them to shift their
> paradigm
> >> > for
> >> > the foreseeable future.
> >> >
> >> > Then there are issues of power: some students will do what one asks,
> >> > without resentment, assuming that the superviser has a bird's eye
> view
> >> of
> >> > where they are going. Others may listen to instructions and then go
> >> > off and
> >> > do exactly what they want to do: they are either dying to do some
> >> other
> >> > (covert) reading, or otherwise they assume the superviser cannot
> enter
> >> > into
> >> > their reality, but perhaps can be inducted.(Or that the superviser
> >> is so
> >> > stupid that they are going to ask that s'he should be replaced as
> >> > Internal
> >> > Examiner.)
> >> >
> >> > Finally, there are students coming in from other disciplines, who
> have
> >> to
> >> > learn the conventions of the new one, and may trip innumerable
> >> times in
> >> > their writing (styles). They have to trust their supervisers, and
> >> have
> >> a
> >> > sense of humour to survive, but since it is a matter of style rather
> >> than
> >> > content, this is a secondary type of zoped.
> >> >
> >> > There are other varieties such as students who are extremely
> competent
> >> > but
> >> > very insecure, who come anxiously with more or less perfect work, for
> >> > it to
> >> > get a stamp of approval. Naturally we find them a pain, because they
> >> > consume
> >> > lots of our time--this might be a case of (lack of) confidence in the
> >> > zoped. Too little might exhibit the case of obviating the zoped,
> >> with
> >> > genuine learning taking place, presumably with the mediation
> from/with
> >> > texts
> >> > almost to exclusion of people-bound dyadic learning. Too much
> >> > unwarrented
> >> > confidence can lead to learning outside the zoped under discussion,
> >> or a
> >> > poor performance within it.
> >> >
> >> > Actually I think these examples (which are all mine, but might be
> >> > shared to
> >> > differrent levels by my other honoured collegauges) are so
> interesting
> >> > that
> >> > surely somebody could write a paper about them, unless, of course,
> >> > Phill's
> >> > authors have already.
> >> >
> >> > Carol
> >> >
> >> >
> >> > On 10/14/06, Phil Chappell <philchappell@mac.com> wrote:
> >> >
> >> >>
> >> >> Dear Deborah,
> >> >>
> >> >> Attached are two papers that may be helpful - both in language
> >> >> teacher education and from the Modern Language Journal.
> >> >>
> >> >> Regards,
> >> >>
> >> >> Phil
> >> >>
> >> >>
> >> >> On 14/10/2006, at 11:20 AM, deborah downing-wilson wrote:
> >> >>
> >> >> > I'm just beginning to look at undergrad development in informal
> >> >> > mentored
> >> >> > service learning environments (Fifth Dimension After-school
> >> >> > programs) and
> >> >> > would like to use the ZPD model to evaluate the quality of the
> >> >> > professor/undergrad relationship in contrast to the conventional
> >> >> > lecturer/listener dynamic. There is some literature available on
> >> >> > adult
> >> >> > learners in zopeds, but neither this nor the work regularly done
> >> with
> >> >> > children directly addresses university learning.
> >> >> >
> >> >> >
> >> >> >
> >> >> > On 10/13/06, Emily Duvall <duvalleg@adelphia.net> wrote:
> >> >> >>
> >> >> >> Are you looking for something in particular as in dynamic
> >> >> >> assessment or
> >> >> >> a particular domain such as foreign language, ... ?
> >> >> >>
> >> >> >> deborah downing-wilson wrote:
> >> >> >>
> >> >> >> > Can anyone point me toward literature or research applying the
> >> >> >> zoped
> >> >> >> > model
> >> >> >> > to professor/university student relationships?
> >> >> >> >
> >> >> >>
> >> >> >> --
> >> >> >> He only earns his freedom and his life, who takes them every day
> >> >> >> by storm.
> >> >> >> -- Johann Wolfgang Goethe
> >> >> >>
> >> >> >> Emily Duvall
> >> >> >> Doctoral Candidate (ABD) / Graduate Assistant-Instructor
> >> >> >> Language and Literacy Education (LLED)
> >> >> >> Department of Curriculum and Instruction
> >> >> >> College of Education
> >> >> >> Penn State University
> >> >> >> 256 Chambers Bldg.
> >> >> >> University Park , PA 16802
> >> >> >> 814-861-3315 (home)
> >> >> >> 814-404-6175 (cell)
> >> >> >> 814-863-4511 (office)
> >> >> >> FAX: 814-863-7602
> >> >> >> edd130@psu.edu
> >> >> >>
> >> >> >> _______________________________________________
> >> >> >> 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
> >> >>
> >> >>
> >> >>
> >> >> _______________________________________________
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> >> >>
> >> >>
> >> >>
> >> >>
> >> > _______________________________________________
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> >> >
> >>
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> >>
> >
> >
> >
>
> -
>
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-- Deborah Downing-Wilson _______________________________________________ xmca mailing list xmca@weber.ucsd.edu http://dss.ucsd.edu/mailman/listinfo/xmca
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