Re: [xmca] Zone of Proximal Development

[ulvi icil <ulvi.icil@gmail.com>]

Many thanks to all for their comments on my question about ZPD

Ulvi




On 31/05/2009, larry smolucha <lsmolucha@hotmail.com> wrote:
>
>
> Message from Francine Smolucha:
>
> Dear Ulvi et al.,
>
> I have read a lot of Vygotsky's writings in the original Russian and
> somewhere -----
> I got the impression that the zone of proximal development results from the
> invention
> or introduction of a tool (conceptual/linguistic/graphic or
> physical/manual) that
> enables the learner to perform at a higher level (than could be achieved
> unassisted.)
>
> Learning is accelerated in the zone of proximal development because you
> learn more
> efficiently (teach more efficiently.) You do not speed up the lesson. The
> lesson might
> even take longer, but the learner performs "a head taller" than the typical
> age norm.
> This results in a new higher level of unassisted performance, as the
> learner incorporates or
> appropriates the "tool."
>
>
> This is how I am homeschooling my son. I invent new ways to explain
> something
> or solve a problem; we formulate new ways to look at things; we invent
> "manipulatives."
> We make connections between things - historical, semantic, analogical,
> logical, poetic,
> and humorous. I am going to start watching to see what tools he invents to
> help himself
> (or to help me solve a problem.)
>
> Is he a "head taller"  ?????
> My 13 year old son (who would be finishing 7th grade) is doing well on the
> PSAT/National Merit Scholarship
> workbook (an exam for 17 year olds.)
>
> Challenges can be envigorating - like rock climbing.
>
> The challenges become stressful when you lose your sense of well being
> (lose your footing)
> and are afraid you are going to fall (fail.)
>
> Oh, and here's a metaphor for the typical school classrooms that I have
> observed (that he has been in)
> - picture a neglected garden (flowers or vegetables)- not fertilized,
> seldom watered, weeds, too much sun
> in some spots, too little in others, no trellises to support growing
> plants, in need of pruning.
> Hardy plants survive, some bear fruit, some grow wild. Sensitive plants are
> not thriving, might
> even die.
>
>
>
>
>
> > Date: Fri, 29 May 2009 17:36:07 +0300
> > From: ulvi.icil@gmail.com
> > To: xmca@weber.ucsd.edu
> > Subject: [xmca] Zone of Proximal Development
> >
> > Hello,
> >
> > I have a question.
> >
> > As we know, some people point to the dangers of speeding academic
> education
> > for children (to bring it down to preschool, elimination of play etc that
> we
> > also discussed here in xmca recently) and I think that they are right.
> >
> > On the other hand, for many people who hears the concept of zone of
> proximal
> > development , it directly brings to mind, a similar speeding up...
> >
> > Me too, my mind is not clear, if ZPD corresponds to a fastening of
> academic
> > education , bringing it to earlier ages or not...
> >
> > In Bodrova and Leong, Tools of Mind, I have read that Zaporozhets
> interprets
> > ZPD so that it should not be interpreted as such a fastening but rather
> > amplifying ...
> >
> > Can any friend have a brief clarifying concept on this please?
> >
> > Ulvi
> > _______________________________________________
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> > xmca@weber.ucsd.edu
> > http://dss.ucsd.edu/mailman/listinfo/xmca
>
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